Professional Documents
Culture Documents
Nanda Mitra-Itle
Indiana University of Pennsylvania
Discussion Points
Think-Pair-Share
Brief learning styles inventory
Whats hot in education
Agree or Disagree
What are learning styles
Learning styles assessments
Levels of research
Valid or not valid
Debate
What should I do now
Questions
2
Questions
I heard one of my classmates say the other day
that they didn't care if there was no empirical
evidence for learning styles... they know that they
are a visual learner. This made me think about my
own "learning style" (if it exists) and the
components that go into/are required for me to
truly learn something. Anecdotally, it seems that
many of us as individuals and not school
psychologists, recognize that there are methods
of learning that are more effective for us than
others. I just wondered if others recognize a
preferred method of learning within themselves?
(Amy)
3
Think/reflect first,
then Act
Regularly require an
amount of "private
time" to recharge
batteries
Motivated internally,
mind is sometimes so
active it is "closed" to
outside world
Prefer one-to-one
communication and
relationships
5
http://www.personalitypathways.com/type_inventory.html
Instinctively employ
personal feelings and
impact on people in decision
situations
Naturally sensitive to
people needs and reactions.
Naturally seek consensus
and popular opinions.
Unsettled by conflict; have
almost a toxic reaction to
disharmony.
http://www.personalitypathways.com/type_inventory.html
http://www.personalitypathways.com/type_inventory.html
10
11
13
Learning Styles
Agree or Disagree:
Each us receives and processes information differently?
Teachers should make every attempt to know how students
learn best?
Intelligence and ability are equal but differentially distributed
among individuals?
Typical school assignments tend to discriminate in favor or
against certain learners?
Style based instruction increases learning?
Any given style is not superior to another?
Global (field dependent) intuitive learners tend to score lower
on tests of analytical abilities (considered basic to ones
intelligence as measured by IQ). Are they less intelligent than
analytical thinkers?
(Ellis, 2001)
14
Learning Styles
Agree or Disagree:
It (learning style) has failed to distinguish among
personality, ability, environment and other
variables, leading to confusion over the very
meaning of the construct?
(Sternberg; cited by Ellis, 2001)
15
(Ellis, 2001)
16
Learning Styles
Premise underlying popularity?
17
Learning Styles
How defined?
characteristic cognitive, affective and
psychological behaviors that serve as
relatively stable indicators of how
learners perceive, interact with, and
respond to the learning environment
(Keefe
18
Learning Styles
How defined cont:
cognitive style that a person manifests when
confronted with a learning task, and specifically
as a predisposition to use a particular learning
strategy irrespective of learning task
differences (Schmeck, 1983; cited by Frisby, 1993)
stable attitudes, preferences, or habitual
strategies determining a persons typical modes
of perceiving, remembering, thinking and
problem solving (Messick, 1976; cited by Frisby, 1993)
19
Learning Styles
How defined cont:
20
Learning Styles
Individuals way of processing
information using one of several
categories: cognition-centered,
personality-centered, activitycentered, and teaching styles.
21
Learning Styles
Areas:
Cognition-perceiving, finding out, getting
information.
Personality (Conceptualization)-thinking,
forming ideas, processing memory.
Activity
Teaching
Affective-feelings emotional responses,
values, judgments
(Ellis, 2001)
22
23
Question
It seems that Sternberg's theory of
thinking styles is very closely aligned
with Gardener's multiple intelligences
theory. If we assessed students using
this theory do you think we would
find evidence for the treatment x
aptitude interaction that we are
always looking for? (Joie)
24
Learning Styles
http://www.calstatela.edu/faculty/jshindl/ls/Gardener.htm)
25
Learning Styles
http://www.calstatela.edu/faculty/jshindl/ls/Gardener.htm)
Learning Styles
http://www.calstatela.edu/faculty/jshindl/ls/Gardener.htm)
28
Learning Styles
http://www.calstatela.edu/faculty/jshindl/ls/Gardener.htm)
Learning Styles
30
Learning Styles
31
Learning Styles
http://www.calstatela.edu/faculty/jshindl/ls/Gardener.htm)
Measurement Instruments:
Abiator/Modalities:
The Abiator site is one of many that incorporates three
learning style dimensions/modalities: Visual, Auditory, and
Tactile/Kinesthetic. There is no apparent evidence of
reliability or validity. Because these instruments address
sensory perceptions, however, it makes intuitive sense and
therefore has some face validity.
