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LEARNING STYLES - Coggle Diagram

- - - - Refers to the immediate instructional environment
      - Does the student prefer to learn in quiet, with music or noise?
      - Where learners prefer to get their learning dunn.
    - - Related to the motivation, persistence, and even the responsibility of the student.
      - This includes elements like levels of motivation and responsibility, how much the student conforms and pursues a task until its dunn.
      - What sorts of structures are helpful for the learner.
    - - Has to do with how the student works best: on his or her own, in pairs, in a group, according to a certain pattern, or with more (or less) guidance from the instructor.
      - Students may even enjoy working in a variety of these options.
    - - About how the body (in addition to the mind) responds to the learning task.
      - What are their perceptual preferences (visual, audio, kinesthetic, read/write)?
      - What time of the day are the most effective as learners?
    - - How the learner processes and response to information and ideas are related to the psychological influences.
      - Is this learner analytic and good with numbers? Is he or she reflective, taking quiet time to puzzle out the answer, or impulsive in shooting that hand up in the air?
      - These all have to do with the psych factor.
- - - - The learner encounters a new experience or reinterprets an existing experience.
      - This could be where the learner is exposed to a new task or a new way of carrying out a project, in a way they haven’t seen before.
    - - The learner reflects on the experience on a personal basis.
      - For many people, this is where the metamorphosis from seeing and doing to reflecting can embed the learning into real-time absorption of materials and methodology.
    - - Learners form new ideas, or modify current abstract ideas, based on the reflections that arise from the reflective observation stage.
      - They now have the chance to see how the ideas learned previously can be applied in their real world. The concepts they see can be altered by the results they have seen obtained in observing the ideas formulated in previous stages.
    - - By actively experimenting with the whole concept of visible action, we learn to associate what we have experienced with new ideas and innovations.
      - The learner applies the new ideas to her surroundings to see if there are any modifications in the next appearance of the experience.
- - - - Activists are people who learn by doing.
      - They need to get into the action and experience what they’re trying to learn.
      - These types of people typically have an open mind, they don’t come into situations with biases, they like to brainstorm, and they’re open to group discussions and problem-solving sessions.
    - - Learners who are inherently theorists seek to understand the theory behind the action.
      - They enjoy following models and reading up on facts to better engage in the learning process.
      - Theorists love reading stories and quotes, and they appreciate as much background information as they can get.
    - - Pragmatists want to know how to put what they’re learning into practice in the real world.
      - They don’t like abstract concepts or games.
      - They experiment with theories, ideas, and techniques and take the time to think about how what they’ve done relates to reality.
    - - Learns best by watching people and thinking about what is happening.
      - These kids observe from the sidelines and collect data, and then they take the numerous experiences they’ve perceived and work toward an appropriate conclusion.