Difference between revisions of "Learning style"

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(Multiple Intelligences)
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Given the high emotional aspect of learning a foreign [[language]], especially as adults, finding out a student's particular learning style, together with the [[needs analysis]], can greatly contribute to the progress he or she will make.
 
Given the high emotional aspect of learning a foreign [[language]], especially as adults, finding out a student's particular learning style, together with the [[needs analysis]], can greatly contribute to the progress he or she will make.
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Alternatively, simply finding out what subjects [[motivate]] and interest the student may work just as well.
  
 
== VAK models ==
 
== VAK models ==

Revision as of 17:45, 29 January 2011

Learning style refers to the many different learning experiences and preferences that students bring to the classroom.

Given the high emotional aspect of learning a foreign language, especially as adults, finding out a student's particular learning style, together with the needs analysis, can greatly contribute to the progress he or she will make.

Alternatively, simply finding out what subjects motivate and interest the student may work just as well.

VAK models

Based in some cases on Neurolinguistic programming's (VAK) models (Visual learners, Auditory learners and Kinesthetic, or tactile, learners), it is argued that while everyone obviously learns by using a combination of the senses, each person has a "dominant" style:

Visual learners

  • Have a preference for texts and visual aids such as overhead slides, diagrams, handouts, etc.);

Auditory learners

  • Learn best through activities involving listening (lectures, discussions, tapes, songs, etc.);

Kinesthetic/tactile learners

  • Prefer to learn through direct experience, that is moving around, touching, hands-on activities (experiments, etc.), role plays and simulations and in general being more active in their learning process.

Multiple Intelligences

Another interpretation of learning style is bases on the idea of multiple Intelligences. According to this idea people have various intelligences such as musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence and so on. Under this view teaching may be directed at the learner's strongest intelligence.

See also

References


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