Literature - Learning Styles

After being on holiday I have done a lot of reading and have gained more knowledge within the area I am looking into for my personal inquiry.

D. Fulton - Ways of Learning (third edition) - Learning theories and learning styles in the classroom.

 

LEARNING STYLES

Since 1970 there has been a variety of ideas and theories into the way in which we learn: learning styles. This is mainly looked into for the specific fields of education, learning and psychology.

Over time theorists have agreed or disagreed with each other as some ideas change or go out of fashion. Other theorists may have elaborated on what previous theorists have originally stated.

 

Learning style is defined variously as:

- a particular way in which an individual learns; 

- a mode of learning - an individual's preferred or best manner(s) in which to think, process information and demonstrate learning;

- an individual preferred means of acquiring knowledge and skills;

- habits, strategies or regular mental behaviours concerning learning, particularly deliberate educational learning, that an individual displays. (D. Fulton 2014 pg. 46)

Here there are a few ideas that overlap each other, however the term 'learning style' is a preferred way of learning/studying.

The term 'learning preferences' has been used to refer to the conditions - encompassing environmental, emotional, sociological and physical conditions - that an individual learner would choose, if they were in a position to make a choice (Dunn et al. 1989) (D.Fulton 2014 pg. 47)

As a dance teacher I understand that my students all learn in a variety of ways. By understanding 'learning styles' it gives me a clearer vision of the different types of learners out there. As well as people learning in different ways I also believe that when a student has an interest in a specific subject, that person will develop a better confidence and motivation to fully understand and fulfil that subject than a student who is half hearted in that specific area/subject. This could automatically push your student away to begin with creating a larger gap to fill with confidence and motivation. This is what Dewar 1996; Hartman 1995; leadership project 1995 agreed with as well;

Learners who are actively engaged in the learning process will be more likely to achieve success. (D. Fulton 2014 pg. 47)

Honey-Mumford model 

When looking at Honey-Mumford in module one I realised how interested I am in different ways in which people learn and this is where I realised what I have already used to encourage certain learners.
The most important information in which Honey-Mumford gives us is that learning styles are not fixed and people can adopt certain traits and styles along the way.
The four styles within the Honey-Mumford model is;
1.  activist;
2.  reflector;
3.  theorist;
4.  pragmatist.

What each style's strengths and weakness are? How can I incorporate that into my dance teaching?

ACTIVIST
- Learn by doing.
- Like to work within groups.
- Don't like to plan but just like to get on and do.
- Open minded and enthusiastic.
- They get bored with repetition.

When a student who has traits of an activist is within my class I need to make sure that I have a point within the class where they can work within a group (even in twos). I could allow this to happen when I have explained a movement or new step and explained it then ask for them to work in small groups to watch each other to fully grasp the step by helping each other.
As they learn by doing I need to show the step first and then explain for those other learners whilst doing it so the activist learner can copy and 'learn' the step/movement whist 'doing'.
Repetition needs to be kept to a minimum but make sure that you have other corrections to give whilst they are practicing to focus on other components of the step eg. arm/head lines.

REFLECTORS
- Stand back and observe;
- Like to look at the bigger picture, including previous experiences and the perspectives of others;
- Collect data well followed with an analysis.
- Slow to make up their minds but when they do it is based on their own knowledge and opinions and what they have watched and listened to off others.

When approached with a person who owns the traits of a reflector within my class I need to make sure that I do not rush them into a decision quickly. These students may enjoy watching others when accomplishing a new movement to see how it is done after being taught it from the teacher. These students will be trying to critically understand the movement before coming to the 'conclusion' which will be to execute the step.

THEORISTS
- Like to see and understand how one observation is linked/related to another observation;
- Tidy and well-organised minds;
- Cannot relax until they get to the bottom of a situation.;
- Take a one-step-at-a-time approach.

When dealing with a theorists within my dance classes I will need to make sure that I piece steps together for them to understand and see the reason behind doing those particular steps in the first place. I need to be aware that if this student cannot get a step/movement straightaway to be calm and take time as they will not be fully content until they are able. If they make slight progress keep awarding them with praise and go through the movement step by step for them to fully understand.

PRAGMATISTS                                                                                                                                            - Like to find out and use new ideas;
- They are confident in new ideas and will incorporate them into their thinking;
- They do not see much point in putting effort into something that does not work;
- Enjoy problem-solving situations.

When approached by a student who holds a few characteristics of a pragmatic I need to make sure that if they see any floor/failure within themselves or something that they need to do that they should don't give up and I keep encouraging them. I could do this by giving them a situation, practical implication, to show them how a dance step helped and when it is applied to give them an understanding that it IS possible and IS important. They would be great in a class as they like having new ideas and applying them to themselves which could have a great knock on effect to the group and could enhance their knowledge and technicality as a dancer/performer as well as others around them.


