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Learning Style Models: Ma. Clarissa A. Isuriña, RMT

This document discusses various learning style models and theories. It describes the holistic and analytic learning styles, as well as the verbal and visual styles. It then discusses Kolb's theory of experiential learning, which depicts a 4-stage learning cycle and identifies four different learner types - converger, diverger, accommodator, and assimilator. The document also covers Gregorc's cognitive styles model and its four mediation channels. Finally, it discusses Field independence/dependence model and how it identifies a continuum from field-independent to field-dependent styles.

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46 views

Learning Style Models: Ma. Clarissa A. Isuriña, RMT

This document discusses various learning style models and theories. It describes the holistic and analytic learning styles, as well as the verbal and visual styles. It then discusses Kolb's theory of experiential learning, which depicts a 4-stage learning cycle and identifies four different learner types - converger, diverger, accommodator, and assimilator. The document also covers Gregorc's cognitive styles model and its four mediation channels. Finally, it discusses Field independence/dependence model and how it identifies a continuum from field-independent to field-dependent styles.

Uploaded by

Pojang
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LEARNING STYLE MODELS Ma. Clarissa A.

Isuriña, RMT
OBJECTIVES:
At the end of the lesson, the students are expected to:
Determine the Types of Learning and Learning Styles
Compare the 2 schools of thought of learning as used in the school
setting
Discuss the conditions of learning
HOLISTIC
They want to get the whole picture quickly, or get the gist
of things
They want to see broad categories before they look at
details
They process information simultaneously
They need to see how new information connects to what
they already know and value
They retain an overall or global view of the information
ANALYTIC
They process the details of a picture
They outline the components in a logical progression
They perceive information in an objective manner
and do not need to connect it to their personal values
or experiences
VERBAL
They present information they read, see, or hear in
terms of words or verbal associations
VISUAL
 They experience information they read, see or hear
in terms of mental pictures or images
KOLB’S THEORY OF EXPERIENTIAL LEARNING
 Depicts learning as a 4 – stage cycle:
 Immediate concrete experience
 Observations/ reflections
 Abstract theory
 Actively experiments
 Hypothesized that learners need 4 abilities in order to be effective:
 CE abilities: Learning from actual experience
 RO abilities: Learning by observing others
 AC abilities: Creating theories to explain what is seen
 AE abilities: Using theories to solve problems
KOLB’S THEORY OF EXPERIENTIAL LEARNING
 CONVERGER - a person who learns by AC and AE; good in decision – making and
problem solving and likes dealing with technical work rather than interpersonal
relationships
 DIVERGER – a person who stresses CE and RO; excels in imagination and
awareness of meaning; he/she is feeling oriented and people oriented and likes
working in groups
 ACCOMMODATOR – a person who relies heavily on CE and AE; he/she likes to
actively accomplish things, often using trial – and – error methods to solve
problems; this person may be impatient with other people; he/she acts on intuition
and is a risk taker
 ASSIMILATOR – a person who emphasizes AC and RO; the strength of this person
are in inductive reasoning, creating theoretical models, and integrating ideas;
he/she prefers playing with ideas to actively apply them; this person is more
concerned with ideas than people
KOLB’S THEORY OF EXPERIENTIAL
LEARNING
 LEARNING STYLE INVENTORY (LSI) – originally a 9 –
item questionnaire and is now a 12 – item tool with
sentence completion items; this inventory is the one that
has been used most frequently in measuring learning
styles of healthcare students
GREGORC COGNITIVE STYLES MODEL
 Hypothesized that the mind has the mediation abilities of
perception and ordering
 Perception ability is on a continuum ranging from
abstractness to concreteness
 Ordering ability is on a continuum from sequence to
randomness
“EVERYONE PROCESSES INFORMATION IN ALL 4
DIMENSIONS, BUT THEY HAVE A PREFERENCE FOR ONE
END OR THE OTHER ON THE PERCEPTION AND ORDERING
CONTINUUMS”
GREGORC COGNITIVE STYLES MODEL
 Preferences fall into 4 mediation channels:
 CS – like highly structured, quiet learning environments and do not like being
interrupted; they focus on details; they like concrete learning materials and
they may interpret words literally
 CR – intuitive, use trial – and – error methods, and look for alternatives; they
tend to order new information mentally into a three – dimensional pattern
 AS – holistic thinkers who seek understanding of incoming information; they
need consistency in the learning environment and do not like interruptions;
good verbal skills, logical and rational
 AR – think holistically and benefit greatly from visual stimuli; like busy,
unstructured learning environments and are often focused on personal
relationships
GREGORC COGNITIVE STYLES MODEL
 Gregorc Style Delineator – self – report inventory; there
are 10 columns on the inventory and each contains 4
words. The subject chooses the word that best describes
him/her and after completing the selection of words, the
scores are added to get a subscore for each earning
style. The highest score indicates the preferred learning
style.
FIELD INDEPENDENCE/ DEPENDENCE MODEL
 Associated primarily with Herman Witkin
 Identified a continuum of perception that ranges from a field –
independent style to a field – dependent style
 Embedded Figures Test – person looks simultaneously at a simple
figure and a complex figure is embedded. The person is asked
to find the simple figure within the complex figure. For field –
independent people, the simple figures are recognizable in a
complex figure
FIELD INDEPENDENT FIELD DEPENDENT
1. Mathematical reasoning may be 1. Difficulty with mathematical
strong reasoning
2. Analyzes elements of a situation 2. Analyzes the whole picture, less
able to analyze the elements.

