Learning Styles Theory Review: Cara Johnson

Theory Review: Learning Styles

Cara Johnson

Ball State University

EDAC 635: Strategies for Teaching Adults

Dr. Bo Chang

February 21, 2021

Name	Commented On
Cara Johnson	Josie Campbell

What type of learner are you? Learning style is a person’s preferences for how he or she learns information (MacKeracher, 2011). Every person has a unique preferred way of learning new information that works best for him or her. Facilitators must ensure that their lessons cater to multiple different learning styles, not just their preferred style. There are several different models that are useful for instructors, including the Felder and Silverman learning style model, Kolb’s model of learning styles, and the VARK model.

Main Theoretical Points

            The Felder and Silverman learning style model is a useful model for educators. The model has four dimensions: the perception dimension, the input dimension, the processing dimension, and the understanding dimension (Adkins & Guerreiro, 2018). The perception dimension is made up of sensing and intuitive learners, the input dimension is made up of visual and verbal learners, the processing dimension is made up of active and reflective learners, and the understanding dimension is made up of sequential and global learners (Adkins & Guerreiro, 2018). Learners who match with the sensing learning style in the perception dimension like to collect information themselves with their senses, while those who match with the intuitive learning style prefer to theorize and think to come up with ideas (Adkins & Guerreiro, 2018). Students who are visual learners like to learn through visuals such as pictures and diagrams, while verbal learners like to learn through words, either written or told to them (Adkins & Guerreiro, 2018). Students who process information actively take action to process information, such as by discussing or trial-and-error, while students who process information through reflection prefer to process information and make conclusions through thinking (Yang et al., 2013). Learners who understand in a sequential way gain understanding methodically, in a step-by-step way, while learners who understand in a global way make large jumps in knowledge and can easily solve other problems once they get a concept (Yang et al., 2013).

            The Felder and Silverman model is useful for practitioners because teachers can use the model to design lesson plans and activities that accommodate all of these types of learning styles. By doing this, instructors can ensure that students of all different learning styles will be able to effectively learn the material and gain understanding. Practitioners can use this model to ensure learners on both sides of all four dimensions can be helped by activities in the lesson.

            Kolb’s model of learning styles is also important for educators. Kolb's model of learning styles uses two different behavioral dimensions to create four distinct learning styles. The first behavioral spectrum is the abstract-concrete dimension, which relates to how people take in information and make sense of it (MacKeracher, 2011). The other dimension is the active-reflective dimension, which deals with using the learned information and applying and transforming it in real-life situations (MacKeracher, 2011). The two endpoints of the abstract-concrete dimension are concrete experience, which is learning from experiencing, and abstract conceptualization, which is learning from thought and logic (MacKeracher, 2011). The two endpoints of the active-reflective dimension are reflective observation, which involves watching and thinking about what was seen, and active experimentation, which involves acting/trying new things (MacKeracher, 2011). Learners that match with concrete experience and reflective observation are divergent learners, who are creative and imaginative but can struggle with having too many ideas (MacKeracher, 2011). Learners that match with abstract conceptualization and reflective observation are assimilative learners, who are good at putting sound theories together but may not always have a strong connection with real-life applications (MacKeracher, 2011). Learners that match with abstract conceptualization and active experimentation are convergent learners, who are good at creating solutions to problems and applying them but may not consider all possible ideas (MacKeracher, 2011). Learners that match with concrete experience and active experimentation are accommodative learners, who are good at taking action and trying new things but may struggle having meaning behind what they are doing (MacKeracher, 2011).

            This model can be used to design activities that accommodate all these types of learners. Each of these four types of learners has unique preferences and will need different activities to learn effectively. As with the Felder and Silverman model, this model can be used to ensure the lesson helps all types of learners.

            In addition, the VARK model is a useful model for educators. This model classifies learners into four categories: visual learners, aural learners, read-write learners, and kinesthetic learners (Prithishkumar & Michael, 2014). Aural learners like to learn by hearing and listening, visual learners like to learn by seeing the material, read-write learners like to learn through written material, and kinesthetic learners like to learn by doing (Kharb et al., 2013). Research on this model also shows that most students prefer multiple of these ways of learning. In fact, 61% of students prefer more than one of these four learning styles (Kharb et al., 2013).

            Practitioners can use this model, as with the other two previously discussed, to accommodate all these types of learners. Practitioners can design lessons based on this model that use different delivery methods to ensure all types of learners can thoroughly understand the content. Since so many learners use multiple of the VARK learning styles, every student benefits when the teacher designs lessons to accommodate all these types of learning styles.

Application

            The Felder and Silverman learning style model can be used to design lessons and activities that will allow learners on both sides of the four dimensions in the model to learn effectively. Active learners like learning with examples that both explain the concepts and connect the concepts to real life, while reflective learners like to be encouraged to reflect on the material and think of possible applications (Yang et al., 2013). Sensing learners also like examples that explain the concepts and applications, while intuitive learners like to be provided theories and examples that differentiate these concepts (Yang et al., 2013). Visual learners like learning material through diagrams and other visual aids, while text learners like to learn by written material or lecture (Yang et al., 2013). Sequential learners like to learn in a methodical, step-by-step way, while global learners like to preview all the material before the lesson (Yang et al., 2013).

