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Learning Styles & Strategies Learning-Styles-1 - Coggle Diagram
Learning Styles & Strategies
Learning Style:
Learner's natural and preferred way of learning
(Nunan,2011).
Type 2: Sensory Style
It enables us to perceive through which activities and senses information is more easily absorbed and learned.
Perceptual
They perceive information through the senses.
Auditory
Children learn through their ear
Ex. Audio books, Podcast or music should be used to teach the child. Listening to a story in class activates their memory and creativity.
Tactile
Touch is his way of learning and understanding the world around him.
Ex. Use plasticine, blocks, relia, so that the child can feel with his hands.
Visual
They learn through their eyes.
Ex. Children must use Books with paintings, drawings, pictures, charts, etc., to understand the topic.
Kinesthetic
It is closely related to Tactile, because children learn through touch and movement.
Ex. During the learning process, games that include movements such as jumping, walking, running, etc. should be played. Or do experiments where children can feel with their hands what they are learning.
Enviromental
learning is externally influenced
Physical
Sensitive to learning environment such as light, temperture, furniture (Nunan, 2011).
Ex. Children with autism have a high sensitivity to the physical environment with too much light or with very hot or very cold classroom temperatures.
Sociological
Sensitive to relationship within the learning environment
Ex. An atmosphere of companionship should be created, and bullying should not be allowed so that the classroom environment allows introverted children to develop better and build lasting friendships that will help them in the learning process.
Type 3: Personality Style
Tolerance to ambiguity
"the degree to which you are
cognitively willing to tolerate ideas and propositions that run counter to your own belief system or
structure of knowledge" (Brown, 2000 as cited in Başöz, 2015).
Ex.
I saw her duck
(Norquist, 2021). Tolerance for ambiguity is very important because many times ambiguity is experienced in the translation of words and the various meanings they may have in the native language. Children with greater tolerance will understand that there are several meanings for the same word.
Hemisphere dominance
Left-brain
Predominantly image-based learning. They are analytical, reflective and self-reliant (Nunan, 2011).
Ex. More autonomous and reflective education. Reading and writing can be encouraged through the creation of stories and tales with drawings so that they can develop their skills in a better and easier way.
Right-brain
Auditory learning is predominant. They are interactive, impulsive and think globally (Nunan, 2011).
Ex. More controlled education. Speech and listening can be encouraged through podcasts and audios that tell stories with pictures to make the learning process easier and more interesting.
Type 1: Cognitive Style
Mental patterns that guide our perception, and that allow us to manipulate and organize information in a specific way. (Ruiz, 2019). The style depends on personality, capabilities and acquired learning.
Analytic
. Subdivide the whole into different ones and start processing the information without needing to know all the data (Castillero, 2017)
Ex. A picture with wooden objects is shown and the individual focuses his attention on the legs, grouping them in the group of known objects such as a table.
Global.
focuses on identifying the object in its entirety as a single unit and undertakes its analysis as a whole (Castillero, 2017).
Ex. A picture with wooden objects is shown. The person relates the objects by their functionality by their whole. That is, it is a table because it is used for eating.
Field independent.
Refers to the processing of information in an analytical, detailed and concrete way (Ruiz, 2019).
Ex. When we look at a picture and focus on the details, leaving the rest of the image "on the side".
(Ruiz, 2019).
Impulsive
Speed of reaction to stimuli in a fast and active way, with a greater possibility of making mistakes (Castillero, 2017)
Ex. In a test of irregular verbs, the impulsive child answers the questions quickly and impulsively without anticipating possible errors in the answers.
Fiel dependent
. Refers to the processing of information in a global and holistic manner (Ruiz, 2019).
Ex. When we observe a painting and we look and observe the painting as a whole, ignoring the specific parts.
(Ruiz, 2019).
Reflective
They take their time to analyze and evaluate the situation, which, although it allows them greater precision and efficiency, makes them slower and more inactive (Castillero, 2017). They evaluate all options presented.
Ex. In a test of irregular verbs, the reflexive child will spend more time answering and make fewer errors.
Learning Strategies:
"the techniques or devices which a learner may use to acquire knowledge”
(UKEssays, 2018).
Linguistic
Practicing
Ex. Do practice exercises such as filling in the blanks with provided words, listening to some audio, and filling in the blanks with the word you hear.
Using Context
Ex. Using relia we show the children some words they don't know so they can learn from the context. We take a leaf from a tree, so that they know where it comes from and we continue talking about the context where the leaf develops.
Conversational Patterns
Ex. Pretend they are in an arcade and ask them to ask each other questions to continue the conversation, such as: What is your name? Which hobbies do you practice? What kind of games do you like? etc.
Summarizing
Ex. At the end of the class, we ask the students to write a summary of what they have studied. For younger children we could ask them to draw a picture or summarize the class in their own words.
Selective Listening
Ex. At the beginning of the class, play an audio of a well-known song and ask them to write in their notebook the words they understand from the song.
Skimming
Ex. Give them a worksheet describing the vacation of someone famous and ask them to decide in one minute what type of writing it is.
Affective
Personalizing
Ex. Prepare a debate on a topic they know or enjoy talking about.
Self Evaluating
Ex. Prepare an exam and ask them to rate themselves while the teacher gives the answers. So they understand where they were wrong.
Reflecting
Ex. Explain the learning tools so they can understand how they learn. Give them psychological tests that determine the best strategies that suit their personality and preferences. Also, teachers give them feedback as soon as the class is over, so they can analyses their strengths and weaknesses
Interpersonal
Role-Playing
Ex. Ask the children to think of themselves as a superhero and tell me the powers they have and the things they can do. For advanced children you can ask them to characterize their favorite character and tell us what their life is like.
Cooperating
Ex. During the class, cooperative groups are created, so that the children work together and learn to collaborate and each group (if they are advanced) is asked to elaborate a dialogue with the vocabulary learned to interpret a play in which everyone participates. If they are young children, each group can elaborate a drawing in which they all paint and cut out different materials to give life to the image.
Creative
Brainstorming
Ex. Create groups in class, read them a story and ask each person to put at least 10 words (adjectives or adverbs) that define the story and describe the characters. I'll givem them the post it.
Cognitive
Mostly used to process and retain new information
Taking Notes
Ex. After reading a story, we can ask the children to tell us in their own words what the story was about. If it is for more advanced students, we can ask for a written summary of the lesson.
Concept Mapping
Ex. Children can be asked to make a map about the classification of colors, animals, fruits, and make them related to something. Advanced students can be asked to make a concept map of a particular topic such as Tenses.
Inducing
Ex. Give the children a worksheet of similar drawings so that they can identify the pattern and vocabulary related to the context of the drawing.
Inferencing
Ex. It can be used when the child is learning vocabulary in a text and does not understand the word itself, but understands the context of the paragraph and the child tries to infer the meaning of the word by relating it to the context.
Predicting
Ex. Present the cover of a book and ask them to tell what they think the story of the book is about or what characters might exist.
Discriminating
Ex. Help a child to distinguish words, objects, colors, animals, etc. by having him/her look for them within a long text and thus assimilate the understanding of vocabulary, writing and pronunciation depending on the objective of the class.
Classifying
Ex. Classify vocabulary with the objective of recognizing if they are colors, animals, objects, or fruits. If they are more advanced students, the classification can be of verbs, adjectives, nouns, etc..
Diagramming
Ex. We give the children a complex sentence "My dog played noisily in the park full of people". They are asked to first diagram a horizontal line where they write the main parts of the sentence. Then the not-so-important information is written on the supporting lines. It helps to recognize what is important in a sentence.
