Learning styles

A learning style is the method of learning particular to an individual that is presumed to allow the individual to learn best.

Learning styles help us to understand the many different preferences that users bring to information literacy sessions. They also highlight the techniques and strategies that can be developed by teachers, trainers and librarians to encourage effective learning.

Learning styles become part of a process of getting groups and individuals to see the pattern they are following and to consider what they would like to be. The research is to use the learning styles inventories to assist in the creation of a learner identity, by sensitizing students to the act of learning and what it is to be a learner in different contexts.

Learning styles models remind us that learning experiences are unique to the individual. They are a useful method for understanding individuals that share similar approaches to learning with others. However, caution needs to be used against too much categorizing and labeling students.

Learning style, which can be counted as one of the techniques used for recognizing individuals, will especially assist the teachers in getting to know the group of students in front of them and pave the way for them to become much more effective. Research on this subject has suggested that the students who have experienced this learning process and approach will be more successful. This could have a great impact on learning.

Learning styles change according to age; very small children are very kinesthetic. This is why they are moving and doing something. At age of five or six they become more tactile. At this age they like to touch everything. Then, at age of eight or nine children become more visual or auditory. Women are often auditory; men are often visual.

Students learn more effectively when they learn through their own initiatives. When their learning styles are matched with appropriate approaches in teaching, then their motivation performances and achievements will increase and be enhanced. Thus, researchers and educators try to establish optimal environmental and psychological climates that foster learning by allowing students to learn in accordance with their own preferred learning styles.

Students with different learning styles clearly preferred activities that matched their learning styles but the match did not influence how they performed on the assignments.

In the course of research it turned out that there are some advantages and disadvantages of the implementing the theory of learning styles based on the previously mentioned facts of the experience.

There are some possible ways of using the theory. However, they are hypothetical, non-proved with the concrete experience, except one that suggests using different kinds of tasks at the lesson.

The students' school results in many ways depend on their motivation to study. In order to improve the children's learning motivation, the teacher should know what activity can influence on a particular learner; that is to find an individual approach to the students. Motivation is more of an affective than a cognitive factor and, even more so than learning style, is adaptable.

Students succeed in the classroom for many reasons such as strong motivation, being able to access and process information easily and positive social interaction. The teacher can create such an environment taking into account the learning styles theory. There are some advantages, which include increased motivation as a consequence of fascination the learners by the variety of different interesting tasks, development of individual approach that is widely spread in modern teaching methodology, and correct positive assessment that motivates the students to be involved into the educational process as well.

So implementing this theory helps teachers find an individual approach to each child, and thereby it provides the increased interest for learning and improvement of school results in language learning.

Exploration of learning styles legitimates alternative ways of learning thus creates a potential means to address power issues in the class. The social and cultural context may be foregrounded rather than ignored.

There are some recommendations for young teachers, which are very useful because it is important to be a successful teacher in order to make your students learn the language. Besides, in order to become a successful teacher, the educator must have some notes in the plan of the lesson; that is the teacher must have a vision of follow-up activities. Conducting the lesson, the educator must note and then concentrate on what works well and not to tease the student with incomprehensible material. I mean understanding the needs of the students. Moreover, the teacher must remember that he or she is not aware of everything; that is why the teacher never stops learning and self-education.

Teachers can use the findings from research into different learning styles to plan and implement imaginative classroom programs that include a wide range of learning styles so that all students over time can access information in their preferred learning style, but at the same time can become familiar with other learning styles.

To increase the efficiency of learning style in learning process it may be beneficial to explain illustratively how students benefit from learning styles. In addition, methods-techniques and materials taking the learning styles of students into consideration can be used by the teachers. Teachers can also guide the parents in providing learning conditions suitable for the students' learning styles.

Both teachers and students involved in identifying and using information on learning styles should proceed with caution and be aware that no single instrument can solve all learning problems.

The theory of learning styles has an important role in the development of learners' identities, multicompetent selves. It is an area worthy of further inquiry.

Future research projects might attempt to replicate this study and to assess the accuracy of student self-assessment through classroom observation and testing. Additional refinement of student variables and subgroups, as well as the addition of new variables, would extend the research. Translation of the questionnaire into students' native languages so that it can be administered to not-native speakers whose English is at an elementary level would provide baseline data for a longitudinal study of those students' learning style preferences.

References

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Appendices

A. Four-stage Learning Cycle by Kolb, D.

Fig. A.1 - Four-stage Learning Cycle

B. Differences between pedagogy and andragogy

Table B.1 - Pedagogy and Andragogy Contrasted

	Pedagogy	Andragogy
Concept of the learner	Dependent	Self-directed
Focus of learning	Foundation	Application
Learning orientation	Knowledge for later	Competency today
Role of teacher	Director\Expert	Facilitator\Resource

C. Learning Styles - Modality Preference Inventory

Introduction To Broadcasting ________________________

Name & Block

Read each statement and select the appropriate number response as it applies to you.

