The Relationship Between Preferred Learning Styles and Interpretation

The Relationship Between Preferred Learning Styles and Interpretation Techniques : 

28/09/2010 By Jk 1 The Relationship Between Preferred Learning Styles and Interpretation Techniques johnk

Introduction : 

28/09/2010 By Jk 2 Introduction Identify learning Styles We will look at dealing with different learning styles and how they relate to interpretation. Pre-existing knowledge Firstly Visual, Auditory Kinaesthetic Learners

Pre-existing knowledge. : 

28/09/2010 By Jk 3 Pre-existing knowledge. Dealing with what people know Is their understanding of the topic correct or current Remember extinction of the dinosaurs and ice age) False belief Naïve renditions

Active learning : 

28/09/2010 By Jk 4 Active learning Helping people take control of their own learning. Since understanding is viewed as important, people must learn to recognize when they understand and when they need more information. What strategies might they use to assess whether they understand someone else's meaning? What kinds of evidence do they need in order to believe particular claims? How can they build their own theories of phenomena and test them effectively?

Understand your own learning style : 

28/09/2010 By Jk 5 Understand your own learning style What is the difference between learning styles. What does your VARK tell you www.vark-learn.com http://brain.web-us.com/brain/braindominance.htm

Visual Learners : 

28/09/2010 By Jk 6 Visual Learners Visual learners relate most effectively to written information, notes, diagrams and pictures. Want to take notes Does not exist for the learner if it is not written down. Visual learners will tend to be most effective in written communication, symbol manipulation etc. Visual learners make up around 65% of the population.

Auditory Learners : 

28/09/2010 By Jk 7 Auditory Learners Auditory learners relate most effectively to the spoken word. They will tend to listen to a lecture, and then take notes afterwards, or rely on printed notes. Often information written down will have little meaning until it has been heard - it may help auditory learners to read written information out loud. Auditory learners may be sophisticated speakers, and may specialise effectively in subjects like law or politics. Auditory learners make up about 30% of the population

Kinaesthetic Learners : 

28/09/2010 By Jk 8 Kinaesthetic Learners Kinaesthetic Learners learn effectively through touch and movement and space, and learn skills by imitation and practice. Predominantly kinaesthetic learners can appear slow, in that information is normally not presented in a style that suits their learning methods. Kinaesthetic learners make up around 5% of the population.   Those who prefer a kinesthetic learning style… Learn best when they are involved or active Find it difficult to sit still for long periods Use movement as memory aid

The cognitive domain, The psychomotor domain, The affective domain : 

28/09/2010 By Jk 9 The cognitive domain, The psychomotor domain, The affective domain This Psychological model identifies three domains of learning: cognitive, affective, and psychomotor. The cognitive domain describes factual knowledge and the intellectual skills to understand and use that knowledge (from recalling facts, to problem-solving, to evaluation of ideas). The affective domain describes attitudes, values, and emotions (from paying attention, to expressed belief, to internalized belief). The psychomotor domain describes physical movement (from computer keyboarding

The cognitive domain consists of six levels : 

28/09/2010 By Jk 10 The cognitive domain consists of six levels 1. Knowledge: which involves individual facts, rules, criteria, categories, structure, procedure.2. Comprehension: Interpretation, translation into other words, infer meaning from provided data, generalization.3. Application: Use the information and rules in a new situation, application of principles and theories to specific situation 4. Analysis: Grouping of data items into identifiable or logical subgroups, diagramming the logical relationship between entities, 5. Synthesis: Create new structures or state new solution to problem from diverse components; organize into logical categories.6. Evaluation: Make judgments of comparative value of competing solutions, evaluate based on internal evidence, detect inconsistencies in argument or solution, compare and contrast creative works, discriminate and show the criteria used.

Affective learning : 

28/09/2010 By Jk 11 Affective learning is demonstrated by behaviours indicating attitudes of awareness, interest, attention, concern, and responsibility, This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting. Verbs applicable to the affective domain include accepts, attempts, challenges, defends, disputes, joins, judges, praises, questions, shares, supports, and volunteers.

