CHAPTER II

LITERATURE REVIEW

2.1 Definition Of Learning Styles

Every student has different ways of perceiving, analyzing, processing information and as well as applying the information in his learning processes. Every student is different depending on how he prefers to learn. Some may prefer to learn through reading, some may be able to understand their learning simply by listening to lectures while others may need to put on actions or practical work in order to gain a better understanding on what they learn. Every learner has different preference and learning style that will help him in learning more effectively and yet promote a better understanding on the information perceived throughout the learning processes. This will automatically lead to a more meaningful learning.

Learning styles definitions and descriptions according to Kolb(1984) said. Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences.

2.2 Types Of Learning Styles

According to the research it is known that Kolb and Fry divided learning style into four different abilities. It was concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities. They said that to develop a strength in, or orientation to, few of us can approach the ideal in this respect and tend. Using this Kolb and Fry proceeded to identify four basic learning styles. The table below shows 4 types of learning style theory which have been done by Kolb and Fry. From this table, it shows that learning style divided into 4 categories and it depend on the student comfort itself.

Table 2.2.1Kolb and Fry on learning styles (Smith, 1996) Learning style Learning characteristic Description

Converger

Abstract conceptualization + active experimentation

strong in practical application of ideas can focus on hypodeductive reasoning on specific problems unemotional has narrow interests

Diverger

Concrete experience + reflective observation

strong in imaginative ability good at generating ideas and seeing things from different perspectives interested in people broad cultural interests

Assimilator

Abstract conceptualization + reflective observation

strong ability to create theoretical models excels in inductive reasoning concerned with

abstract concepts rather than people

Accommodator

Concrete experience + active experimentation

greatest strength is doing things more of a risk taker performs well when required to react to immediate circumstances solves problems intuitively

Learning style process can be in any of four processes. Firstly, the person will take an action for the task given and get to know the consequence of the action that have been taken. The second step is, they will understand the effect of the action they take and the relationship of the action with the result they get. So, if the similar task is given, they can solve it based on the experience they get before this. The last step understands the general principle under which the particular instance falls.

In order to gain experience beyond the particular example, generalizing is used. Actions is taken and then general principle is suggest. It is not effective in just understanding the general principle. In this part, the ability to express the principle in a symbolic medium which is ability to put it into words. It gives effects over a range of circumstance.

Learners who use this type of learning have various solution to accomplish the problem given in different situation. They will be able to do anything and can do the best in a group. However, there still a problem which is they cannot verbalize their actions in

psychodynamic or sociological terms. This will effect in transferring their learning style to other setting.

Table 2.2.2 ACTIVE and REFLECTIVE LEARNER, (Learning Styles Versus Professor Teaching Styles adapted from Felder and Soloman in Wirz, 2004) Learning categories: How do they process information? ACTIVE LEARNERS: By doing something with the information: discussing it, applying it, or explaining to others. What might they say about the Lets try it out and see how it information presented to them? works. Do they prefer to work in a group, or alone? How do they handle lectures & taking notes? Tendencies? Cant stand to just sit and take notes. Jump into things prematurely, and get into trouble. Dont like it much, but will do it if necessary. Spend too much time reflecting and may never get it done. How can they help themselves (when the active learner finds himself in a class that has little time for discussion or problem solving, or when. a reflective learner is in a class that allows little time for thinking about new information)? What do they do well? Administration and teamoriented project work. What is the favored teaching style? Hands-on, labs, and discussions Lectures with summaries. Study in groups and try to guess the questions to be asked on tests. Find ways to do something with information they have received. They dont just memorize while studying, but try to review what they have read, thinking of possible questions and applications. They write short summaries of readings and class notes in their own words. Individual research and design. Group. Alone or in pairs. REFLECTIVE LEARNERS Prefer to think about it for awhile, or to write brief summaries about what was just covered. Lets think it through first.

Table 1 shows the differences between active and reflective learners based on eight questions. In processing information, active learners tend to discuss, apply or explaining to others, while reflective learners prefer to think about it for awhile, or to write brief summaries about what was just covered. After the information presented to them, active learners tend to try it out to see the results. Differ with reflective learners that just think it through. Active learners work well in groups, reflective learners work well by themselves or with at most one other person. Active learners tend to be experimentalists but reflective learners tend to be theoreticians. Other characteristic of active learners is that their propensity is jump into things prematurely and get into trouble. For reflective learners, they just wasting their time or could be never get it done. Other criteria of active learners are that they tend to discuss in group about a questions to be asked on tests and also applying information they got. For reflective learners, review after reading is better instead of memorizing in study. The way it should be is summaries and paraphrasing. Based from these characteristic, administration and team oriented project work really suits for active learners while individual research and design for reflective learners. Teaching style preferred by active learners are hands on, labs and discussion. Lectures with summaries preferred by reflective learners.

