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Learning Styles and Strategies - Coggle Diagram
Learning Styles and Strategies
Sensory Style:
refers to individuals who prefer to learn information which consist of visual, auditory, and motor modalities (Cambridge University Press, 2009).
Perceptual
Auditory:
learners learn better if they listen to information (Nunan, 2011).
Example:
listen to a podcast with my students about the Ecuadorian regions.
Tactile:
Nunan (2011) points out that this style of learners learns better if they use manipulative resources (p.156).
Example:
To learn about the fruits of Ecuador, I would send them to bring real fruits. In this way, learning will be more tactile.
Visual:
learners learn better if they see the content such as pictures, etc (Nunan, 2011).
Example:
watch a video in class with my students about the history and characteristics of Ecuador.
Kinesthetic:
Nunan (2011) points out that this style of learners learns better if there is movement associated with learning (p.156).
Example:
to learn about the different fruits and animals I would use dynamic songs with my students like super simple songs to dance and sing while we learn.
Environmental
Physical:
Nunan (2011) points out that this style of learners learns better because of their sensitivity to the learning environment (p.156).
Example:
As a teacher I would try to make my classroom as educational as possible so that my students feel comfortable and interested in learning about the subject.
Sociological:
Nunan (2011) points out that this style of learners learns better if there is a relationship with the environment (p.156).
Example:
I would like to do integrating activities so that my students try to get to know each other and relate better, in order to have a peaceful environment in the class.
Cognitive Style:
refers to the different ways in which each person processes information (Cambridge University Press, 2009).
Analytic
: learners work alone better and their own pace (Nunan, 2011).
Example:
send my students to study for a lesson the next day.
Global:
learners work better in groups (Nunan, 2011).
Example:
Divide the classroom into four groups and make a presentation about the regions of Ecuador.
Field Indipendent:
According to Nunan (2011) learners learns more step by step and with sequential instruction (p.156).
Example:
send homework to my students so they can encourage their learning.
Reflective:
learners learn better when they study new information calmly before anwering (Nunan, 2011).
Example:
send my students to carry out an investigation on questions related to Ecuador and answer them complementing with the information given in class.
Field Dependent:
According to Nunan (2011) learners learns best when information is presented in context (p.156).
Example:
teach the subject in class to my students.
Impulsive:
learners learn better when they can answer inmediately (Nunan, 2011).
Example:
hold a debate in class with my students about Ecuador.
Personality Style:
this type of style involves emotional factors (Cambridge University Press, 2009).
Tolerance of Ambiguity:
refers to how comfortable the student is with the answers given (Nuna, 2011).
Example:
I would do a knowledge test on my students to find out how tolerant they are with respect to their grades.
Right and Left Hemisphere Dominance:
each individual has a dominant side of their brain. This side will define many personality traits of each one (Nunan 2011).
Example:
I would propose to my students to carry out a free activity based on a theme that I gave them in order to find out which hemisphere of their brain is dominant.
References:
Cambridge University Press. (2009). 3 - Learning styles and learning strategies. Cambridge Core.
https://n9.cl/9pk4v
Nunan, D. (2011). Teaching English to young learners. Anaheim, CA: Anaheim University Press.
Olson, C.B. and Land, R. (2007). A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School. Teaching of English.
https://n9.cl/hsk8f
Time4learning. (2021). Interpersonal Learning Style.
https://n9.cl/oyakg
British Council, (2019). Affective strategies.
https://n9.cl/vqsga
Iowa State University. (2016). 14 Creative Ways to Engage Students.
https://n9.cl/b9bso
Linguistic
Summarizing:
make summaries of the information studied (Nunan, 2011).
Example:
I would do an exercise in which they have to summarize information from the texts so that they will practice synthesizing information.
Selective Listening:
Listening to specific information is a great exercise (Nunan, 2011).
Example:
Every time we learn to say a new word or expression, I would play a recording and I would ask them to count how many times they hear this expression or word.
Using Context:
using information in context to guess the meaning of information can help a lot (Nunan, 2011).
