UNIT 2 Understanding the Learners 2.2- LEARNING STYLES Flashcards
1
Q
Learners are intrinsically different and have different
preferred __________
A
learning styles
2
Q
___________ is a purposeful intervention with the aims of
promoting learning and causing learning to happen
A
Teaching
3
Q
__________ provide teachers with an organized system for creating an appropriate learning environment, and planning instructional activities.
A
Learning models
4
Q
learning is a process whereby
knowledge is created by transformation of experience.
A
KOLB’S LEARNING MODEL
5
Q
An American educational
theorist that introduced KOLB’S LEARNING MODEL
A
David Allen Kolb
6
Q
Knowledge, according to Kolb, results from a combination of
___________ and __________ it.
A
- grasping experience
- transforming
7
Q
Kolb’s Model for the Learning Cycle:
A
- CONCRETE EXPERIENCE
- REFLECTIVE EXPERIENCE OF THE NEW EXPERIENCE
- ABSTRACT CONCEPTUALIZATION
- ACTIVE EXPERIMENTATION
8
Q
when a new experience or situation is encountered, or
a reinterpretation of existing experience.
Kolb’s Model for the Learning Cycle
A
CONCRETE EXPERIENCE
9
Q
if there are any
inconsistencies between experience and
understanding.
Kolb’s Model for the Learning Cycle
A
REFLECTIVE EXPERIENCE OF THE NEW EXPERIENCE
10
Q
reflection gives rise to a new idea or a modification of an existing abstract concept the person has learned from their experience.
Kolb’s Model for the Learning Cycle
A
ABSTRACT CONCEPTUALIZATION
11
Q
the learners apply the ideas to the world around them to see what happens.
Kolb’s Model for the Learning Cycle
A
ACTIVE EXPERIMENTATION
12
Q
a set of 3 hierarchical models used to classify educational learning objectives into levels of complexity and specificity.
A
BLOOM’s Learning Model
13
Q
The three lists of BLOOM’s Learning Model cover the learning objectives in:
A
- Cognitive (mental skills/knowledge),
- Affective (feelings/emotions, attitude, self)
- Psychomotor (manual or physical skills) domains.
14
Q
Known as Bloom’s Taxonomy
A
BLOOM’s Learning Model
15
Q
Origination
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
16
Q
Adaptation
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
17
Q
Complex Overt Response
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
18
Q
Mechanism
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
19
Q
Guided Response
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
20
Q
Set
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
21
Q
Perception
BLOOM’S DOMAIN OF LEARNING
A
Psychomotor
22
Q
Evaluation
BLOOM’S DOMAIN OF LEARNING
A
Cognitive
23
Q
Synthesis
BLOOM’S DOMAIN OF LEARNING
A
Cognitive
24
Q
Analysis
BLOOM’S DOMAIN OF LEARNING
A
Cognitive
25
Application
| BLOOM’S DOMAIN OF LEARNING
Cognitive
26
Comprehension
| BLOOM’S DOMAIN OF LEARNING
Cognitive
27
Knowledge
| BLOOM’S DOMAIN OF LEARNING
Cognitive
28
Characterizing
| BLOOM’S DOMAIN OF LEARNING
Affective
28
Organizing
| BLOOM’S DOMAIN OF LEARNING
Affective
29
Valuing
| BLOOM’S DOMAIN OF LEARNING
Affective
30
Responding
| BLOOM’S DOMAIN OF LEARNING
Affective
31
Receiving
| BLOOM’S DOMAIN OF LEARNING
Affective
32
Recall data
| BLOOM’S DOMAIN OF LEARNING
Cognitive
33
Understand
| BLOOM’S DOMAIN OF LEARNING
Cognitive
34
Apply (use)
| BLOOM’S DOMAIN OF LEARNING
Cognitive
35
Analyse (structure/elements)
| BLOOM’S DOMAIN OF LEARNING
Cognitive
36
Synthesize (create/build)
| BLOOM’S DOMAIN OF LEARNING
Cognitive
37
Evaluate (asses, judge in relational terms)
| BLOOM’S DOMAIN OF LEARNING
Cognitive
38
Receive (awareness)
| BLOOM’S DOMAIN OF LEARNING
Affective
39
Respond (react)
| BLOOM’S DOMAIN OF LEARNING
Affective
40
Value (understand and act)
| BLOOM’S DOMAIN OF LEARNING
Affective
41
Organize personal value system
| BLOOM’S DOMAIN OF LEARNING
Affective
42
Internalize value system (adopt behaviour)
| BLOOM’S DOMAIN OF LEARNING
Affective
43
Imitation (copy)
| BLOOM’S DOMAIN OF LEARNING
Psychomotor
44
Manipulation ( follow instructions)
| BLOOM’S DOMAIN OF LEARNING
Psychomotor
45
Develop Precision
| BLOOM’S DOMAIN OF LEARNING
Psychomotor
46
Articulation (combine, integrate related skills)
| BLOOM’S DOMAIN OF LEARNING
Psychomotor
47
Naturalization (automate, become expert)
| BLOOM’S DOMAIN OF LEARNING
Psychomotor
48
use different terms for each stage of the learning cycle and for each of the learning styles
Honey and Mumford
49
Honey and Mumford Learning styles:
- Activist
- Reflector
- Theorist
- Pragmatist
50
Honey and Mumford Stage of the learning Cycle
- watching
- thinking
- doing
- feeling
51
Having an Experience
| Honey and Mumford Learning styles
Activist
52
Reviewing the experience (RE)
| Honey and Mumford Learning styles
Reflector
52
Concluding from the Experience (CFE)
| Honey and Mumford Learning styles
Theorist
53
Planning the next steps (PNS)
| Honey and Mumford Learning styles
Pragmatist
54
People who learn by doing. They like to involve themselves in new experiences, and will "try anything once". They tend to act first and consider the consequences afterwards
| Honey and Mumford Learning styles
Activists
55
They prefer to think problems through in a step-by-step manner. They like lecctures, systems, case studies, models, and readings.
