Abstract This paper discusses the different learningstyles and language proficiency in terms of second language acquisition. It provides an overview of learningstyles and their effects on language skills and variables. The paper looks at learning theories and contains an outline.
Tags:Learningstyle, language proficiency, second language acquisition, English as a second language
Abstract This paper addresses differences in learningstyles between boys and girls. It looks at culture and social issues of gender differences. The paper cites studies that show differences between boys and girls in terms of cognitive processing, not cognitive abilities. The paper looks at the need of schools to tailor instruction to students' diverse learningstyles.
From the Paper "Learning style according to Gurian simply refers to the individual and diverse ways in which students process information. With respect to learning styles Miller informs that existing ..."
Abstract The paper states that learningstyles are just as different as the individuals who utilize the various styles of learning. Taking these into consideration in the use of instructional strategies in music, education has long-term payoffs for the student in relation to educational outcomes. The paper examines the possibilities of using the Dunn and Dunn Model to teach music, specifically eurhythmics, a method of learning and experiencing music through movement. The paper notes that music instruction and the learning derived from instruction are referred to as declarative knowledge, while practical knowledge is the ability of the individuals to use sensory motor and cognitive skills.
Outline:
Introduction
Meaning and Ability
Types of Individual Learners
Five Characteristics of Learning Intrinsic (Inner) & Extrinsic (External) Motivation
Application of Different Strategies
Performance Marks
Sensory Integration Into Music Categories
The Dalcroze Approach to Music Education
Summary and Conclusion
From the Paper "There are both intrinsic and extrinsic rewards that motivate students meaning that they are motivated 'internally' or 'externally' by the promise of the reward. The learning environment is a 'key' aspect of the motivation of the student in learning and the work of Hallam states that the learning environment is the combined: "...complex interactions between the characteristics of the individual and the environment that they find themselves. [And that it also] refers to the cultural climate at the time, the place of learning, and the people who are in it, including teachers, family and peers."
Abstract This paper outlines the various central issues that relate to the many learningstyles and student perceptions of these styles in terms of learning facility and educative value. This paper focuses on the what are the characteristic elements of the various learningstyles which can be seen to be advantageous to learning in the distance education environment; and conversely what characteristics tend to act negatively in terms of learning in this environment.
Outline:
Introduction
An Overview of the Importance of LearningStyles in Contemporary Education
Distance Education
The Importance of LearningStyles in Distance Education
LearningStyles Brief Review on General Tendencies in Research
Variables and Variations Affecting LearningStyles An Overview of Cognitive LearningStyles Kolb and Experiential LearningStyles Case Studies
Conclusion
From the Paper "This finding suggests that the field independent learner may be more suited to the distance learning environment and that the learning style that would be appropriate in this case would stress more imaginative and challenging teaching methods that would stimulate this particular learning style preference. Another cognitive style of learning that is important for the understanding of learning sties is the Holist-Analytic dichotomy. "The holists tend to view a situation as a whole, while the analytics tend to view a situation as a collection of parts and often stress only one or two aspects at a time. Intermediates will have the advantage of both styles." Liu Y. and Ginther D. (1999) A further cognitive distinction that is valuable in terms of assessing learning styles is the verbal-imagery dimension. A number of associations and generalizations as to learning style can be derived from studies of this distinction and preference among students. For example, "Generally, the imagers tend to be internal and passive, while the verbalizers tend to be external and stimulating." Liu Y. and Ginther D. (1999)"
Abstract This paper applies Geert Hofstede's quantification of the four components of culture, which are Power Distance, Individualism, Masculinity and Uncertainty Avoidance, to measure the cultural differences, which influence the learningstyles of Australians, Arabs, and Asian within the Australian schools. The author points out that, as compared to Western and Australian students, Arab students appear to be resistant because they seem to be dependent, indecisive, or nonverbal emotionally; because of the role of fate in the teachings of Islam, they are thought to be survival-oriented rather than insight-oriented. The paper states that Asian and Arab students will require more structure than Australian students, may seek more definitive instruction and judgment of their work, may prefer to be considered one of a group, and will not as readily push themselves forward to seek information as will Australian students.
