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    Learning Styles and Inventories Teacher Resource: 1. Perceptual Modality Descriptions

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    Tawagin Mo Akong Merts
    1. A learning style refers to a student's consistent way of responding to and interacting with their learning environment. There are three main schools of thought regarding learning styles: perceptual modality which examines how students take in information through their senses; information processing which looks at how students think, solve problems, and remember; and personality models which examine how students interact with their surroundings. 2. The document provides descriptions of several popular learning style inventories that assess students' learning styles according to the three schools of thought, including VARK, Kolb's Learning Style Inventory, the Index of Learning Styles Questionnaire, and Myers-Briggs Type Indicator. 3. While there is general acceptance of the concept

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    Learning Styles and Inventories Teacher Resource: 1. Perceptual Modality Descriptions

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    Tawagin Mo Akong Merts
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    1. A learning style refers to a student's consistent way of responding to and interacting with their learning environment. There are three main schools of thought regarding learning styles: perceptual modality which examines how students take in information through their senses; information processing which looks at how students think, solve problems, and remember; and personality models which examine how students interact with their surroundings. 2. The document provides descriptions of several popular learning style inventories that assess students' learning styles according to the three schools of thought, including VARK, Kolb's Learning Style Inventory, the Index of Learning Styles Questionnaire, and Myers-Briggs Type Indicator. 3. While there is general acceptance of the concept

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    1. A learning style refers to a student's consistent way of responding to and interacting with their learning environment. There are three main schools of thought regarding learning styles: perceptual modality which examines how students take in information through their senses; information processing which looks at how students think, solve problems, and remember; and personality models which examine how students interact with their surroundings. 2. The document provides descriptions of several popular learning style inventories that assess students' learning styles according to the three schools of thought, including VARK, Kolb's Learning Style Inventory, the Index of Learning Styles Questionnaire, and Myers-Briggs Type Indicator. 3. While there is general acceptance of the concept

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    84 views4 pages

    Learning Styles and Inventories Teacher Resource: 1. Perceptual Modality Descriptions

    Uploaded by

    Tawagin Mo Akong Merts
    1. A learning style refers to a student's consistent way of responding to and interacting with their learning environment. There are three main schools of thought regarding learning styles: perceptual modality which examines how students take in information through their senses; information processing which looks at how students think, solve problems, and remember; and personality models which examine how students interact with their surroundings. 2. The document provides descriptions of several popular learning style inventories that assess students' learning styles according to the three schools of thought, including VARK, Kolb's Learning Style Inventory, the Index of Learning Styles Questionnaire, and Myers-Briggs Type Indicator. 3. While there is general acceptance of the concept

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    Learning Styles and Inventories Teacher Resource

    A learning style is a student's consistent way of responding to and using stimuli in the context of
    learning. Keefe (1979) defines learning styles as the "composite of characteristic cognitive, affective,
    and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts
    with, and responds to the learning environment.” Stewart and Felicetti (1992) define learning styles as
    those "educational conditions under which a student is most likely to learn.” Thus, learning styles are
    not really concerned with "what" learners learn, but rather "how" they prefer to learn.

    Three Schools of Learning Styles

    Learning styles come from three schools of thought: Perceptual Modality, Information Processing, and
    Personality Patterns (Conner, Marcia & Hodgins, Wayne, 2000).

    1. Perceptual Modality examines the primary way our bodies take in information through our
    senses, such as auditory, visual, smell, kinesthetic, and tactile. Those perceptions deeply affect
    our ability to learn. Whether you tend to rely more or less on one sense than another has a
    tremendous influence on how you interpret new experiences and succeed in whatever you work
    with each day. VAK is one of these styles and does not really worry about the why of learning
    styles.
    2. Information Processing distinguishes between the way we think, solve problems, and
    remember. This may be thought of as the way our brain processes information. The first part of
    Kolb's Learning Style Inventory in which he describes the process of learning is perhaps the best
    example.

