Lynell,
Thank you for all of this very useful information. This is my topic for
tomorrow's tutor training session so I'm particularly appreciative! What
wonderful references you have given us.
Linda Stedje-Larsen
Wingate University
Wingate, NC
-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Williams, Lynell
Sent: Wednesday, September 28, 2005 1:30 PM
To: [log in to unmask]
Subject: More on learning styles
Greetings all -
I have input on both the original post about learning styles activities and
the subsequent question regarding validity. I'll take them in reverse order.
The topic of learning styles is a slippery fish. Even in these posts, the
original question asked about "learning styles" but responses referred to
"modalities" and "styles" freely and interchangeably. Before you can assess
whether awareness of learning styles deals with irrelevant and untestable
theory or with innovative and meaningful pedagogy, you need to pin down
*which* theory is being discussed. Styles are not modalities, for instance,
and there are several different theories out there identifying a variety of
learning styles.
As to the usefulness of identifying and adapting to learner's styles in the
first place, here are some references on both sides of the debate:
Entwhistle, Noel. "Styles of Learning and Approaches to Studying in Higher
Education." Kybernetes, Vol. 30. No. 5/6,.2001 593-602.
Kearsley, Greg. "Cognitive/learning Styles." Explorations in Learning &
Instruction: The Theory Into Practice Database. 1994-2004.
http://tip.psychology.org/styles.html. Accessed 7 April 2005.
Laschinger, H.K. "Review of Experiential Learning Research in the Nursing
Profession." Journal of Advanced Nursing, 15. 1990, 985-993.
Pask, G. "Learning Strategies, Teaching Strategies and Conceptual or
Learning Style." in
Schmeck, R.R. (ed.) Learning Strategies and Learning Styles. New York:
Plenum Press, 1988.
Shindler, John. "Teaching for the Success of all Learning Styles: Five
Principles for Promoting Greater Teacher Effectiveness and Higher Student
Achievement for all Students." Paragon, 2004.
Stahl, Stephen A. "Different Strokes for Different Folks? A Critique of
Learning Styles." American Educator. Fall 1999, 27-31.
Stout, D.E. and T.L. Ruble. "The Learning Style Inventory and Accounting
Education Research: A Cautionary View and Suggestions for Further Research."
Issues in Accounting Education, Vol. 6 No. 1. 1991. 41-52.
Wakefield, Lyn. "The Suitability of Selected Online Instruments to Identify
Flexible Learners' Learning Preferences." Research in Distance Education.
Research Institute for Professional & Vocational Education & Training
Conference proceedings, 2000. 86-95. Accessed online at
http://www.deakin.edu.au/education/ripvet/.9 March 2005.
I have also just picked up from this board in the last week another article
tangentially relevant to the topic:
Denig, Stephen. "Multiple Intelligences and Learning Styles: Two
Complementary Dimensions."
_Teachers College Record Volume 106 Number 1._ 2004, p. 96-111. Accessed
online at
http://www.tcrecord.org ID Number: 11513. 27 September 2005.
That all being said, I have had enough anecdotal feedback over the years
from tutors I have trained to be aware of and adapt for learning modalities
to convince me that there is something here worth pursuing. I personally
find the VARK learning modality theory and inventory (which has been
discussed on this list before) very useful and accessible.
One activity I use to illustrate multimodal learning uses the Spanish color
names as the example. I made a poster showing a rainbow, labeled "Los
colores del arcoíris" on one side. On the back of the poster I have the
color words shown in the color they name. I also have a set of flags made
on popsicle sticks that have a splotch of the color on one side and a
labeled splotch on the other - one color per flag. We go through naming the
colors as a class, repeating out loud as I point to the colors on the
rainbow picture side, then on the back as I point to the words. After the
class has a had a chance to do this a few times, I ask for an individual who
scored high in the kinesthetic learning modality to be a volunteer and I
pass out the color flags among the rest of the group. The group members hold
up their flags and the volunteer goes around the room and collects them in
"rainbow order" as a race against the rest of the class, who are once again
repeating the color names as I point to the rainbow bands.
We then discuss what elements of this activity appeal to differing
modalities - some are obvious, some are subtle. I am careful to tell them
that I don't expect that sort of elaborate preparation for every tutoring
session, but that the principles apply. Then I pair them up and have each
couple choose a concept from one of their content areas and create either a
single multimodal activity to address it or four "single mode" activities,
each addressing a different modality.
My tutors consistently tell me that this topic was the most useful and
immediately applicable of all of the theories and strategies we covered in
class.
My two bits. With change.
Lynell Williams
UNC Wilmington
-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Jon Steingass/AC/VCU
Sent: Wednesday, September 28, 2005 7:09 AM
To: [log in to unmask]
Subject: Re: Activities for teaching about learning styles
There is an excellent article in Learning to Think, Learning to Learn:
What the Science of Thinking and Learning Has to Offer Adult Education that
argues that no evidence on learning modalities that we often teach to our
students actually exists in mainstream cognitive psychology or educational
psychology. Apparently, researchers have not been able to identify reasons
why these three things should be styles or reliable diagnostic tests that
diagnose a style or teaching methods that help any style to learn better.
We seem cling onto these types of activities because they are interesting
and easy concepts to teach. However, there does not seem to be any basis
for them. Does anyone know of any research that supports learning modality?
Jon Steingass
Associate Dean
College of Humanities & Sciences
Virginia Commonwealth University
(804) 828-1673 (office)
(804) 828-6048 (fax)
Kathryn VanWagoner <[log in to unmask]>
Sent by: Open Forum for Learning Assistance Professionals
<[log in to unmask]>
09/27/2005 06:20 PM
Please respond to
Open Forum for Learning Assistance Professionals <[log in to unmask]>
To
[log in to unmask]
cc
Subject
Re: Activities for teaching about learning styles
At a workshop at a local CRLA conference we played Guesstures, Taboo, and
Pictionary, each for a few minutes and discussed which we were more
comfortable with and connected the each game to a learning modality --
Pictionary/Visual, Taboo/Verbal, Guesstures/Kinesthetic.
>>> [log in to unmask] 9/27/2005 3:42 PM >>>
I'm going to be giving a workshop for most of our freshmen about Learning
Styles. Please share any great interactive kinds of activities that you
have used in workshops or presentations about Learning Styles.
Thanks!
Becky Lambert, M.S., CRC
Director, Student Support Services
John Brown University
2000 W. University
Siloam Springs, AR 72761
479-524-7217
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