Table of Contents
Introduction
Multiculturalism as a Backdrop for Culturally Based LearningStyles in Australia
The Effects on Learning of Ethnic Communities
Influences on LearningStyle Derived from Hofstede's Classifications
Australia's Cultural Expectations
The Arab World's Cultural Expectations
Thailand's Cultural Expectations
A Sign of Resistance to Accepting the New Culture
Factors Involved in Accepting the New Culture
The Importance of Culture on LearningStyles Arab-Australian LearningStyles Asian LearningStyles Effective Strategies
Conclusion
From the Paper "Again, this would seem to be easier for European cultures, having much in common with the foundation British culture of Australia, than for cultures such as those of the Middle East and Asia. Still, maintaining the cultural differences that result in learning differences over a long period is difficult. Maintaining cultural differences "needs an iron clad system of apartheid or self-imposed inward looking communal traditions." While this is more likely with the Middle Eastern immigrants for a variety of reasons, if the children are in Australian schools, it is likely that assimilation is acceptable to the family, and the teachers then must grapple with the cultural expectations those children bring to the classroom. This may be slightly less prevalent for Asian immigrant children simply because, in the current global climate, they would not suffer from what Australians think they know about the culture, as is arguably the case with those from the Arab world."
Tags: arab, asian, quantification, reaction, structure
Abstract This paper discusses the learningstyles of African-American students and addresses the need for teachers? to consider these styles when teaching to a diverse population. It provides a discussion of the various types of learningstyles, in general, and African-American learningstyles in particular. The paper also discusses the need to implement teacher education programs that address diversity in the classroom.
Abstract As distance learning becomes more prevalent in society and, as a result, makes accessibility to education easier for the population, it is increasingly more important to understand learningstyles. It is also important to understand how people make career decisions. The paper explains that research shows that the way people learn influences the rate of success they have in their chosen careers. The confidence found in learning also allows people to know him or herself better so that their goals fit their personalities. To better understand the types of students who graduate from distance education programs, this paper looks at the learningstyles of David Kolb. It also looks at John Holland's research on self-directed search to comprehend how personality plays an enormous factor in career choices.
From the Paper "For years, organizations have applied the Self-Directed Search model to career seekers as a way to determine personality. This model can also help determine the type of personality represented in the distance learner. The Self-Directed Search is founded out of Dr. John Holland's theory that both people and environments can be classified according to six basic types: Realistic, Investigative, Artistic, Social, Enterprising and Conventional or (RIASEC). Markers presented from the results can also help a person understand how they fit in the workforce and this results in better career matches."
Abstract This paper presents a discussion of the variables that affect the learning performance in the classroom for children with disabilities(learningstyles, discipline, parent involvement, teaching style). The paper describes the learning and behavioral problems of children with disabilities in the classroom and discusses the need for modifications to the curriculum to serve this student population.
From the Paper "As a result of their cognitive, social, emotional and behavioral impairments, children with disabilities often exhibit learning and behavioral problems that undermine their learning performance in the classroom. These deficits interfere with their ability to attend to the teachers and complete their tasks. Furthermore, their low tolerance threshold for frustration and rigidities often prevent them from acquiring new knowledge and skills. To address these issues confronted by educators of children with disabilities, researchers have identified variables that affect the learning performance of these children in the classroom."
Tags: Variables that affect the learning performance in the classroom for children with disabilities(learningstyles, discipline, parent involvement, teaching style )
Abstract This paper discusses the teaching instructional methodology called scaffolding which is based on Lev Vygotsky's sociocultural theory of the zone of proximal development (ZPD). It provides an example of a fifth-grade teacher who used scaffolding as part of his curriculum on the Civil War. The paper then discusses different learningstyles and the effects of diversity on learning.
Table of Contents:
Scaffolding
LearningStyles Student Diversity
Low- and High-Achieving Students
From the Paper "Regardless of the students and their achievement levels, they need to be motivated to learn. Teachers need to develop high-achieving learning environments for all students, where the most advanced curriculum and instruction techniques support learning and can be achieved in a scaffolding fashion. In high-achieving learning environments, teachers encourage students to think out of the box and participate in problem solving and the exploration of new ideas and issues, which are based on the variety of student intelligences, culture, experiences, and knowledge. Low-achieving students, especially require environments that include them in hands-on tasks and provide them significant opportunities to develop knowledge. The educator Benjamin Bloom's work emphasized the educators' unrealized potential to help each student achieve at high levels. There were those who considered his thoughts overly optimistic. However, those who knew Bloom said that he despised that label, disdained irrational idealism and did not have patience for wishful thinking.. He continually stressed the powerful impact of social, demographic, and economic factors on educational outcomes, and instead of describing what is typical, he wanted to determine what is possible. His efforts targeted issues that educators can control and change to provide highly favorable learning conditions for all students."
Abstract This paper examines how most traditional classroom studies promote a verbal teaching methodology that is contradictory toward most student's natural inclination to be visual/auditory/kinesthetic learners. It looks at how an appropriate teaching methodology should take into consideration a student's strengths and weaknesses of differing learningstyles and should strive to balance these characteristics. It discusses how much attention has been focused on the theory of multiple intelligences and learningstyles and explores the research of different theorists on the topic.