Table 2.2.3 VISUAL and VERBAL LEARNERS, (Learning Styles Versus Professor Teaching Styles adapted from Felder and Soloman in Wirz, 2004)

Learning categories: How is information received?

VISUAL LEARNERS

VERBAL LEARNERS

They remember what they see They remember words pictures, diagrams, charts, films, demonstrations. written and spoken explanations. Most courses are taught verbally. They write summaries or outlines of course material in their own words and work in groups to gain understanding by hearing classmates explanations. They learn even more when by repeating the

Which is the most common type? How can they help themselves (for the visual learner when the

Most people learn better visually. Find diagrams, photos, schematics, and other visual

course is predominantly verbal, course material. Check on or for the verbal learner when the course is primarily visual)? videotapes or CD-ROM displays. Prepare a concept map listing key points, and connecting them with lines.

Color-code notes with different highlighters so everything on one topic is in the same color.

explanation.

What is the favored teaching style?

Labs and PowerPoint or Films.

Lectures or PowerPoint.

Table 2 shows the differences of visual and verbal type of learners. Visual learners remember best what they see such as pictures, diagrams, flow charts, time lines, films, creating a mind map, color code notes with highlighter and demonstrations. If something is simply said to them they will probably forget it. Verbal learners remember much of what they hear and more of what they hear and then say. They get a lot out of discussion, prefer verbal explanation to visual demonstration, and learn effectively by explaining things to others. Most people learn better in visual but most courses are taught verbally. Visual learners preferred labs, power point and films teaching style while lectures or power point preferred by verbal learners. Table 2.2.4 SEQUENTIAL and GLOBAL LEARNERS Learning categories: How does the student progress toward understanding? SEQUENTIAL LEARNERS Learn in steps, with each step following logically from the previous one. They acquire understanding of material in small, connected chunks. GLOBAL LEARNERS Learn in large jumps, absorbing material randomly without seeing connections, then suddenly getting it. Need teachers who can relate past experience and knowledge to present subjects. Tendencies? Follow logical steps in finding solutions. Able to solve complex problems quickly, putting things together in novel ways once they grasp the big picture, but are unable to

explain how they did it.

Testing?

Able to solve individual problems although the overall concept eludes them. May have difficulty relating specifics to different aspects of the same subject.

Need to grasp the big picture before they have any chance to understand the details of the subject. But once they do, they may see the specifics better than the sequential learner. Before reading a chapter, they skim through the entire chapter to get an overview.

How can sequential learners help themselves when the instructor jumps from topic to topic, or skips steps? What if the global learners instructor plunges into new topics without relating these to what they already know? What do they do well?

Fill in gaps by consulting the professor or references. Outline lecture material in logical order. Relate new topics to things they already know.

Good analysts skilled at solving convergent (single-answer) problems.

Good synthesizers, able to draw material from several disciplines to solve problems that could not have been solved with conventional single-discipline approaches.

Favored teaching styles?

Lectures and PowerPoint that follow logical steps.

Lectures and PowerPoint that relate to previous learning.

Table 3 shows the difference learning style of sequential and global. Sequential learners learn by following logical steps from the previous. Others, however, cannot learn in this manner. They learn in fits, where they may be lost for days or weeks, unable to solve even the simplest problems or show the most rudimentary understanding, until suddenly they get it. They may then understand the material well enough to they apply it to problems that leave most of the sequential learners baffled. These are the global learners. Sequential learners follow linear reasoning processes when solving problems, while global learners make intuitive leaps and may be unable to explain how they came up with solutions. Sequential learners can work with material when they understand it partially or superficially,

while global learners may have great difficulty doing so. Sequential learners may be strong in convergent thinking and analysis but unlike global learners may be better at divergent thinking and synthesis. Sequential learners learn best when material is presented in a steady progression of complexity and difficulty while global learners sometimes do better by jumping directly to more complex and difficult material.