Karthwohl’s Taznomy of the Affective Domain : 

28/09/2010 By Jk 12 Karthwohl’s Taznomy of the Affective Domain The Taxonomy is ordered according to the principle of internalization. An individuals perception moving from a general awarenees of a concept to being ‘internalized’ and consistently guides or controls the person’s behaivour. Receiving is being aware of or senstive to the existaence of certain ideas and being willing to tolerate them. Examples include; to differentiate, to accept to listen (for), to respond to. Responding is committed in some small measure to the ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate. Valuing is willing to perceive by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate. Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are to discuss, to theorize, to formulate to balance, to examine. Characterisation by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid to resist, to manage, to resolve.

Psychomotor learning : 

28/09/2010 By Jk 13 Psychomotor learning Is demonstrated by physical skills; coordination, dexterity, manipulation, grace, strength, speed; Actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance. Verbs applicable to the psychomotor domain include bend, grasp, handle, operate, reach, relax, shorten, stretch, write, differentiate (by touch), express (facially), perform (skilfully).

Dave’s Psychomotor domain taxonomy : 

28/09/2010 By Jk 14 Dave’s Psychomotor domain taxonomy

Learning comes in many shapes and sizes. : 

28/09/2010 By Jk 15 Learning comes in many shapes and sizes. 1. ”Cognitive learning” relates to understanding something better. It’s in your head. You learn from reading, computer-based training, stories, case studies, and looking for answers to questions. 2. “Affective learning” involves changing attitudes, beliefs, and feelings. It’s in your heart. You learn through self-discovery. Often you need other to confront a new view of how the world works. Affective learning is tough because it often challenges our egos. 3. “Behavioural learning” deals with things you can do. Unlike what’s in your head and your heart, you can directly observe behaviour. You learn behaviours by seeing a model and trying it out. Mistakes are wonderful teachers.

Left Brain Right - Brain Learning : 

28/09/2010 By Jk 16 Left Brain Right - Brain Learning This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different "modes" of thinking. It also suggests that each of us prefers one mode over the other. Experimentation has shown that the two different sides, or hemispheres, of the brain are responsible for different manners of thinking. The following table illustrates the differences between left-brain and right-brain thinking:

Attributes of the two hemispheres, brain : 

28/09/2010 By Jk 17 Attributes of the two hemispheres, brain Left Brain   LogicalSequentialRationalAnalyticalObjectiveLooks at parts Right Brain RandomIntuitiveHolisticSynthesizingSubjectiveLooks at wholes

Left Brain – Right Brain : 

28/09/2010 By Jk 18 Left Brain – Right Brain Most individuals have a distinct preference for one of these styles of thinking. Some, however, are more whole-brained and equally adept at both modes. In general, schools tend to favour left-brain modes of thinking, while downplaying the right-brain ones. Left-brain scholastic subjects focus on logical thinking, analysis, and accuracy. Right-brained subjects, on the other hand, focus on aesthetics, feeling, and creativity.

How Right-Brain vs. Left-Brain Thinking Impacts Learning : 

28/09/2010 By Jk 19 How Right-Brain vs. Left-Brain Thinking Impacts Learning In order to be more "whole-brained" in their orientation, guides and interpreters need to give equal weight to the creativity, and the skills of imagination and synthesis as well as providing for knowledge. Instruction--To foster a more whole-brained scholastic experience, guides and interpreters should use instruction techniques that connect with both sides of the brain. They can increase their right-brain learning activities by incorporating more patterning, metaphors, analogies, role playing, visuals, and movement into their reading, calculation, and analytical activities.

Summary : 

28/09/2010 By Jk 20 Summary While these models give an understanding of individuals learning styles it is important to remember that they are only that – Models, and that people will always learn or take on board information by using a variety of personal skills and abilities. People will learn best if the information is presented in a manner that has variety and maintains their interest.

Summary : 

28/09/2010 By Jk 21 Summary State what has been learned Define ways to apply training Request feedback of training session

Slide 22: 

28/09/2010 By Jk 22