32
Learning Styles
http://www.calstatela.edu/faculty/jshindl/ls/Gardener.htm)
33
34
(Ellis, 2001)
35
(Ellis, 2001)
36
(Ellis, 2001)
37
Questions
After sitting through today's class and talking
specifically about strong and/or possible evidence of
effectiveness, I thought it was interesting that
Dunn, et al, did a meta- analysis on the learning style
model of Dunn and Dunn and used studies that were
either published in journals of questionable
reputation or just not published at all. And of the 36
studies included in the meta-analysis, 35 unpublished
studies were doctoral dissertations and 24 of the
cited dissertations were done under the direction of
Dunn and her colleagues......WOW! Aren't Dunn and
her colleagues worried about their own reputation as
legitimate researchers?? Sometimes I wonder what
people are thinking (Marybeth)
38
Questions
There is little empirical support for the existence
of learning styles, however, Ellis notes that the
work of Sternberg and Grigorenko "seems to
offer considerable promise." According to Ellis,
Sternberg believes that in order to teach all of
our students we need to take their learning styles
into account. Doesn't good teaching encompass
presenting information in a variety of ways? Isn't
the Orton-Gilligham approach based on the idea
that information should be presented visually,
orally, and tactilely? Seeing, hearing, and feeling
the various letters and letter sounds is said to
improve learning and memory. (Erin)
40
41
Valid?
Modalities change
over time as
demonstrated in
duplications of
classic studies
Learning styles
information
valuable in
designing
instruction (Felder et al,
(Burns, Johnson
2005)
42
Valid?
A study examining learning
style and preference for
online learning support
found no significant
relationship b/w learning
style and achievement on
in-class examinations (Johnson et
al, 2006).
Definition of intelligence is
being reexamined. (Ellis, 2001).
43
Valid?
Many differences
attributed to
learning/cog styles also
attributed to gender
diff (Frisby, 1993)
Psychometric
intelligence better
predictor of
reading/math ach (Frisby, 1993)
Debate over whether
self-report methodology
valid? (Frisby, 1993)
A study examining
learning style and
preference for online
learning support also
found active and visual
learners appeared
disadvantaged under
online study gps (Johnson et
al, 2006).
44
Valid?
Construct validity and
reliability of learning
styles instruments
questionable (Frisby, 1993)
Matching approach
may stunt growth (Frisby,
1993)
99% of Special
education teachers
thought a childs
modality should be a
major consideration
and 93% believed
their students learned
more when modalities
matched (Arter & Jenkins, 1977 as
cited by Kavale & Forness, 1987)
45
Valid?
Learning styles
inventories are the
first instances of
testing where a failure
to solve a problem puts
one in a different
category.
Style preference does
not necessarily
translate into higher
achievement
(Ellis, 2001)
Question
Learning styles seem to be very controversial due
to the lack of evidence supporting it and the
disagreement about the true definitions. Learning
styles is definitely a difficult construct to
measure again, due to its various definitions,
various inventories with low validity, and variability
within individuals (one individual can have more
than one learning style, primary and secondary),
but because something is difficult to measure,
does that make it invalid and unworthy of
exploring? (Lisa K)
47
Debate
48
Questions
If there is such a thing as learning
style, which I believe there is, doesnt
direct instruction disregard many
students learning styles? (Cherisse)
If learning styles exist, that would be
a good point. So then why is direct
instruction so effective? (Amy)
49
Debate topics
Do learning styles exist?
Are differentiation, multi-sensory
and learning styles related?
Is there utility to learning styles in
the classroom?
Is learning styles worth exploring?
50
So what do I do now?
51
52
So what do I do now?
Sternberg, it is necessary that schools
take into account not only fit between
teacher and student (or principal and
teacher) style but also the way a subject is
taught and the way a student thinks (cited by
Ellis, 2001).
(Ellis, 2001)
53
So what do I do now?