Within Honey-Mumford model not every person has a specific learning style, most people have characteristics of all four of them. They didn't make this to assign a person to a specific category, instead they have tried to help individuals find out which predominant learner they might be and what other traits do they have from other learning styles.
To do this Honey and Mumford designed 80 statements, 20 for each learning style, this is then added up and shown on a axes chart.

Neuro-linguistic programming (NLP)

Neuro-linguistic programming looks at how we communicate and how this effects each individuals learning. Three particular learning styles have been found; visual, auditory and kinaesthetic (V-A-K).

Visual Learners
- Prefer information to be given Visually.
- They tend to use hand gestures when explaining or recalling events or objects.
- Tend to look upwards when thinking or remembering information.

Within a dance class I can give information in picture forms like mood boards or if I need to get more information across a posters could be good as it is visually striking as well as having short sharp statements that are written on it (not too much to read). Another idea to keep information locked in would be the words of the steps we were learning that day or the counts are written out clearly to see visually.

Auditory Learners
- Prefer to learn by listening.
- They like sequence, repetition and summary's.
- Tend to tilt their head when recalling a memory.

Within a dance class these types of learners may benefit from me using descriptive language to grasp information but I will also open up questions as they enjoy discussion. These types of learners may also want to hear the counts or a rhythm to understand the timing of a movement/step/sequence. Another way to stimulate emotion/performance would be to use a piece of music and for them to listen to it and improve or move in the way it makes the student feel, this could be in any genre of dance.

Kinaesthetic Learners
- Prefer to learn by doing.
- Good at recalling events and their feelings or physical experiences with memories.
- Struggle to keep still and want to be active.

Within a dance class the students will be moving 95% of the time and if not it will be to have a water break. When approached with kinaesthetic learners, performance shouldn't be too difficult as most of the time they find it easier to unlock their emotions. This is great and will enhance their understanding and be able to unleash any anger, pain, happiness through dance.

Like Honey and Mumford we do not solely use one specific learning style however some people heavily rely on one of them.

An overreliance on one style, and an inability or unwillingness to adopt another style where it might be appropriate, can be limiting in some learning situations and can mean that learning may be hindered.(D.Fulton 2014 pg.51)

Here as a teacher I need to remember as much as I need to cater for everyone's needs as best as I can I will not be able to do it all of the time. However this is were the students learn as they need to learn to adapt and allow room to grasp information in a different way, otherwise there will always be a hindrance in whatever they do.

Looking further into the debate of Neuro-linguistic Programming (V-A-K)

As I am heavily interested in looking into how to become a dance teacher who gets the most out of her students to make sure they feel a sense of accomplishment and pride I need to look at different ways of teaching and learning. However some do not agree with the (V-A-K) and have put up a good argument for me to look deeper into.

Do children have preferred learning styles? This is the question I kept asking myself as I have been looking into two theories and both have not said that each individual has a certain style but they may acquire many. On the one hand I understand that some of these ways do not work for me but others do and some styles I can relate to more than others but on the other hand do we need specific types of branded learners if we have different preferences from each style?

This is a summary of an article, the full version is on 'More nonsense for teachers to avoid'. I hope to look into this article further and gain more knowledge of why people believe that certain learning styles do not work.

Going back to the summary of the article ...

The V-A-K is largely believed in within the teaching industry it quotes that;

Dekker, Lee, Howar-Jones and Jolles (2012) identified that 93% of UK teachers in their survey believed that 'Individuals learn better when they receive information in their preferred learning style (e,g. auditory, visual, kinaesthetic). (N.Rose 2014)

As we are aware VAK have a self-report questionnaire which has been put together by a few questions. I do agree and believe that in some cases they are poor due to the questions or answers given as they have not been thought out and sometimes/most of the time they have a tendency to be answered incorrectly due to the wording of the question. One reason that questions are usually answered incorrectly is because the questions and answers can be asking a ridiculous question such as; 'what are you more likely to say?' I personally think this is ridiculous as I, personally, don't remember what I say half the time and so it would be more of a guess than a certain answer, or I may say more than one of the answers given below, in which case which one do I choose?

However when reading further it tells of us to only use visual and auditory methods as it 'is best conveyed in that modality'(N.Rose 2014). Even though I agree that the questionnaires are usually flawed I strongly believe that we should not discard of the kinaesthetic approach. This way of learning keeps students minds active and gives a hands on approach to learning keeping them engaged. Even though some may enjoy the visual/auditory learning better we still need to cater for those who enjoy learning through experience. This doesn't only benefit students who enjoy learning hands on but it also gives students an experience in what they have learnt leaving them with their own opinion.

I hope to fill you in with more information I have read and learnt about soon x