By Lauri Robins,
Founder of Bright Kids World
Introduction
What do we know about the process of learning? What is a “Learning Style”? In this article we explore the definitions of learning and learning styles. Some learning experts believe individualized learning styles optimize educational experiences. Others feel that the ability to achieve understanding has more to do with relating new knowledge to past experiences than with optimizing how information is presented. We introduce the basic thinking of both of these learning theories and conclude with recommendations.
Definition of the Learning Process
What is learning? Learning is a mentally active process whereby prior experiences and ideas are used to make sense of new information.
What does this definition imply? Using this definition, many researchers and educators believe that people learn best when challenged just above their current level of development. They believe that the better people are able to relate new learning experiences with previous knowledge, the better they will understand the new concepts and ideas.
Because learning is an active process, this definition implies that educators are more effective if they facilitate learning experiences, rather than merely lecturing to passive learners. The more that people are actively involved in their learning experiences, the more successful they will feel, and the more motivated they will be to continue learning.
Definition of Learning Style
What is a learning style? A learning style is the preferred means that a person takes in, understands, expresses, and remembers information. A learning style is the way a person learns best.
There are a number of different learning styles theories. Primarily, they build upon established psychological theories, and extend those theories to try to explain how people learn best. Each learning style theory recognizes that the differences in heredity, upbringing, and current environment of individuals can result in differences in how information is perceived and processed.
Dr. Lynn Curry studied the growing number of learning style theories and developed an “Onion Model” in 1987, which states that learning style theories can be placed in three basic layers, like an onion.
- Instructional Preference. The learning theories of the outer layer of the onion address a student’s environmental preference for learning. Do people like to listen to new information? Do they like to visually see new information? Do they prefer hands-on learning experiences? Instructional Preference theories believe that people prefer to input new knowledge via different environmental means. Two examples include the Learning Style Model by Dunn and Dunn, and the well-known Multiple Intelligences Theory by Howard Gardner. The Multiple Intelligences Theory includes eight intelligences: Verbal-Linguistic, Logical-Mathematical, Visual-Spatial, Bodily-Kinesthetic, Naturalistic, Musical, Interpersonal, and Intrapersonal.
- Information Processing Style. The middle layer of the onion includes learning theories that focus on a learner’s strategies to process information. David Kolb’s Model of Information Processing identifies two separate learning continuums (Active Experimentation, and Abstract Conceptualization), which recognizes that some people take a hands-on approach to learning, and others prefer to watch and think to work things out. Kolb defines four types of learners: the Converger, Accommodator, Assimilator, and Diverger.
- Cognitive Personality Style. The inner layer of the onion recognizes that a learner’s basic personality characteristics provide the preferences for learning. Examples of theories include the Myers-Briggs Type Indicator, and the Keirsey Temperament Sorter. For example, the Myers-Briggs Type Indicator (MBTI) has 16 defined personal styles, which are combinations of four pairs of personality preferences (E:Extravert or I: Introvert; S: Sensing or N: Intuition, T: Thinking or F: Feeling, J:Judgment or P: Perception).
If you have been confused by the numerous learning style theories around, the “Onion Model” is meant to show that they can relate to each other.
Perhaps there is a boy named John who prefers to hear new information, to assimilate the new information by thinking deeply about it, and is an introvert who prefers to gather concrete information from their 5 senses and to judge the world around them as if it were a logical place.
John might then have a set of learning styles where his instructional preference is Verbal/Linguistic, because he likes to hear new information (from the Multiple Intelligences Theory). John might have a preferred information processing style of an Assimilator, because he respects experts and prefers to think about new information to assimilate it and reflect upon it, rather than to actively experiment (Kolb). John might also have a cognitive personality style of an ISTJ (Introvert-Sensing-Thinking-Judgment by Myers-Briggs), because he finds interactions with people draining and needs to be by himself to re-energize. He prefers tangible and concrete information rather than intuitive hunches, he makes judgments based on what he thinks rather than what he feels, and he makes decisions in a very logical manner.
In this example of John, several learning styles are layered together to see the whole picture of John and how he learns best.
Learning Experts Disagree Whether Learning Styles are Beneficial
There are two different views whether a focus on learning styles result in improved understanding for learners.
The first view is that identifying a learner’s best style of learning will maximize their learning success. They view that reaching individuals with their preferred style of learning will engage learners and lead to a greater understanding.
Critics of learning style theories believe in a second view, that the vast majority of people learn in the same manner. They believe that although people may have a preference for how information is presented, it doesn’t necessarily mean the preferred method of input will led to an increase in understanding.
Let’s explore these two views further.
View #1: People Have a Preferred Learning Style
With the view that people have a preferred learning style, the question is not “Is this student smart?”, but “How is this student smart?”
Learning styles acknowledge that everyone learns in their own unique way. By understanding that people process information differently, we can determine how to reach and nurture the abilities of each individual learner. In our example, by knowing that John is verbal-linguistic, an assimilator, and an ISTJ, an educator could use this information to tailor John’s learning experience by providing information verbally, give him time to think about it, and categorize the information in a very organized, logical manner.