Often (3) Sometimes (2) Seldom/Never (1)

Visual Modality

_____ I remember information better if I write it down.

_____ Looking at the person helps keep me focused.

_____ I need a quiet place to get my work done.

_____ When I take a test, I can see the textbook page in my head.

_____ I need to write down directions, not just take them verbally.

_____ Music or background noise distracts my attention from the task at hand.

_____ I require explanations of diagrams, graphs, or visual directions.

_____ I doodle and draw pictures on the margins of my notebook pages.

_____ I have trouble following lectures.

_____ I react very strongly to colors.

_____ Total

Auditory Modality

_____ My papers and notebooks always seem messy.

_____ When I read, I need to use my index finger to track my place on the line.

_____ I do not follow written directions well.

_____ If I hear something, I will remember it.

_____ Writing has always been difficult for me.

_____ I often misread words from the text.

_____ I would rather listen and learn than read and learn.

_____ I am not very good at interpreting an individual's body language.

_____ Pages with small print or poor quality copies are difficult for me to read.

_____ My eyes tire quickly, even though my vision check-up is always fine.

_____ Total

Kinesthetic/Tactile Modality

_____ I start a project before reading the directions.

_____ I hate to sit at a desk for long periods of time.

_____ I prefer first to see something done and then to do it myself.

_____ I use the trial and error approach to problem-solving.

_____ I like to read my textbook while riding an exercise bike.

_____ I take frequent study breaks.

_____ I have a difficult time giving step-by-step instructions.

_____ I enjoy sports and do well at several different types of sports.

_____ I use my hands when describing things.

_____ I have to rewrite or type my class notes to reinforce the material.

_____ Total

Total the score for each section.

A score of 21 points or more in a modality indicates strength in that area. Insert you scores in the spaces provided.

The highest of the three scores indicates the most efficient method of information intake.

Visual Modality__________

(Such a learner benefits from the text, from filmstrips, charts, graphs, etc.)

Auditory Modality__________

(Such a learner benefits from audiotapes, lectures, etc.)

Kinesthetic/Tactile Modality__________

(Such a learner would benefit from taking notes and rewriting class notes, etc.)

D. The Plan of the Lesson in the 11th grade

Title Sounds of Music

Grade 11v

Aim Development of LL skills and esthetic tastes

Objectives Listening a song

Introduction of new words

Comprehension check

Equipment recorder, record, cards with words

Procedure

Org. moment

Warming up:

1. Do you enjoy listening to music?

2. What kind of music do you prefer?

3. Why?

4. Do you have an idol? Who is it?

5. Do you like modern music? Do you know such a singer Bruno Mars?

Listening.

1. Listening the song and trying to recognize any words.

2. Get the lyrics and fill in the gaps.

3. Sing the song together with the record.

4. Translation.

Easy come, easy go That's just how you live, oh Take, take, take it all But you never give _________________ From the first kiss __________________ Why were they open? Gave you all I had And you tossed it in the trash ________________________ To give me all your love Is all I ever asked Cause what you do not understand Is I'd catch a grenade for you Throw my hand on the blade for you __________________ You know I'd do anything for you I would go through all this pain ___________________ Yes, I would die for you, baby But you won't do the same No, no, no, no Black, black, black and blue Beat me `til I'm numb Tell the devil I said "Hey" _______________________ Bad women, bad women That's just what you are Yeah, you smile in my face ______________________________ Gave you all I had And you tossed it in the trash ______________________________ To give me all your love Is all I ever asked Cause what you do not understand Is I'd catch a grenade for you Throw my hand on the blade for you _______________________________ You know I'd do anything for you I would go through all this pain _______________________________ Yes, I would die for you, baby But you won't do the same If my body was on fire ________________________ You said you loved me, you're a liar Cause you never ever ever did, baby But, darling, I'd still catch a grenade for you Throw my hand on the blade for you ____________________ You know I'd do anything for you I would go through all this pain ____________________________

Yes I would die for you baby But you won't do the same No, you won't do the same Oh, you never do the same No, you won't do the same You wouldn't do the same

Oh, no no no

Vocabulary Game. Take a card on the table and show the meaning of the word you chose to the class and the others should guess the word:

earnest

fit

beyond

roar

insult

indignant

ignorance

swear

annoy

fierce

hit

irresistible

annoyance

resist

incident

New Vocabulary.