    3. Personality Models are the way we interact with our surroundings. Each of us has a preferred,
    consistent, distinct way of perceiving, organizing, and retaining information. This is due to the
    way we were brought up (environment or nurture) and the genes (DNA or nature) within us.
    This may be thought of as the ego within us, or what makes us what we are. The Four
    Temperaments, Myers Briggs MBTI, Keirsey, DISC, and Howard Gardner's multiple intelligences
    are examples.

    1. Perceptual Modality Descriptions

    Your Learning Style http://www.neable. org/resources/instructional-material/overview/


    ESOL or beginning literacy inventory that uses “see, hear, feel” words and pictures. A quick
    instrument which takes approximately 10-15 minutes to complete.  Three learning styles will
    be tested - visual, auditory, and kinesthetic.

    Barsch Inventory Online http://ww2.nscc.edu/gerth_d/AAA0000000/barsch_inventory.htm


    Paper Copy http://medicine.utah.edu/learningresources/tools/styles/barsch_inventor.pdf
    This popular inventory is an informal, self-reporting instrument that provides student s with an
    indication of the relative strengths and weaknesses in learning through different sensory
    modalities: auditory, visual, tactile,

    VARK http://www.vark-learn.com/english/index. asp


    Stands for visual, auditory, read/write, and kinesthetic; also known as the VAK (visual, auditory,

    1
    kinesthetic) or the VAKT (visual auditory, kinesthetic, tactile). This site contains a learning style
    inventory as well as a good deal of explanatory information and help sheets that provide study
    strategies to complement the style. One of the most popular models nowadays due to its
    simplicity, however, its main weakness is that the research does not support it - probably
    because it is more of a preference than a style.

    Learning Style Inventory http://ttc.coe.uga.edu/surveys/LearningStyleInv. html


    Tactile, visual, auditory results with learning strengths, teaching strategies and
    technology. Can also be found online through Ohio's New Staff Orientation.

    2. Information Processing

    Index of Learning Styles Questionnaire (ILS) http://www.engr.ncsu.edu/learningstyles/ilsweb.html


    Richard E. Felder and Linda Silverman formulated a learning styles model that presents a hybrid
    of personality and information processing models. Their model asks learners to identify
    preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and
    sequential/global). The Solomon and Felder instrument contains 44 questions and can be
    found at North Carolina State University.

    Kolb Learning Style Inventory (LSI) can be purchased at http://www.learningfromexperience. com,


    download for a fee.
    A simple self-description test, based on experiential learning theory, which is designed to
    measure
    an individual’s preferences and needs regarding the learning process. David Kolb's Learning
    Style Model classifies learners as having a preference for 1) concrete experience or abstract
    conceptualization (how they take information in), and 2) active experimentation or reflective
    observation (how they internalize information). The resulting learning styles are combinations
    of the individual’s preferred approaches. These learning styles are as follows: Converger,
    Diverger, Assimilator, and Accommodator

    Honey & Mumford Learning Styles Questionnaire (LSQ) can be purchased at http://www.peterhoney.
    com/ for a fee.
    There are two versions of the LSQ, an 80-item and 40-item assessment that finds the learners
    preferred ways of learning

    The Learning Style Survey http://www.skagitwatershed.org/~donclark/hrd/styles/learn_style_survey.


    html
    While basically the same as Kolb's model, there are a couple of differences. First, they
    substitute the terms "reflector" for divergers (reflective observation), "theorist" for assimilators
    (abstract conceptualization), "pragmatist" for convergers (concrete experience), and "activist"
    for accommodators (active experimentation). In addition, the new labels have slightly different
    meanings. They also postulate that people prefer different methods of learning, depending
    upon the situation and their experience level.

    3. Personality Models Descriptions

    Paragon Learning Style Inventory (PLSI) http://www.oswego.edu/plsi/

    2
    A self-administered survey for ages 9-adult that provides a very reliable indication of learning
    style and cognitive preference. It uses the four Jungian dimensions (i. e, introversion/
    extroversion, intuition/sensation, thinking/feeling, and judging/perceiving) that are also used by
    the Myers-Briggs Type Indicator, Murphy Meisgeir Type Indicator, and the Keirsey-Bates
    Temperament Sorter. This site provides the 48-item general version. To obtain both the 52-
    item revised student or 52-item adult versions, please select the order link
    http://www.alstatela.edu/faculty/jshindl/plsi/order.htm and follow the directions.

