Understanding Learner Characteristics
& Learning Styles
Learner characteristics, experience, skills
and his/her perceptions about the world play an important role in determining how
leaner would react and acquire the new information being taught to him/her.
Every learner is an individual, different from others, so teachers should know
individual differences and has to cater all the learners.
General intelligence vs multiple
intelligence
General intelligence
General Intelligence is the ability to think about ideas, analyze
situations, and solve problems. It is measured through various types of
intelligence tests.
Currently, through research, psychologists have identified several
types of mental abilities that make up intelligence.
Multiple intelligence
According to Cherry, (2010) Howard Gardner
theory disputed the analysis of test scores by contributing intelligence as a
multiple combination of eight intelligences which are; Musical Intelligence
being used for music and vocal coordination and memorization, Intra personal
Intelligence on how the person relate with others, Naturalistic Intelligence
that enable someone to relate relationship and patterns to nature, Mathematical
Intelligence (Logical) by promoting logical decision making.
Spatial Intelligence (Visual) that enables
someone to transform mental images to spatial skills, Interpersonal
Intelligence, Linguistic Intelligence (Verbal) by promotion on communication
skills and eloquence and Kinesthetic Intelligence (Bodily) which is the skills
that enables someone to control the motion of their body and handle objects
carefully. A combination of the eight intelligences forms a complete person’s
intelligence unlike in Charles Spearman – General Intelligence which was in
support of a pattern that if one passes one test there is high likelihood that
they will pass on subsequent tests.
Learning Styles - Visual, Auditory,
and Kinesthetic Learning Styles (VAK)
The VAK learning style uses the three main
sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine
the dominant learning style. It is sometimes known as VAKT (Visual, Auditory,
Kinesthetic, & Tactile). It is based on modalities—channels by which human
expression can take place and is composed of a combination of perception and
memory.
VAK is derived from the accelerated learning
world and seems to be about the most popular model nowadays due to its
simplicity. While the research has shown a connection with modalities and
learning styles (University of Pennsylvania, 2009), the research has so far
been unable to prove the using one's learning style provides the best means for
learning a task or subject. This is probably because it is more of a
preference, rather than a style.
Learners use all three modalities to receive
and learn new information and experiences. However, according to the VAK or
modality theory, one or two of these receiving styles is normally dominant.
This dominant style defines the best way for a person to learn new information
by filtering what is to be learned. This style may not always to be the same
for some tasks. The learner may prefer one style of learning for one task, and
a combination of others for a different task.
Classically, our learning style is forced upon
us through life like this: In grades kindergarten to third, new information is
presented to us kinesthetically; grades 4 to 8 are visually presented; while
grades 9 to college and on into the business environment, information is
presented to us mostly through auditory means, such as lectures.
According to the VAK theorists, we need to
present information using all three styles. This allows all learners the
opportunity to become involved, no matter what their preferred style may be.
While there is some evidence for modality
specific strengths and weaknesses (Rourke, et al. 2002), what has has not been
established is matching the instructional style to individual learning strength
improves their learning abilities. For example, one study (Constantinidou and
Baker, 2002), found that visual presentation through the use of pictures was
advantageous for all adults, irrespective of a high or low learning-style
preference for visual images. Indeed, it was especially advantageous for those
with a strong preference for verbal processin
Hints for Recognizing and Implementing
the Three VAK Styles
Auditory learners often talk to themselves.
They also may move their lips and read out loud. They may have difficulty with
reading and writing tasks. They often do better talking to a colleague or a
tape recorder and hearing what was said. To integrate this style into the
learning environment:
·
Begin
new material with a brief explanation of what is coming. Conclude with a summary
of what has been covered. This is the old adage of “tell them what they are
going to lean, teach them, and tell them what they have learned.”
·
Use
the Socratic method of lecturing by questioning learners to draw as much
information from them as possible and then fill in the gaps with you own
expertise.
·
Include
auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave
plenty of time to debrief activities. This allows them to make connections of
what they leaned and how it applies to their situation.
·
Have
the learners verbalize the questions.
·
Develop
an internal dialogue between yourself and the learners.
Visual learners have two
sub-channels—linguistic and spatial. Learners who are visual-linguistic like to
learn through written language, such as reading and writing tasks. They
remember what has been written down, even if they do not read it more than
once. They like to write down directions and pay better attention to lectures
if they watch them. Learners who are visual-spatial usually have difficulty
with the written language and do better with charts, demonstrations, videos,
and other visual materials. They easily visualize faces and places by using
their imagination and seldom get lost in new surroundings. To integrate this
style into the learning environment:
·
Use
graphs, charts, illustrations, or other visual aids.
·
Include
outlines, concept maps, agendas, handouts, etc. for reading and taking notes.
·
Include
plenty of content in handouts to reread after the learning session.
·
Leave
white space in handouts for note-taking.
·
Invite
questions to help them stay alert in auditory environments.
·
Post
flip charts to show what will come and what has been presented.
·
Emphasize
key points to cue when to takes notes.
·
Eliminate
potential distractions.
·
Supplement
textual information with illustrations whenever possible.
·
Have
them draw pictures in the margins.
·
Have
the learners envision the topic or have them act out the subject matter.
Kinesthetic learners do best while touching
and moving. It also has two sub-channels: kinesthetic (movement) and tactile
(touch). They tend to lose concentration if there is little or no external
stimulation or movement. When listening to lectures they may want to take notes
for the sake of moving their hands. When reading, they like to scan the
material first, and then focus in on the details (get the big picture first).
They typically use color high lighters and take notes by drawing pictures,
diagrams, or doodling. To integrate this style into the learning environment:
·
Use
activities that get the learners up and moving.
·
Play
music, when appropriate, during activities.
·
Use
colored markers to emphasize key points on flip charts or white boards.
·
Give
frequent stretch breaks (brain breaks).
·
Provide
toys such as Koosh balls and Play-Dough to give them something to do with their
hands.
·
To
highlight a point, provide gum, candy, scents, etc. which provides a cross link
of scent (aroma) to the topic at hand (scent can be a powerful cue).
·
Provide
high lighters, colored pens and/or pencils.
·
Guide
learners through a visualization of complex tasks.
·
Have
them transfer information from the text to another medium such as a keyboard or
a tablet.
Reference
PowerPoint presentation by Roza Ibrahim, MNU
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