Teachers can create a lesson that accommodates all these types of learners. For example, a teacher could start a lesson by having the class preview the chapter to accommodate global learners. The teacher could then teach the lesson in a methodical, step-by-step way to accommodate sequential learners. During the lesson, the teacher can incorporate readings along with verbal lecture and visual diagrams to accommodate both visual and text learners. In the lesson, the teacher can first provide the theories and examples to differentiate them and then provide practical examples, including real-life applications. This would accommodate sensing, intuitive, and active learners. After the lesson, the teacher can encourage students to reflect on what they have learned, which accommodates reflective learners.

For example, if I were teaching a group of students a math concept such as quadratic equations, I would start the lesson by having the class preview the section of the chapter we are working on. I would then begin the lesson by discussing the various theoretical concepts and using examples to differentiate them. This would include the various methods to solve quadratic equations and how they are different. I would have students read about the concepts in the textbook while I am discussing them. I would then transition into both conceptual and real-life examples, using both verbal explanation and visually writing out the work in a step-by-step way for the problems. I would finish the lesson by encouraging students to reflect on the material and what it means.

Kolb’s model of learning styles can be used to design activities that accommodate all the types of learners in the model. Divergent learners like to learn by talking and brainstorming, assimilative learners like to learn by reading or lecture, convergent learners like to learn by having clear goals to follow and then following them, and accommodative learners like to learn through hands-on activities (MacKeracher, 2011). It is possible for teachers to incorporate all these learning styles into the lessons they teach. For example, a teacher could start a lesson by giving clear goals and continue to identify the objectives of every activity. They could include a brainstorming activity, giving a lecture, and having students do an interactive activity in the lesson. Doing lessons like this helps every student in the class to learn, not just students with specific learning styles.

As an example, if I were teaching a group of students quadratic equations, I could start the lesson by giving clear goals. The clear goals could be learning how to solve quadratic equations by factoring, completing the square, and the quadratic formula and being able to form quadratic equations. These would need to be reinforced throughout the lesson. I could have students participate in a brainstorming activity where they think of possible ways they could solve a quadratic equation. After this activity, I could give a lecture and explain the concepts to students. I could then have students participate in a practice activity to have them do it themselves. Following this type of lesson plan would accommodate all the learning styles in Kolb's model.

            The VARK model can be applied to lessons to ensure that material is taught in various ways that cater to the different learning styles. Teachers must incorporate visual, auditory, reading and writing, and hands-on activities into their lessons. For example, a teacher could start a lesson with a reading, proceed into a lecture that uses visual diagrams, and finish the lesson with a hands-on application activity. This would ensure that all types of learners have a chance to learn the material in the way they learn best.

            For example, if I were teaching a class quadratic equations, I could start the lesson by having the students read the chapter and take notes. I could then proceed into a lecture where I explain to students how to solve quadratic equations by various methods and visually write out the various examples on the whiteboard. I can then finish the lesson by having students apply the concepts learned to practice problems. This would ensure everybody in the class has a chance to fully understand the material.

Reflection

Highlights

            The key points in this assignment are that there are many different learning styles and models and that lesson designs need to consider all these types of learning styles. Although the various models vary, they all have the same aim: it is important to understand how different people learn and consider that in the creation of lessons. It is easy for an instructor to only teach how he or she learns best. However, there is not just one way to learn. Everybody will understand a concept best from different teaching methods and instructors must be cognizant of this.

Process

            To complete this assignment, I first searched in Ball State’s OneSearch for a group of about 10 articles that discuss learning style models. I highlighted the important information about the various models in each article. I then picked the most important models from these articles and looked for more articles on these models as necessary and highlighted the important points in these articles. I then used all this information to create my paper and edited my paper as needed. In this process, I have learned how to do a thorough review of the theory on a topic and how to manage my time well to complete the paper. It is important to space the work out over many days and plan what to do when to write an effective paper.

Table 1

Summary of the Theoretical Ideas

	Main Theoretical Ideas	Summary of How to Apply the Main Theoretical Ideas in Practice
Idea 1	Felder and Silverman learning style model	Create a lesson that begins with a preview of the lesson and proceeds in a step-by-step way. Include theories and plenty of examples in the lesson, including real-life scenarios. Use a combination of readings, verbal lecture, and visual diagrams. End the lesson with a reflection.
Idea 2	Kolb’s model of learning styles	Start the lesson with clear goals. During the lesson, identify the objectives of every activity and include brainstorming, lecture, and interactive activities.
Idea 3	VARK model	Incorporate readings, visual diagrams, lecture, and hands-on activities into the lesson.

 

 

References

Adkins, D., & Guerreiro, M. (2018). Learning styles: Considerations for technology enhanced item design. British Journal of Educational Technology, 49(3), 574-583. https://doi.org/10.1111/bjet.12556

Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013). The learning styles and the preferred teaching-learning strategies of first year medical students. Journal of Clinical and Diagnostic Research, 7(6), 1089-1092. https://doi.org/10.7860/JCDR/2013/5809.3090

MacKeracher, D. (2011). Making sense of adult learning (2nd ed.). University of Toronto Press. 

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: Using the VARK model. Journal of Postgraduate Medicine (Bombay), 60(2), 183-186. https://doi.org/10.4103/0022-3859.132337  

Yang, T., Hwang, G., & Yang, S. (2013). Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles. Educational Technology & Society, 16(4), 185-200.