Theoretical Points:
Cognitive style refers to the manner or mode used to process information, and the preferred strategies for completing cognitive tasks (MacKeracher, 2011, p. 72). The mentality of instructors should be to deliver the materials in a way the information can best be absorbed. “Optimal instruction requires diagnosing individuals’ learning style[s] and tailoring instruction accordingly” (Pashler, 2008, p. 105). There is not one style that is listed as the “best learning style,” with each style having strengths and weaknesses. “The idea that cognitive styles are value-free is hard to sustain when the description of one style clearly indicates that it is more virtuous than and thus preferable to the others” (MacKeracher, 2011, p. 73).
Kolb’s experiential learning process is based on the idea that an individual’s learning style is either based more on perception or processing (McLeod, 2017). A major idea from Kolb’s model is the same way one cannot think and feel at the same time, during the learning process, one cannot watch and do at the same time. Creating learning activities that engage both styles helps to stimulate each individual’s preferred learning style while also giving the opportunity to develop the non preferred learning style. Kolb’s learning cycle involves continuous learning in which someone has an experience, reflection on the experience, draws a conclusion, and then creates an active experiment based on the information (McLeod, 2017).
The cooperative learning approach is based on two assumptions: learning is an active endeavor and different people learn in different ways (Lawson, 2016, p. 118). “Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Lawson, 2016, p. 118). Off of cooperative learning, we have active training. Active training is becoming a more widely practiced method for instructors to get more of their students involved in the training process to maximize how much of the information learned is retained. “For an active-learning environment, the instructional design should maximize the effectiveness of instruction for both the learner and the trainer” (Lawson, 2016, p. 119).
The idea of different learning styles affecting the learning process is one used by many institutions of higher education, but is still debated by some in the field. An article published in The Atlantic claims the self-esteem movement of the late ’80s and early ’90s might be to blame, saying “Everyone was special—so everyone must have a special learning style too” (Khazan, 2018).
Application:
Cognitive Styles includes identifying preferred strategies for completing cognitive tasks, then utilizing different types of strategies to stimulate strengths and build on weaknesses. (MacKeracher, 2011, p. 72).
I think a good example would be engaging with students in a small to 1-on-1 setting, where they are encouraged to share their thought process. Rather than “correcting” their thought process, we need to help them focus the process to be as consistent as possible.
Kolb's experiential learning style theory is a 4 step learning cycle:
First a new experience happens, or there is a reinterpretation of a prior experience. Then we reflect during the “meaning-making” phase of this new experience. After reflection, we develop new or more refined ideas. The final step is to then engage in active experiments by applying the idea and seeing what happens (McLeod, 2017).
I think a good example would be science projects where an experiment is performed in a controlled area, and the students have to use their own meaning-making based on the data produced, previous knowledge, and exterior knowledge of peers and academic resources.
Cooperative Learning is a form of active learning where two or more individuals start a learning process together by working towards a common goal (Lawson, 2016, p. 118). By having two rivals who are competing to work on the same project; their strengths may complement each other, potentially leading to a stronger result than if they went through this process separately and you combined the results after.
I think a good example would be if you have strong personalities on a team, both competing to be the leader. Having these two leaders working together rather than against each other could create stronger leadership than either person completing the process alone.
Reflection:
I would say, based on my research and personal experience, knowing and understanding how to teach most effectively includes understanding different learning styles, and adjusting accordingly. The argument made in The Atlantic article seemed to be teaching while accounting for differing learning styles might help you learn about yourself, but it might not help you learn (Khazan, 2018). I think this is a flawed way of thinking, because as educators we look for ways to maximize engagement, which at the end of the day should be the goal of exploring different learning style models. Learning about different learning styles is not meant to merely generate an excuse for struggling with an obstacle, but rather information to help overcome obstacles. I wanted to include this source because I think noting dissenting opinions is critical when engaging any topic.
Highlights:
Process:
I started this process by looking at the resources required for this course, followed by talking about the general themes of my readings with my coworkers, and I then went and looked for additional sources based on my forming opinions. I would recommend reflecting on your preconceived opinions on learning before starting research, conducting a “thought experiment” to see if you are being objective.
Reference:
Khazan, O. (2018, April 11). The Myth of 'Learning Styles'. The Atlantic. https://www.theatlantic.com/science/archive/2018/04/the-myth-of-learning-styles/557687/
Lawson, K. (2016). The Trainer’s Handbook (4th ed.). Wiley.
MacKeracher, D. (2004). Making sense of adult learning (Second ed.). Toronto: University of Toronto Press.
McLeod, S. (2017). Kolb’s Learning Styles and Experiential Learning Cycle. https://www.simplypsychology.org/learning-kolb.html
Hi Samuel,
ReplyDeleteThis was an interesting and concise read - I appreciate that! As someone who struggles immensely with conciseness, it is a trait I value in others. You did an excellent job of summarizing the main points and providing some things to consider. Particularly, I thought the suggestion to examine one's own beliefs or thoughts about a topic before researching the literature was a great idea. It makes it personal, and also is a great way to reflect on your previous assumptions after you have completed the research.
My theory review focused on the brain and mind in learning. I too discussed the concept of cognitive styles (it's an interesting overlap). What I found most interesting was the concept that while our cognitive styles are thought to be fixed attributes, this shouldn't lend itself to only teaching a student in that particular way. Because we use both parts of our brain, even when we have preferences in learning styles and obvious differences in our cognitive styles, students from with different cognitive styles can still benefit from and engage with others and content presented in a variety of ways. What I find most beneficial as a practical tip for teachers is the idea that it is worth understanding and knowing your own cognitive style, and what that means for learners, but to ensure you include instruction that allows for students to use their strengths in learning no matter their cognitive style.
You mentioned group work and students learning from one another, as well as sharpening each other or a final product because of their different strengths and skill sets. I think that is an excellent way to engage the learner - having them learn with and from each other!
Thanks for sharing.
~ Amelia