Table 2.2.5 SENSING and INTUITIVE LEARNERS Learning categories: What type of information does the student prefer? How do they like information presented to them? SENSING LEARNERS They like learning facts, observations, and procedures. Favor information that comes through their senses (seeing, hearing, and touching) Preferences? Problem solving by using wellestablished procedures. Dont mind detail work. Dont like unexpected twists or complications. Like hands-on lab work and memorizing facts. Tendencies? Testing? Practical. Careful. Slow. Uncomfortable with written words and symbols making them slow on tests because they take time to process the information. Get lower grades in lecture courses, especially science courses. Complaints? May complain that a course does not have anything to do with the real world. Resent tests on materials not explicitly covered in class. Too much memorization and too many facts. Better at grasping new concepts. Imaginative. Quick. Careless. Dont mind abstract concepts, theories, and formulas. INTUITIVE LEARNERS Prefer discovering possibilities and relationships. Favor information that arises internally through memory, reflection, and imagination. Like variety in their work. Get bored with too much detail and repetition. Dont mind complexity.

How can they help themselves

Ask the instructor for specific

Although most classes are aimed at intuitive learners, too many facts can be boring. Find a connection to link the facts to the theories. Or ask the instructor for interpretations.

(when the sensing learner is in a examples of concepts and class where most of the material procedures. Find out how the is abstract and theoretical, or concepts apply in practice. Try

when the intuitive learner is in a brainstorming with classmates. class that deals primarily with memorization and rote substitution in formulas)? Testing precautions? May rely too much on memorization and familiar methods. Need to concentrate on understanding relationships and innovative thinking.

Impatient with details and prone to mistakes in calculations and hands-on work. Need to take time to read the entire question before answering. Should double-check results.

What do they do well?

Good experimentalists because they are observant and methodical.

Good theoreticians because they are insightful and imaginative. Lectures with theories and concepts.

Favored teaching styles?

Labs and PowerPoint presentations and discussions.

Table 4 describes the differences among sensing and intuitive learners. Sensing learners are practical, memorizing facts, careful but slow, which they like learning facts, problem solving using procedures and observation. The preferred ways of information presented to them are through their senses. Unlike intuitive learners, they imaginative, quick, creative in doing works but careless. They also tend to discover possibilities and relationship in their learning. Other criteria for sensing learners are they not prefer the written words thus complaints about the useful of the courses. Besides, sensing learners uncomfortable with written words and complaining about the useful of their courses. They are good in experimentalist. For intuitive learners, they good with formulas and theories but impatient with too details.

2.3 Learning Strategies

Learning strategies are considered to be any behaviors or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. More specifically, these thoughts and behaviors constitute organized plans of action designed to achieve a goal (Anderson, 1985; Paris, in press; Weinstein & Mayer, 1985). Examples of learning strategies include actively rehearsing, summarizing, paraphrasing, imagine, elaborating, and outlining.

According to Felder and Soloman from North Carolina State University (www.ncsu.edu/felder-public/ILSdir/styles.htm), they state that there are eight groups of learners types. Each of the types has their own characteristics and learning preferences which could help them in their study.

Table 2.3.1 Felder and Soloman on Learning Styles and Strategies (www.ncsu.edu/felderpublic/ILSdir/styles.htm) ACTIVE LEARNERS REFLECTIVE LEARNERS Learning preferences Discussions. Application of knowledge. Explaining to or teaching others Learning tips Study with a group. Explain concepts to friends/tutor/TA/prof. While reading, stop review, think of possible questions and applications. Write summaries of readings or notes in your own words SENSING LEARNERS Characteristics Patient with details. Good at memorizing facts. concepts. Good at hands on (lab) work. INTUITIVE LEARNERS Good at grasping new Good at mathematical formulations and abstract concepts. Thinking quietly first.

Practical and careful

Works relatively fast and innovatively.

Learning preferences

Facts Solving problems by established methods. Real world connections.

Discovering relationships and possibilities. Innovation and creativity. Dislikes repetition and copious memorization. Resents being tested May be prone to careless mistakes due to impatience with details Ask or look for interpretations or theories that link facts. Take time to read entire question before you start answering and check your results.

Learning challenges

Dislikes complications and surprises. Resents being tested on material not covered in class. May have problems in very theoretical/abstract courses.