Example:
I would do an exercise of mimicry and I would point out certain objects so that they could guess the word and in this way they would remember vocabulary and verbs.
Practicing:
Nunan (2011) points out that this strategy refers to doing controlled exercises to improve knowledge and skills (p.160).
Example:
In the listening hour I would put a recording on the pronunciation of expressions so that my students will listen to the pronunciation and they will do the repetition exercise, then they will practice with their classmates.
Skimming:
according to Nunan (2011) this strategy refers to reading quickly to get a gneral idea of a text (p.160)
Example:
At the beginning of each unit I would read them a text with general information so that they could listen briefly and can tell me things about the new unit.
Conversational Patterns:
use and practice expressions (Nunan, 2011)
Example:
After explaining a certain number of expressions related to a topic, I would ask them to pass in pairs and have a conversation using the expressions.
Cognitive:
According to Carol and Robert (2007) cognitive strategy develops the thinking skills that will make students strategic, flexible learners (p.1).
Concept Mapping:
write important information in the form of maps (Nunan, 2011).
Example:
For the conclusion of each unit, I would make a concept map with the main ideas so that my students can get feedback and memorize the most important things.
Inferencing:
Nunan (2011) states that inferencing strategy using what you know to learn something (p.159).
Example:
For some activities I would do a review asking my students to present their ideas aloud and in this way the whole class would learn something new with knowledge that some of my students already know.
Taking Notes:
write important information in your own words (Nunan, 2011).
Example:
I would give my students some post-it and I would tell them to take note of what is most important in their words.
Discriminating:
Nunan (2011) states that this strategy distinguidishing between the main idea and supporting information (p.159).
Example:
I would tell my students that in any activity that contains texts, they should highlight the main ideas and supporting information with a highlighter.
Inducting:
Nunan (2011) states that inducing strategy looking for patterns and regularities (p.159).
Example:
For learning each tense in English, I would teach my students the rule and some examples.
Diagramming:
Nunan (2011) states that this strategy using information from a text to label a diagram (p.159).
Example:
I would ask my students as homework to make diagrams of the units so that they could review the information.
Predicting:
guess the content to be learned (Nunan, 2011).
Example:
At the beginning of each unit, I would write the name of the unit on the board and ask my students what they think this new unit is going to be about.
Classifying:
putting similar things in groups (Nunan, 2011).
Example:
I would make flashcards of fruits and animals. Then I would divide the board into three parts: the first with the coastal region, the second with the highland region, and the third with the Amazon region. Finally, I would ask my students to go to the blackboard and place each flashcard in the corresponding space.
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Interpersonal:
Time4learning (2022) states that social learners love being around people, working in groups, teams and overall thrives through social interactions.
Cooperating:
sharing with other students during learning (Nunan, 2011).
Example:
I would do a group presentation with my students in which they have to prepare material so that each student contributes ideas and knowledge.
Role - Playing:
playing pretend (Nunan, 2011).
Example:
I would divide my students into four groups and present a different situation for each group to perform a role-play.
Creative:
according to Iowa State University (2016) an instructor that presents innovative and challenging prompts will encourage students to work creatively through a problem to a solution (p.1).
Brainstorming:
Nunan (2011) states that this strategy thinking of as many new words and ideas as you can (p.161).
Example:
I would carry out an activity together with the whole class which would be a brainstorm about irregular and regular verbs in which I would write on the white board.
Affective:
According to British Council (2019) Affective strategies are learning strategies concerned with managing emotions, both negative and positive(p.1).
Self-Evaluating:
learners rate theirselfs (Nunan, 2011).
Example:
I would organize a self-assessment in which my students honestly rated their knowledge of previously taught topics.
Reflective:
According to Nunan (2011) learners thinking about ways that they learn better (p.161)
Example:
I would ask them to reflect on ways in which they think they would learn better and they wrote them on a sheet to give me ideas for improvement.
Personalizing:
According to Nunan (2011) this strategy is about when learners share their own opinions, feelings and ideas about a subject (p.160)
Example:
I would organize one day a month in which my students can share their opinions, feelings, ideas and suggestions on the subject.