A cluster with the main word laugh: smile, chuckle, giggle, cackle, smirk, snigger, roar, guffaw, grin, titter, howl with laughter, dissolve into laughter, shriek of laugher and be convulsed wit laughter. Writing in the blackboard.

Sum of the lesson.

Assessment.

E. Lyrics of the song used at the lesson of German

Du Erinnerst Mich an Liebe

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F. Rules of an educational game used at the lesson of English

Educational game. Running dictation.

Depending on the size of the class, display one or more copies of the text on the classroom wall or on a table. Divide the learners into pairs and have each pair decide who will be Learner A and who will be Learner B. Learner A must run to the text, read it, and try to memorise as much of is as possible before running back to Learner B. Learner A should then dictate what they remember of the text to Learner B, who should record it in writing. Learner A can run to the text as often as is necessary to complete dictating the whole text. Applaud the first pair to finish with no mistakes.

G. Examples of the verbs followed by to+Inf or V+ing, which change their meaning in different cases

Table G.1 - Verbs followed by TO+INFINITIVE or VERB+ING

VERB	VERB+ING	TO+INFINITIVE
Go on	Although she asked him to stop he went on tapping his pen on the table. - the same action	After the interval Pavarotti went on to sing an aria from "Tosca". - different actions
Mean	If we want to get there by 7 o'clock that means getting up before 5. - involved action	I meant to phone you last week. - intention
Need	I need having my hair cut. - passive action	We need to go there right now. - active action
Regret	It is too late now but I'll always regret asking John to do the work. - past	I regret to inform you that your application has been unsuccessful. - future
Remember	I remember going to the bank but nothing after that. (1-go; 2-remember) - past	Remember to take your hat when you go out. (1-remember; 2-take) - future
Forget	I can't forget visiting my Granny. - past	Do not forget to buy a loaf of bread. - future
Stop	They stopped laughing when he came in. - stop doing something they do	She stopped to make a cup of tea. - in order to do it
Try	I tried taking some aspirin but the pain did not go away. - experiment in order to see what will happen	I tried to get the table through the door but it was too big. - to make an effort

H. Cards with the task for using verbs followed by to+Inf or V+ing



Table H.1 - Cards with the task for using verbs followed by to+Inf or V+ing

We enjoy doing
We need to do
We should stop doing

J. Changing the form of reflective pronouns in oblique cases in German

Table J.1 - Reflexivpronomen im Akkusativ und Dativ

	Singular	Plural
	Ich	Du	Er\sie\es	Wir	Ihr	Sie\sie
Akk	Mich	Dich	Sich	Uns	Euch	Sich
Dat	Mir	Dir	Sich	Uns	Euch	Sich

K. Grammar tasks for using reflective pronouns

Grammatik Uebungen

1. Ich beeile _____ in die Schule.

2. Du setzt _____ auf den Stuhl.

3. Sie haben ______ im Wald verlaufen.

4. Er hat ______ freut, wenn hatte er uns getroffen.

5. Was sagt ihr, wenn schneidet ihr ____.

6. Wir haben _____ ueber das Wetter unterhaltet.

7. Du waescht ______ mit kaltem Wasser.

8. Ihr trefft _____ jeden Tag.

9. Er sorgt _____ fuer seinen Sohn.

10. Wir haben _____ kraeftig umarmt.

11. Sie irren _____ immer.

L. Changing the form of reflective pronouns in oblique cases in German

Table L.1 - Reflexivpronomen im Akkusativ und Dativ

	Akkusativ	Dativ
Ich	Mich	Mir
Du	Dich	Dir
Er\sie\es	Sich
Wir	Uns
Ihr	Euch
Sie\sie	Sich

M. Rules of an educational game used at the lesson of English

Educational game. Proverbs.

Give each learner ten strips of paper. Put ten proverbs on strips of paper on the board. Ensure that they are understood. Ask the learners to copy the sentences on to their strips of paper, then to rank them into the order of importance for them. Then invite each learner to guess the order in which their neighbour has ranked the proverbs. Ask learners to compare their results and discuss the differences with their neighbours. Encourage them to discuss the reason motivating their choice of order or ranking.

1. Actions speak louder than words.

2. Art is long and life is short.

3. A barking dog never bites.

4. A bird in the hand is worth two in the bush.

5. Boys will be boys.

6. Curiosity killed the cat.

7. Every cloud has a silver lining.

8. Don't count your chickens before they are hatched.

9. Don't cry over split milk.

10. Don't put all your eggs in the basket.

11. The grass is always greener on the other side of the fence.

12. A hungry man is an angry man.

13. The leopard does not change its spots.

14. Don't cross your bridges until you get to them.

15. It's never too late to learn.

16. You cannot have your cake and eat it.

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