    Jung Typology Test http://www.humanmetrics.com/cgi-win/JTypes2. asp


    A Meyers Briggs type inventory. After completing the inventory, you will receive your type
    formula according to Carl Jung and Isabel Myers-Briggs typology along with the strengths of the
    preferences and identifies 16 personality styles based on introvert/extrovert, sensors/intuitors,
    thinkers/feelers, and judgers/perceivers.

    Birmingham Grid for Learning (BGfl) Multiple Intelligences Test


    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.
    cfm
    An explanation of the eight multiple intelligences are provided along with the online test that is
    offered in multiple languages. Students can print the intelligences wheel and the unique
    number printed on the sheet will allow students to re-visit their wheel at any time. Individual
    and class results are also available.

    Multiple Intelligences for Adult Literacy and Education http://literacyworks.org/mi/intro/index.html


    An introduction to Multiple Intelligences (MI) and an online assessment are provided.
    Especially helpful is a Practice section with suggestions for approaching subjects in different
    ways to take advantage of different intelligences. Can also be found online through Ohio's New
    Staff Orientation.

    The Rogers Indicator of Multiple Intelligences


    http://www.personal.psu.du/staff/b/x/bxb11/MI/MIQuiz.htm
    The 49-item inventory provides results, but another valuable resource can be found at the
    Multiple Intelligence site http://www. personal.psu.edu/staff/b/x/bxb11/MI/index.htm; offering
    educators, instructors, and anyone who wants to learn the basics about Multiple Intelligences
    Theory valuable information.

    Multiple Intelligence Inventory http://www.ldrc.ca/projects/miinventory/miinventory.php


    A free 80-question inventory based on eight of Howard Gardner's multiple intelligences.

    Having your students do one of these might provide information for them on effective learning
    strategies as well as provide you with information on effective teaching strategies. You might also find it
    helpful to do one or more of these yourself as it might give you information about your preferred
    learning style (and therefore preferred teaching style).

    The literature basically indicates that there is wide acceptance of the concept of learning styles,
    however, there is disagreement on how to best measure learning styles (Coffield, et. al. , 2004). Most
    researchers agree that we do have various learning styles and preferences, however, the research tends
    to agree that it is relative unimportant as it is far more important to match the presentation with the

    3
    nature of the subject, such as providing correct learning methods, strategies, and context; than
    matching individual preferences (Coffield, 2004). For example, in a large meta-study, Marzano (1998)
    found that graphic and tactile representations of the subject matter had noticeable effects on learning
    outcomes, regardless of any attempt to match them with learners' modalities. Perhaps David Merrill
    (2000) has the best philosophy for using learning styles -- instructional strategies should first be
    determined on the basis of the type of content to be taught or the goals of the instruction and
    secondarily, learner styles and preferences are then used to adjust or fine-tune these fundamental
    learning strategies.

    References

    Coffield, F. , Moseley, D. , Hall, E. , & Ecclestone, K. (2004). Learning styles and pedagogy in post-16
    learning: A systematic and critical review. www. LSRC. ac.uk: Learning and Skills Research Centre.
    Retrieved March 9, 2010: http://www.lsda. org.uk/files/PDF/1543.pdf.

    Conner, Marcia & Hodgins, Wayne (September 14, 2000). Learning Styles. Retrieved March 9, 2010:
    http://www.learnativity.com/learningstyles.html.

    Keefe, J. W. (1979) Learning style: An overview. In NASSP's Student learning styles: Diagnosing and
    proscribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principals.

    Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development.
    Prentice-Hall, Inc. , Englewood Cliffs, N. J

    Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Mid-continent Regional


    Educational Laboratory, Aurora, CO.

    Merrill, D. (2000). Instructional Strategies and Learning Styles: Which takes Precedence? In Robert
    Reiser and Jack Dempsey (Eds. ) Trends and Issues in Instructional Technology. Prentice Hall.

    Stewart, K. L. , & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research
    Quarterly, 15(2), 15-23.

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