From the Paper "Linda Silverman and Richard Felder in one of many research studies related to multiple learning styles, focus on the learning behaviors of engineering students. In their paper entitled "Learning and Teaching Styles in Engineering Education" the theorists state that "mismatches exist between common learning styles of engineering students and traditional teaching styles of engineering professors" (Silverman & Felder, 1998). Silverman & Felder also define education as a two-step process that involves "the reception and processing of information" (Silverman & Felder, 670). For some learners, the reception and processing of information involves memorization, for others deductive reasoning, and still others reflection or action. Each of these responses is contingent on a particular individual's learning style."
Tags: multiple, intelligences, teaching, methodology, students
Abstract This paper looks at how researchers such as Geert Hofstede and educational theorists such as David Kolb have provided a useful framework in which to discern and respond to cross-cultural differences in learningstyles. In particular, It uses a critical review of the relevant peer-reviewed and scholarly literature concerning Hofstede, Kolb and others to identify discrete cross-cultural differences and similarities between adult learningstyles in France and the United States today. A summary of the research, salient findings and recommendations for educators and policymakers alike are provided in the concluding chapter.
Outline:
Abstract
Chapter 1: Introduction
Statement of the Problem
Research Questions and Hypothesis
Importance of Study
Rationale of Study
Overview of Study
Chapter 2: Review of Related Literature
Chapter 3: Data Analysis Chapter 4: Summary, Conclusions and Recommendations
From the Paper "Both the U.S. and France enjoy a virtual 100 percent level of literacy, but the similarities largely end there. Indeed, the purpose and function of the public schools in these two countries have been shaped by their respective national cultures and, increasingly, the harsh economic realities of the 21st century. For example, in his book, Lifelong Learning in Action, Longworth (2002) reports that, "In France, there is a long tradition of parental responsibility for the cultural development of their own children. They tend to respect the traditions and disciplines of the school as a quid pro quo for their own involvement at home, and rarely do they question the authority of the head and staff" (p. 151). Despite this level of mutual respect, much has changed in recent years as the French social contract has been strained to its limits. As Longworth advises, "This situation is gradually breaking down under the pressures of modern living, the increasing irrelevance of a rigidly applied and measured school curriculum and family breakdown" (p. 151). "
Abstract The human brain is mind boggling when one thinks of all the intimate parts and how they affect learning. The study of Neuroanatomy of the brain and learningstyles helps individuals to try to understand their individual dominance in right/left hemisphere. The paper studies several sources of literature where experiments were carried out to test right/left dominance, and discusses their results. Methods used by psychologists such Nagae are also discussed.
From the Paper "In this study students were instructed to make a fist with their thumb pointing upward at an arms length away. Once they lined up with the target, they were asked to close their left eye and decide if it was still on target. Once they did this, they were asked to line up their thumbs on target and asked to close their right eye. Which eye was closest to target? They divided the students into right/left and mixed dominant sections. The students were then told how to do create a hypercard. The assignment was to create a sales presentation to an imaginary client. They were asked to indicate their right/left or mixed brain dominancy.
"The findings demonstrated the right-brain dominant individuals outperformed the left-brain and mixed-brain dominant students."
Abstract This communications paper is an analysis of a personal learningstyle. It focuses upon the benefits and problems associated with being a cognitive thinker and discusses a strategic method of working with both. It concludes that cognitive thinking provides a solid foundation upon which risks can be safely launched.
Abstract This paper uses three journal articles, three magazines and three books as information sources to research, examine and analyze how learningstyles differ among various ethnic groups in American schools.
Abstract This paper covers a variety of topics related to learningstyles. The author includes auditory, visual and kinesthetic, among others. The author also covers the emergence of online learning.
Introduction: What is learning?
How Do People Learn?
What is a Preferred LearningStyle?
Visual.
Auditory.
Kinesthetic.
How to Reach Everyone.
What Teachers Can Do.
What employers Can Do.
What students Can Do.
A New Approach: Online Learning Experiences of a Cyber Team: A Critique.
List of Contact Made.
What We Learned as an Online Group.
From the Paper "Teaching in the United States was traditionally ?frontal teaching,? where the teacher would stand in front of the class and lecture with little or no interaction, and even less consideration for those students who did not learn very well from that style of teaching. In the last 20-25 years, educators have begun to pay more attention to the fact that not every student learns in the same way. They have become more aware of and more responsive to the research that has been done in the area of learning and learning styles (Snyder, 2000). Learning is an interactive process, the product of student and teacher activity within a specific learning environment. These activities, which are the central elements of the learning process, show a wide variation in pattern, style and quality (Hood, 1995)."