Learning tips

Ask for real world examples or connections. Find out how concepts apply in practice

VISUAL LEARNERS Learning preferences Visual context: pictures, charts, diagrams,

VERBAL LEARNERS Verbal or written context: written or spoken

time,lines,films,demonstrations. explanations. Learning tips Look for visual representations (CD-ROMs, websites, etc.). Draw concept maps to show connections and links between concepts. Color code your notes. Highlight key words when reading Write summaries or course material outlines of course material in your own words. Work in groups: you gain understanding by hearing classmates explanations or explaining concepts to others. SEQUENTIAL LEARNERS Characteristics and Gains understanding in logical, GLOBAL LEARNERS Learns in large jumps,

learning preferences

linear steps. May not fully grasp material but can do something with it because the pieces absorbed are logically connected. Concepts must have a logical flow and explanation. Likes to follow stepwise paths may in finding solutions.

absorb material almost randomly. May be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture but may have difficulty explaining how they did it. May have difficulties until grasping the big picture and may still be fuzzy on the details.

Learning challenges

May know a lot about specific aspects but may have trouble relating this to different aspects of the same subject or to different subjects

Learning tips

Take time to fill in steps jumped over or rushed through in class. When studying, outline lecture material in a logical order. Strengthen global thinking by overview relating each new topic to something you already know.

before studying new topics, skim through past material (or whole chapter) to get an overview. relating each new topic to Instead of studying a little of every subject daily, immerse yourself in individual subjects for large blocks of time. Try to relate new concepts to things you already know.

Active learners are able to understand information better after doing active activity such as group discussion or explain it back to others difference with reflective learners who prefer to think about it first rather than doing active activities. Active learners prefer to work in group whereas reflective learners prefer working alone. Listen to lecturers and taking notes will be hard for both learners especially for active learners. Active learners can help

themselves by study in group or explain concepts to friends. Reflective learners can write short summaries in their own words as alternative for better understanding.\

Next types of learners are sensing and intuitive. Sensing learners are more to facts and hands on work. The intuitive learner is persons who dislike complications and surprises. They also do not prefer memorizations and routine calculations. In order to be a good learner, both elements are very important. The need to be details and not rely on memorization is important for understanding and innovative thinking. Suggestion of study for sensing learner is to see the application for real world examples. For intuitive learner, they could interpret theories that link facts.

Visual learners are person who perform well if subject material presented in visual form such as diagram, flow chart, and so on. The visual learners can help themselves by try to find the visual material of the subject that presented verbally. The other suggestion is to mark the notes with highlighter for classification according to topics. They also can write summaries in their own words for better understanding.

Sequential learners are usually able to understand material in sequences steps. Compare to global learners who just go through material randomly without having any connections. They just jump the topic randomly. Study strategies for sequential learner are they can ask lecturer to present the subject material step by step or they can outline the topic in proper arrangement as initiative. For global learners, they can overview the topic before entering the class so they can see the topic connection better.

2.4 Teaching Method Learning styles have more influence in students understanding than they may have realized. Preferred styles guide the way student learn. It also change the way student internally represent experiences, the way they recall information and even the words they choose. Most of students realize that each person prefers different learning styles and techniques. Some students may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. A theory carried out by Fleming in 2001, has classified four basic perceptual

of learning that contains various types of learning styles consist of visual, auditory, read and kinesthetic (VARK). The VARK learning styles model provides a very easy and quick reference inventory by which to assess people's preferred learning styles, and then most importantly, to design learning methods and experiences that match people's preferences. The VARK denotes the following V: Visual learning style- students preferred style of learning is by seeing and memorizing the visual aspects. A: Auditory learning style students preferred style of learning is by listening, remembering and accurately following instructions. R: Rearing-writing preferential style students learning style centers around reading and referencing, and possibly writing and noting down the knowledge gathered. K: Kinesthetic leaning style students learning style is exploratory by default. She or he would loves to explore and understand things by fiddling around or do some activities related to the study. By recognizing and understanding their learning styles, students can use techniques better suited to them. This improves the speed and quality of students learning. However, there are other competing theories about how students learning styles. Rita and Kenneth Dunn defined Learning Styles as, The way in which each learner begins to concentrate process and retain new and difficult information. That interaction occurs differently for everyone. When a students natural tendency and style is triggered, his/her ability to concentrate and make associations improves his chances of transferring information to long-term memory. The Dunn and Dunn Model in 1983 is a comprehensive model that identifies each individuals strengths and preferences across the full spectrum of five categories. These five categories containing a series of 21 learning style elements have been identified in determining how we learn:

Table 2.4.1 Dunn and Dunn Learning Style Elements Environmental preference Sound Preference Light Preference

Temperature Preference Design Preference Emotional preference Motivation Preference Persistence Preference Responsibility Preference Structure Preference Self Preference Pair Preference Peers/Team Preference Adult Preference Varied Preference Perceptual Preference Intake Preference Time Preference Mobility Preference Global/Analytic Style Hemisphericity Preferences Impulsive/Reflective Preferences

Sociological preference

Physiological preference

Physchological preference

The Multiple Intelligence concept by Gardner in 1983 suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a welldeveloped interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations.

