Difference between revisions of "Learning Styles"
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*Cognitive: recognising that people have unique thought and mental processes that affect their learning; attention, memory, language, reasoning and problem solving are key to determining the learning environment conducive to individual learning traits.<ref> Bray,T. (2006) The Training Design Manual, Kogan Page: London & Philadelphia. 104</ref> | *Cognitive: recognising that people have unique thought and mental processes that affect their learning; attention, memory, language, reasoning and problem solving are key to determining the learning environment conducive to individual learning traits.<ref> Bray,T. (2006) The Training Design Manual, Kogan Page: London & Philadelphia. 104</ref> | ||
'''Origin''' | '''Origin''' | ||
| − | The notion that people think, feel and experience the world in different ways through four functions of the mind (thinking, feeling, sensation and intuition) was pioneered by the Swiss psychiatrist and psychoanalyst Carl Jung.<ref>Jung, C.G. (1964) Psychological types :Or, the psychology of individualation, ( H. Godwin Baynes, Trans.), New York: Pantheon Books.</ref>}} | + | The notion that people think, feel and experience the world in different ways through four functions of the mind (thinking, feeling, sensation and intuition) was pioneered by the Swiss psychiatrist and psychoanalyst Carl Jung.<ref>Jung, C.G. (1964) Psychological types :Or, the psychology of individualation, ( H. Godwin Baynes, Trans.), New York: Pantheon Books.</ref>His ideology became integrated into the Myers-Briggs Type Indicator Test, which emerged in the 1940s as a measure of cognitive style or "thinking style”. Its continued success has prompted the development of the contemporary interest in learning-style assessments. |
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| + | '''Diagnosing Individual Learning Styles''' | ||
| + | Those that champion learning style assessments claim that optimal instruction requires diagnosing individual’s learning styles and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what kind of delivery of information they prefer (e.g., words versus pictures versus speech) and what kind of mental activity they find the most engaging (e.g., analysis versus listening) although tools for assessing are diverse. | ||
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| + | '''Development of the Learning Styles Model''' | ||
| + | The rise of learning styles is attributed to the idea that people learn in different ways from each other and therefore need different methods of learning, particular to the individual, which presumes to allow that the individual will learn more effectively.}} | ||
Revision as of 14:44, 29 June 2012
 Learning Styles |
| People learn and develop in different ways and in different directions.
Learning is a complex neurological experience. As yet, we cannot detect why or how learning occurs or to what it can be attributed[1]but underlying, are theoretical concepts such as:
Origin The notion that people think, feel and experience the world in different ways through four functions of the mind (thinking, feeling, sensation and intuition) was pioneered by the Swiss psychiatrist and psychoanalyst Carl Jung.[3]His ideology became integrated into the Myers-Briggs Type Indicator Test, which emerged in the 1940s as a measure of cognitive style or "thinking style”. Its continued success has prompted the development of the contemporary interest in learning-style assessments. Diagnosing Individual Learning Styles Those that champion learning style assessments claim that optimal instruction requires diagnosing individual’s learning styles and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what kind of delivery of information they prefer (e.g., words versus pictures versus speech) and what kind of mental activity they find the most engaging (e.g., analysis versus listening) although tools for assessing are diverse. Development of the Learning Styles Model The rise of learning styles is attributed to the idea that people learn in different ways from each other and therefore need different methods of learning, particular to the individual, which presumes to allow that the individual will learn more effectively. |