Is this good teaching anyway?
Questions at a variety of levels of thinking
Providing an overview of material before proceeding
Allowing sufficient time for info processing
Setting clear purposes
Spaced practice
Multisensory means to convey ideas
Using a variety of teaching and learning approaches?
Allowing students choices in methods of
demonstrating learning
If research does not support learning styles then
why differentiate instruction in these ways?
(Ellis, 2001)
54
Questions
I think that the true application of this regardless of whether you buy into the idea of
learning styles - is that teachers must
differentiate instruction to meet the needs of the
various students in their classroom. The examples
of how to teach to different styles listed on page
153 are truly the ways to differentiate
instruction. Is it truly necessary to talk about this
and research it under the name learning styles or
is it appropriate to recognize that all learners are
unique and simply take into consideration the
unique mix as teachers differentiate instruction?
(Jane)
55
So what do I do now?
No matter what, good teaching is
good teaching. Teachers should:
Have realistic expectations
Provide specific feedback
Clearly communicate
Make learning relevant to learner
Engage in positive interactions between
student and teacher
(Alder, 2000)
56
So what do I do now?
Learning styles can be used to guide
instructors on diversity of learning styles
within their class
It can help give individual students insight
into their possible strengths and weakness
(Felder et al, 2005)
(Felder
et al, 2005)
So what do I do now?
58
Questions
Even if there was evidence that teaching to
learning styles improved student achievement, to
what extent would teachers be able to implement
the styles in the classroom? How many styles
would we expect one teacher to teach toward?
How could we really teach each student to their
preference if the research supported learning
styles? And if we cant (if its not feasible), then
why are we researching it with hopes of improved
student achievement? (Christina)
59
More Questions
60
Questions
While the research base to support learning styles
is weak, would you recommend to a teacher to use
the different modalities mentioned by Ellis such
as stories, explanations, projects, and activities? I
am not suggesting going as far to specifically
assess or match learning styles since the research
does not support it, but should teachers still try
to vary their teaching styles with this possibility
in mind? Have you ever worked with a student that
you clearly felt displayed a specific learning style
that was in opposition to the teacher's style of
presentation? (Kourtney)
61
Questions
We have talked in depth about how teachers need
to be properly trained in evaluating research and
how to apply it. However, researchers must publish
unbiased research based findings. The meta
analysis by Dunn supports the use of learning
styles however does not use published research
and then used their own research. Is there an
agreed upon definition for learning styles? Would
a more concrete definition lead to more applicable
research? (Lisa W)
62
References
Alder.N. (2000). PartIII: creating multicultural classrooms.
Multlicultural Perspectives, 2(2), 28-31.
Anderson, K.M. (2007). Differentiating instruction to include all students.
Preventing School Failure, 51(3), 49-54.
Burke, K., & Dunn, R. (2007). Learning style-based teaching
to raise
minority student test scores.
Clearninghouse 76(2) 103-107.
Burns, D.E., Johnson, S.E., & Gable, R.K. (1998). Can we
generalize
about the learning style characteristics.
Roeper Review 20(4),
276-282.
Caldwell, G.P., & Ginther, D.W. (1996). Differences in learning styles of low
socioeconomic status for low and
high achievers. Education
117(1), 141-148.
Ellis, A.K. (2001). Research on educational innovations third edition.
Larchmont, NY: Eye on Education.
Farkas, R.D. (2003). Effects of traditional versus learning-styles
63
References
Frisby, C.L. (1993). One giant step backwards: myths of black
cultural learning styles. School Psychology Review, 22(3), 535557.
Johnson, G.M, & Johnson, J.A. (2006). Learning style and
preference for online learning support: individual quizzes
versus study groups. (ERIC Document Reproduction Service
No. ED493999)
Kavale, K.A., & Forness, S.R. (1987). Substance over style: assessing
the efficacy of modality testing and teaching. Exceptional
Children, 54(3), 228-239.
Mortimore, T. (2005). Dyslexia and learning style-a note of caution.
British Journal of Special Education, 32(3), 145-148.
Personality Pathways. Retrieved July 27 2007.
http://www.personalitypathways.com/type_inventory.html
64