Learning And Thinking Styles Pdf
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Results of the study indicated that: The thinking styles between the two studies were significantly different. The means of legislative, judicial, monarchic, hierarchic, external and liberal thinking styles were significantly reduced among the students from year to year Results of the study also indicated that the thinking styles among the male and female students were significantly different.
- Top PDF Thinking styles: A study on secondary school students
- Learning styles
- How to Engage the 7 Types of Learners in your Classroom
Top PDF Thinking styles: A study on secondary school students
All of us, including our students, have preferred ways of learning. Teachers often refer to these differences as learning styles , though this term may imply that students are more consistent across situations than is really the case. One student may like to make diagrams to help remember a reading assignment, whereas another student may prefer to write a sketchy outline instead. Yet in many cases, the students could in principle reverse the strategies and still learn the material: if coaxed or perhaps required , the diagram-maker could take notes for a change and the note-taker could draw diagrams.
Both would still learn, though neither might feel as comfortable as when using the strategies that they prefer. Most of all, it is neither necessary nor possible to classify or label students according to seemingly fixed learning styles and then allow them to learn only according to those styles. A student may prefer to hear new material rather than see it; he may prefer for you to explain something orally, for example, rather than to see it demonstrated in a video.
But he may nonetheless tolerate or sometimes even prefer to see it demonstrated. In the long run, in fact, he may learn it best by encountering the material in both ways, regardless of his habitual preferences. That said, there is evidence that individuals, including students, do differ in how they habitually think. In a style of thinking called field dependence, for example, individuals perceive patterns as a whole rather than focus on the parts of the pattern separately.
In a complementary tendency, called field independence , individuals are more inclined to analyze overall patterns into their parts. Field in dependent persons, on the other hand, tend to work better alone and to prefer highly analytic studies like math and science. The differences are only a tendency, however, and there are a lot of students who contradict the trends.
As with the broader notion of learning styles, the cognitive styles of field dependence and independence are useful for tailoring instruction to particular students, but their guidance is only approximate. Another cognitive style is impulsivity as compared to reflectivity. As the names imply, an impulsive cognitive style is one in which a person reacts quickly, but as a result makes comparatively more errors.
A reflective style is the opposite: the person reacts more slowly and therefore makes fewer errors. As you might expect, the reflective style would seem better suited to many academic demands of school.
Some classroom or school-related skills, however, may actually develop better if a student is relatively impulsive. Being a good partner in a cooperative learning group, for example, may depend partly on responding spontaneously i.
A student who is field independent and reflective, for example, can be encouraged to explore tasks and activities that are relatively analytic and that require relatively independent work. One who is field dependent and impulsive, on the other hand, can be encouraged and supported to try tasks and activities that are more social or spontaneous.
But a second, less obvious way to use knowledge of cognitive styles is to encourage more balance in cognitive styles for students who need it. A student who lacks field independence, for example, may need explicit help in organizing and analyzing key academic tasks like organizing a lab report in a science class. One who is already highly reflective may need encouragement to try ideas spontaneously, as in a creative writing lesson.
Evans, C. Exploring the relationship between cognitive style and teaching style. Educational psychology, 24 4 , — Loo, R. Educational psychology, 24 1 , 99— Pritchard, A. Ways of learning: Learning theories and learning styles in the classroom. London, UK: David Fulton. Stahl, S. Different strokes for different folks? Abbeduto Ed. Zhang, L. Three-fold model of intellectual styles.
Educational psychology review, 17 1. The nature of intellectual styles. Mahwah, NJ: Erlbaum. Skip to main content. Module 4: Student Diversity. Search for:. Individual styles of learning and thinking All of us, including our students, have preferred ways of learning. References Evans, C. Licenses and Attributions. CC licensed content, Shared previously.
By keying teaching and assessment techniques to the diverse ways people think and learn, teachers will be surprised at how much smarter their students get. When I received a C in my introductory psychology course, I concluded and my teacher concurred that I did not have the ability to pursue my true interest and intended major— psychology. I decided to switch to mathematics. But discovering that I had even less ability in that subject, I returned to psychology; three years later I was graduated summa cum laude with exceptional distinction in that field. As a high school student I had a similar experience.
All of us, including our students, have preferred ways of learning. Teachers often refer to these differences as learning styles , though this term may imply that students are more consistent across situations than is really the case. One student may like to make diagrams to help remember a reading assignment, whereas another student may prefer to write a sketchy outline instead. Yet in many cases, the students could in principle reverse the strategies and still learn the material: if coaxed or perhaps required , the diagram-maker could take notes for a change and the note-taker could draw diagrams. Both would still learn, though neither might feel as comfortable as when using the strategies that they prefer.
PDF | The purpose of the present paper was the study of learning styles, thinking styles, and English language academic self-efficacy among.
How to Engage the 7 Types of Learners in your Classroom
Akbarzadeh, M. Study of personal and educational factors associated with thinking styles and its relationship to academic achievement among students of Shahid Bahonar University of Kerman. Unpublished M. A Thesis.
Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. The idea of individualized learning styles became popular in the s,  and has greatly influenced education despite the criticism that the idea has received from some researchers. Studies further show that teachers cannot assess the learning style of their students accurately.
International Handbook of Personality and Intelligence pp Cite as. Unable to display preview. Download preview PDF.
Skip to content. Skip to navigation. Most people can be flexible and organised, learn from mistakes and imagine things they have not experienced.