They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details. At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier.
As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies.
A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style. Visuals : Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient. Printed words : There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned.
Sound : A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers.
Motion : Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motion may be unnecessary and provides decision aid questions based upon objectives.
Visual media which portray motion are best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students can measure their performance. Color : Decisions on color display are required if an object's color is relevant to what is being learned. Realia : Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based.
Realia may be used to present information realistically but it may be equally important that the presentation corresponds with the way learner's represent information internally. Instructional Setting : Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace.
The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers. Learner Characteristics : Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method.
Reading ability : Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review. Proponents of visual learning have also drawn strength from disciplines other than psychology and pedagogy. Research in neuroscience and behavioural sciences have also helped us understand the way individuals approach learning.
John Cuthell sums up all of these in a paper titled Towards a Theory of Visual Learning which I suggest you read before moving forward. Professor Hans Rosling's demonstration of the hard global statistics on poverty through his fascinating use of visualisation technologies does not require much testimony regarding the value visualisation brings to our appreciation of his thesis on global poverty.
There are a number of theories of learning and scientific evidence which is beginning to buttress the argument for greater use of visualisation, especially in presenting complex concepts or data. Because visual literacy precedes verbal literacy in human development, visual learning is the basic building block in the thought processes and a critical foundation for learning to read and write.
Some early studies conducted in the s explain how a child looks and recognises before it can speak. Visual images, such as pictures and photos, are nonverbal representations that precede verbal cues and abstract symbols, such as letters and words.
In many ways these are aligned with the constructivism theory of learning where higher thinking skills are built on a solid foundation of concrete learning, which includes experience, environmental stimuli, visual feedback and motor activities. Particularly for young children, multisensory cues that include visual, auditory and tactile cues play critical roles in their learning. Research consistently shows that people learn best when they are involved in direct, purposeful experiences using multiple intelligences theory of multiple intelligences.
Experiments by others support the importance of imagery in cognitive operation and that recall and recognition is enhanced by presenting information in both visual and verbal form; in other words visual, graphic and auditory cues positively impact cognition. One other theory does not get much attention but also attempts to explain the power of visual stimuli in learning is the theory of situated learning.
Simply put the theory contends that the acquisition of knowledge is a result of an activity, the context and the culture in which it occurs. This is different to traditional classroom methods that present knowledge in an abstract and out of context form. Not sure if you're a kinesthetic learner? Answer these questions to find out:. If you responded yes to these questions, then you are most likely a kinesthetic learner.
Taking classes that give you practical, hands-on experience may be helpful when you want to acquire a new skill. The validity of the VARK model as well as other learning style theories has been questioned and criticized extensively. Some critics have suggested that labeling students as having one specific learning style can actually be a hindrance to learning. One large-scale look at learning style models suggested that the instruments designed to assess individual learning styles were questionable.
The VARK model remains fairly popular among both students and educators despite these criticisms. Students may feel drawn to a particular learning style.
Others may find that their learning preferences lie somewhere in the middle, such as finding both visual and auditory learning equally appealing. People might find that understanding their own learning preferences can be helpful. If you know that visual learning appeals to you most, using visual study strategies in conjunction with other learning methods might help you remember and enjoy your studies more.
If no single learning preference calls out to you or you change preferences based on the situation or the type of information you are learning, you probably have what is known as a multimodal style. For example, you might rely on your reading and writing preferences when you are dealing with a class that requires a great deal of book reading and note-taking, such as a history of psychology course.
During an art class, you might depend more on your visual and kinesthetic preferences as you take in pictorial information and learn new techniques. Ever wonder what your personality type means? Sign up to find out more in our Healthy Mind newsletter. Learning styles: concepts and evidence. Psychol Sci Public Interest.
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