The types of intelligence that a person possesses indicate not only a person capability, but also the manner or method in which they prefer to learn and develop their strengths and also to develop their weaknesses.

To sum up, there are three most theories for learning styles of a person which are, the VARK theory, Dunn and Dunn Model and the multiple intelligence theory. However, there is no proof that one style is better than the other. It depends on whether the learning style is suitable and comfortable to the students.

The Teaching Methods from A System for Instruction (ADPRIMA) updated on January 2010 by Dr. Bob Kizlik has been described in tables as depicted below. The table shows the advantages, disadvantages and some of preliminary preparation for the lecturer on each of the method. There are consist of direct teaching, cooperative learning, lecture, lecture with discussion, panel experts, brainstorming, videos and slides, discussion, small group discussion, case studies, role playing, guest speakers, worksheet or surveys and last but not least the values clarification method. However, often times, lecturers will classify their teaching methods into two main categories, either they are direct or indirect. Somehow, they would find it very complicating to place all the methods into two categories mentioned at the latter. As the conclusion for all these methods shown in the table, there is no best method for

lecturer to choose on a particular lesson because all depend on many things such as the objective of the lesson, the level of the students knowledge towards the subject, the age of the student, the lesson situation and physical setting in the class during the lesson.

Table 2.4.2 The Teaching Methods from A System for Instruction (ADPRIMA) updated on January 2010 Type of teaching method Very specific learning targets. Students are told reasons why content is important - helps to clarify lesson objective. Relatively easy to measure student gains. Is a widely accepted instructional method. Good for teaching specific facts and basic skills. Helps foster mutual responsibility. Supported by research as an effective technique. Students learn to be patient, less critical and more compassionate. Factual material is presented in a direct, logical manner. May provide experiences that inspire useful for large groups. Can stifle teacher creativity. Requires wellorganized content preparation and good oral communication skills. Steps must be followed in prescribed order. May not be effective for higher-order thinking skills, depending on the knowledge base and skill of the teacher. Some students don't work well this way. Loners find it hard to share answers. Aggressive students try to take over. Bright students tend to act superior. Proficient oral skills are necessary. Audience is often passive. Learning is difficult to gauge. Communication is oneway. Not appropriate for children below grade 4. Time constraints may affect discussion opportunities. Effectiveness is connected to appropriate questions Content must be organized in advance. Teacher should have information about student prerequisites for the lesson. Advantages Disadvantages Preparation

DIRECT TEACHING

COOPERATIVE LEARNING

Decide what skills or knowledge are to be learned. Requires some time to prepare students. to learn how to work in groups. There should be a clear introduction and summary. Effectiveness related to time and scope of content. Is always audience specific; often includes examples, anecdotes. Teacher should be prepared to allow questions during lecture, as appropriate. Teacher should also

LECTURE

LECTURE WITH DISCUSSION

Involves students, at least after the lecture. Students can question, clarify and challenge. Lecture can be interspersed with

discussion.

and discussion; often requires teacher to "shift gears" quickly. Personalities may overshadow content. Experts are often not effective speakers. Subject may not be in logical order. Not appropriate for elementary age students. Logistics can be troublesome. Can be unfocused. Needs to be limited to 5 - 7 minutes. Students may have difficulty getting away from known reality. If not managed well, criticism and negative evaluation may occur. Value to students depends in part on their maturity level.

PANEL OF EXPERTS

Experts present different opinions. Can provoke better discussion than a one person discussion. Frequent change of speaker keeps attention from lagging.

anticipate difficult questions and prepare appropriate responses in advance. Teacher coordinates focus of panel, introduces and summarizes. Teacher briefs panel.

BRAINSTORMING

VIDEOTAPES/SLID ES

DISCUSSION

SMALL GROUP DISCUSSION

Listening exercise that allows creative thinking for new ideas. Encourages full participation because all ideas are equally recorded. Draws on group's knowledge and experience. Spirit of cooperation is created. One idea can spark off other ideas. Entertaining way of introducing content and raising issues Usually keeps group's attention Looks professional Stimulates discussion Pools ideas and experiences from group Effective after a presentation, film or experience that needs to be analyzed Allows everyone to participate in an active process Allows for participation of everyone Students often more comfortable in small groups

Teacher selects issue. Teacher must be ready to intervene when the process is hopelessly bogged down.