3. Recognizes and recalls details 3. Does no perceive details

4. More Task oriented 4. People oriented


5. Forms attitudes independently 5. Attitudes guided by authority
figures or peer group
6. Pronounced self-identity 6. See themselves as others see them.
How useful are the different
LEARNING STYLE
THEORIES/CONCEPTS?
Read about:
DEVELOPING A
SYLLABUS
DEVELOPING A SYLLABUS Ma. Clarissa A. Isuriña, RMT
OBJECTIVES:
At the end of the lesson, the students are expected to:
Develop and plan sequence of a course outline/syllabus
Determine the domain levels of objectives
Formulate correctly stated objectives
Determine behavioral and non-behavioral terms in preparing
objectives
DEVELOPING A SYLLABUS
 The information included in the outline may vary by setting and
institution
 Should include the name of the course, the name of the instructor,
a one – paragraph course description, and a list of course
objectives
 Also include topical outline, the teaching methods to be used, the
textbook or other readings, and the methods of evaluation, if
appropriate
 Helps learners gauge just what is to be learned and what is
expected of them
DEVELOPING A SYLLABUS
 It is considered a contract between teacher and learners.
 To protect yourself legally, you may also include a
statement at the end of the outline that states changes in
course material or evaluation may be necessary at times,
but that the learners will be notified in writing of any
changes
FORMULATING OBJECTIVES
FORMULATING OBJECTIVES
 To guide your selection and handling of course materials
 To help determine whether people in the class have
learned what you have tried to teach
 Objectives should be specific enough to enable you to know
what the learners will say, do or think if they have learned
the material
 Educational objectives are called LEARNING OUTCOMES
FORMULATING OBJECTIVES
Essential from the learner’s perspective
 Learners must receive objectives that
communicate clearly what they will be
expected to know and do with the course
material
FORMULATING OBJECTIVES
 Bloom (1984) – developed a taxonomy of educational
objectives; identified learning domains:
 COGNITIVE DOMAIN
 PSYCHOMOTOR DOMAIN
 AFFECTIVE DOMAIN
*One of the challenges of writing good course objectives is
making the objectives in each domain measurable
FORMULATING OBJECTIVES
 COGNITIVE DOMAIN – measure knowledge, comprehension,
application, analysis, synthesis, and evaluation by using
written or oral tests
 PSYCHOMOTOR DOMAIN – observe what learners are
actually doing when they perform a skill
 AFFECTIVE DOMAIN – not so easy to write and measure
 Maier – Lorentz (1999) – suggest that educators can
infer attitudes or feelings from what is observed
FORMULATING OBJECTIVES
 Course objectives may be fairly broad in order to keep the
list a manageable length

“Recognizes the parameters of hemolysis”

 Some educators with a behaviorist philosophy believe that an


objective is incomplete unless it contains the intended learner,
the behavior to be performed, the conditions under which it is
to be performed, and the expected degree of attainment of
specific standards.
FORMULATING OBJECTIVES
“The MT will list and explain with 95% accuracy, the
parameters by which hemolysis occur”

 Class objectives are invaluable in helping the


teacher to evaluate learning and in helping learners
to focus their attention on what the outcomes of their
studying should be
FORMULATING OBJECTIVES
BEHAVIORAL VERBS USEFUL FOR WRITING OBJECTIVES
COGNITIVE DOMAIN
Knowledge: Define, delineate, describe, identify, list, name, state
Comprehension: Classify, discuss, estimate, explain, rephrase, summarize
Application: Adjust, apply, compute, demonstrate, generate, prove
Analysis: Analyze, compare, contrast, critique, defend, differentiate
Synthesis: Create, develop, propose, suggest, write
Evaluation: Assess, choose, conclude, defend, evaluate, judge
PSYCHOMOTOR Arrange, assemble, calibrate, combine, copy, correct, create,
DOMAIN demonstrate, execute, handle, manipulate, operate, organize, position,
produce, remove, revise, show, solve
AFFECTIVE DOMAIN Accept, agree, choose, comply, commit, defend, explain, influence,
integrate, recommend, resolve, volunteer
SELECTING CONTENT
 The general guidelines for course content are usually
prescribed by the curriculum of the school, health agency or
proprietary agency for which the educators work
 Several factors need to be considered:
 How much time can you devote to the topic?
 What kind of background do the students have?
 If a textbook has been selected, its depth of content can give
you some hints as to what you need to include
SELECTING CONTENT

“NEVER CRAM INFORMATION


INTO A CLASS SESSION”
ORGANIZING CONTENT

LECTURES NEED TO BE
ORGANIZED
*Sharing class objectives with the group sets the stage
for an organized lecture.
ORGANIZING CONTENT
 There are several ways to structure content so that it follows
a logical sequence.
 Some classes lend themselves to a time sequence structure.
 Discussions, role playing, computer applications, and
problem – based learning as well as other strategies also
require structure and organization if learning is to proceed
smoothly.
Make a syllabus on the subject ‘LABORATORY
MANAGEMENT’ using the Commission on Higher Education
(CHED) Memorandum Order No. 14, s. 2006.
DEADLINE: August 22, 2015 (Saturday)
*Submit a hard copy for the final grading of the output and
present to the class a soft copy for critiquing on the date of
the deadline.
GOD BLESS ON
YOUR MIDTERMS! 
#kontingpushnalang

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