Learning experts who share the view that people have preferred learning styles believe those preferences are inborn, yet are also influenced by culture and environment. Differences in ethnic and cultural background, in economic standing, and in different geographic areas can influence a person’s specific learning style.
They believe it is as important for teachers to understand their learning style as it is for students. Teachers are likely to use their own preferred style in classrooms. Matching a teacher’s style with students is advantageous to all. Going back to our student named John, matching him with an educator who is highly visual and has a more chaotic, unstructured classroom might be more problematic than if he were paired with someone who was more verbal and orderly. When a match is not possible, it is important for teachers to reach out of their comfort zone in reaching students with different preferences.
Why might it be important to identify and understand the learning style of a child? While it might be obvious that matching a child with their learning style will improve their ability to learn and will lead to a more successful educational experience, there are less apparent benefits as well. A child can develop more successful note taking and study habits as they identify the method that best fits their style. When a child improves their learning capabilities, doors will open with opportunities for more advanced and interesting learning experiences.
Strong support exists, by learning experts and educators alike, for incorporating individualized learning styles into our educational systems. A national task force, including leading learning style theorists and sponsored by the National Association of Secondary School Principals, adopted a comprehensive definition of learning style. Included in this work were recommendations how to incorporate these different styles in a school environment.
In summary, this view believes that individuals think and learn differently based upon inborn characteristics as well as their culture and environment. By identifying preferred learning styles, each learner can be nurtured to their full abilities. Matching learning styles of students and teachers is beneficial to all.
View #2: People Learn Relatively in the Same Manner
Some learning experts believe that the majority of people learn in generally the same manner, all building on previous experiences and ideas. They believe that learning variations are explained by individual diversity in past experiences and intellectual capability, rather than with the way information is presented.
Supporters of this view believe that identification and focus upon one learning style is problematic. If a student believes s/he is a kinesthetic learner, focusing on this single learning style may be limiting. Even if a learner has a preference for how information is acquired, that may have little to do with how well they come to understand the intended ideas. Instead of thinking that some people are hands-on learners while others are not, it is best to think that everyone can benefit from this style of learning.
Think of a learning question, such as “How do you change oil in a car?” Is it reasonable to assign some students a hands-on experience, others a reading assignment, and a few to listen to a lecture? Or is it more reasonable to provide all these experiences to all learners? Which approach do you think will lead to all learners coming to a deeper understanding of the learning goal?
If you are teaching how opposing muscle groups work in a biology class, should only kinesthetic learners lift weights to see how triceps relax when biceps flex? Or is this mode of learning the appropriate one for everyone to learn the material?
In our example of John, would you just lecture to him about how to change oil, consistent with his learning style, or would it still be best to have him actually change the oil in a car? Would you just tell him how muscles work, or would it still be best to have him lift weights to see and feel how the muscles work?
As a final argument of this view, the Association for Psychological Science (APS) published a report in 2009 concerning the lack of meaningful research in the area of learning styles. This independent panel concluded that there was insufficient evidence that would support a recommendation of which learning styles should be incorporated in educational practices.
In summary, this view believes that the people learn in generally the same way, although some may have a preference for how information is input. They recommend that the optimal way to educate is by relating new knowledge to old, rather than focusing on individual learning style preferences. Without overwhelming support for a single learning style by the psychological community, their recommendation is to use a variety of learning experiences, and to consider the learning goal when choosing appropriate teaching methods.
Finding the Pearls from Both Views
These views do not have to be all-or-nothing. Our goal is to improve the learning experience of each of our kids. There are pearls to be found in both of these views to help us along the way. Our recommendations are:
- Identify your child’s learning style preferences. Give it a shot. Experiment and see if identification of specific learning styles will help your child to better understand new concepts. Matching a child with their learning style preferences can help engage them in the learning experiences.
- Match your child with a teacher of similar learning style, where possible. Teamwork and positive interpersonal relationships between educator and child, built upon a common learning style, can work well for all.
- Encourage learning experiences using multiple learning styles. Variety can build stronger brain connections. Multiple approaches to learning experiences, regardless of an individual’s specific learning style, will encourage a more complex understanding of new concepts.
- Consider the learning goal and use appropriate learning styles to get students to the goal, regardless of students’ individual learning styles. Sometimes the best way to teach a topic is through a specific method. Music is best heard. Science is best seen and touched. Use the best learning style for the materials being taught.
- Expand upon previous experiences by relating new knowledge to old. The goal in building intelligence and capabilities is best achieved by inspiring understanding. Helping students see how things relate to each other helps them comprehend greater complexity and build brain connections which in turn strengthens intelligence.
- Build your child’s base of experiences by introducing new knowledge areas. Continuously introduce new areas of knowledge that can be built upon over time.
What Does This Mean For Gifted Kids?
Let’s build on these basic definitions and theory of learning and learning styles. Next we explore the experiences and research by the Gifted Development Center (GDC). The GDC has tested thousands of gifted children, and they believe there are two predominant learning styles of gifted kids. These learning styles provide the table upon which the onion sits. Let us look at their findings and relate this additional information to the definitions and theory discussed in this article.
Sources
Kruse, Jerrid, “That’s Not My Style: Myths about Learning and Teaching,” Iowa Science Teachers Journal, Winter 2009.
Copyright 2010, Lauri Robins.
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