Can raise too many issues to have a focused discussion Discussion may not have full participation Most effective when following discussion Not practical with more that 20 students A few students can dominate Some students may not participate Is time consuming Can get off the track Needs careful thought as to purpose of group Groups may get side tracked

Need to obtain and set up equipment Effective only if teacher prepares for discussion after the presentation Requires careful planning by teacher to guide discussion Requires question outline

Need to prepare specific tasks or questions for group to answer

CASE STUDIES

ROLE PLAYING

WORKSHEET/SUR VEYS

GUEST SPEAKERS

Groups can reach consensus Develops analytic and problem solving skills Allows for exploration of solutions for complex issues Allows student to apply new knowledge and skills Introduces problem situation dramatically Provides opportunity for students to assume roles of others and thus appreciate another point of view Allows for exploration of solutions Provides opportunity to practice skills Allows students to think for themselves without being influenced by others Individual thoughts can then be shared in large group Personalizes topic Breaks down audience's stereotypes

Students may not see relevance to own situation Insufficient information can lead to inappropriate results Not appropriate for elementary level Some students may be too self-conscious Not appropriate for large groups Some students may feel threatened

Case must be clearly defined Case study must be prepared

Teacher has to define problem situation and roles clearly Teacher must give very clear instructions

Can be used only for short period of time

Teacher has to prepare handouts

May not be a good speaker

Contact speakers and coordinate Introduce speaker appropriately Teacher must carefully prepare exercise Teacher must give clear instructions Teacher must prepare discussion questions

VALUES CLARIFICATION

Opportunity to explore values and beliefs Allows students to discuss values in a safe environment Gives structure to discussion

Students may not be honest about their values. Students may be too self-conscious. Students may not be able to articulate their values in an effective way.

2.5 Mismatch Problems Between Students Learning Styles And Lecturers Teaching Method

Teaching methods used by the lecturers are found to be as equally crucial as the learning styles. Unfortunately, there always been a mismatch between students learning styles and lecturers teaching styles, therefore students will not learn effectively. Lecturers should attract their peoples attention towards subject matter and not by other people idea about the subject matter. The lecturers should also hear the students opinion about the subject matter. The purpose is to make them remember about the subject matter on their own words. The lecturer should listen to their opinion and do not tell them, however let them to speak on their own words about the subject matter. Lecturers also not suppose to just tell the students about the subject matter because it does not by that way, the lecturer do not interact with anybody and surely the spirit to learn about the subject matter do not convey if the lecturer just deliver it in their own ideas. Duckworth, E (2005). Interviews Education in Teaching By Heart : The Foxfire Interview, New York, NY: Teachers College Press, 2005. New York.

According to Felder 1996, there are variety types of student learning which is observing and examine, do work by their own self and in groups, reasoning logically and intuitively, memorizing and visualizing and modeling. The same goes with teaching methods, there are also vary. For example, some lecturers will give some instruction. Other lecturers, maybe, show and discuss or focus on principles or in application. Some of them also emphasize memory and others understanding. Students performance in class is depend on the match between their learning style preference and the lecturers teaching methods.

The field of experiential learning is divided into two different senses as Borzak in Smith (1996) said. One of the fields is used to describe the sort of learning that has been undertaken by students. It gives students chance to develop and use knowledge, skills and feelings in an immediate and relevant setting. Experiential learning play with direct experience being studied rather than thinking about what will happen or only considering the possibility of doing something about it. Institution is fully supported this type of learning and training

program for expert in social work and teaching or for learning program such as those for social administration or geography courses.

Houle, 1980 mentioned that, most human learn based on their daily life experience as a human. They learn of what they had done every day. This second type of experiential learning can get anywhere, not only in formal educational centre.

REFERENCES :

1) Sara Day Hatton, Teaching by Heart (2005) 2) www.ncsu.edu/felder-public/ILSdir/styles.htm

Reference:

1. http://ctl.csudh.edu Richard M. Felder,2007. An Introduction to Learning Styles: How Students Learn, How Teachers Teach, and What Usually Goes Wrong with the Process

2. www.infed.org Mark K. Smith , 1996. david a. kolb on experiential learning.