| Honey and Mumford Learning styles
Theorist
56
They like to put things into practice. Theories and concepts are of no use to them unless thay can see how such things work 'in real life'.
| Honey and Mumford Learning styles
Pragmatist
57
Individuals who like to have time for planning and preparation as well as opportunities for review.
| Honey and Mumford Learning styles
Reflector
58
Learn best when:
Involved in new experiences, problems and opportunities.
| Honey and Mumford Learning styles
Activists
59
Learn best when:
Thrown in at the deep end.
| Honey and Mumford Learning styles
Activists
60
Learn best when:
Working with others in problem solving, games, role-playing exercises.
| Honey and Mumford Learning styles
Activists
61
Learn best when:
Able to lead a group.
| Honey and Mumford Learning styles
Activists
62
Learn least when:
Listening to lectures or reading long explanations.
| Honey and Mumford Learning styles
Activists
63
Learn least when:
Reading, writing and thinking on their own.
| Honey and Mumford Learning styles
Activists
64
Learn least when:
Analysing and interpreting lots of data.
| Honey and Mumford Learning styles
Activists
65
Learn least when:
Following precise instructions.
| Honey and Mumford Learning styles
Activists
66
Learn best when:
presented with a system, model, concept or theory
| Honey and Mumford Learning styles
Theorist
67
Learn best when:
they can explore methodically links between ideas, events and situations
| Honey and Mumford Learning styles
Theorist
68
Learn best when:
they can question and probe the basic methodology, assumptions or logic
| Honey and Mumford Learning styles
Theorist
69
Learn best when:
they are intellectually stretched
| Honey and Mumford Learning styles
Theorist
69
Learn best when:
they are in structured situations with a clear purpose
| Honey and Mumford Learning styles
Theorist
70
learn least when:
have no apparent context or purpose
| Honey and Mumford Learning styles
Theorist
70
learn least when:
have to participate in situations emphasising emotions and feelings
| Honey and Mumford Learning styles
Theorist
70
learn least when:
are involved in unstructured activities
| Honey and Mumford Learning styles
Theorist
71
learn least when:
are asked to act or decide without a basis in policy, principle or concept
| Honey and Mumford Learning styles
Theorist
72
learn best when:
they are given techniques relevant and applicable to their own work.
| Honey and Mumford Learning styles
Pragmatist
73
learn best when:
they have a chance to try out what they have learnt;
| Honey and Mumford Learning styles
Pragmatist
74
learn best when:
they can focus on practical tasks and actions;
| Honey and Mumford Learning styles
Pragmatist
75
learn best when:
there are obvious practical advantages;
| Honey and Mumford Learning styles
Pragmatist
76
learn least when:
there are no clear guidelines;
| Honey and Mumford Learning styles
Pragmatist
77
learn least when:
they feel like they are running round in circles;
| Honey and Mumford Learning styles
Pragmatist
78
learn least when:
there is no apparent benefit or 'reward' from the activity;
| Honey and Mumford Learning styles
Pragmatist
79
learn least when:
the learning is unrelated to any need that they recognise.
| Honey and Mumford Learning styles
Pragmatist
80
learn best when:
they are able to watch / think / ponder on activities
| Honey and Mumford Learning styles
Reflector
81
learn best when:
they have time to think before acting
| Honey and Mumford Learning styles
Reflector
82
learn best when:
careful, detailed research can be carried out
| Honey and Mumford Learning styles
Reflector
83
learn best when:
time for review is available
| Honey and Mumford Learning styles
Reflector
84
learn best when:
decisions can be reached without pressure and tight deadlines
| Honey and Mumford Learning styles
Reflector
85
learn least when:
they feel 'forced' into the limelight
| Honey and Mumford Learning styles
Reflector
86
learn least when:
there is no time for planning
| Honey and Mumford Learning styles
Reflector
87
learn least when:
they are given insufficient data on which to base a conclusion
| Honey and Mumford Learning styles
Reflector
87
Their styles are based on the stages of the Kolb learning cycle and have evolved. It use different terms of each stage of the learning cycle and for each of the learning styles.
Honey and Mumford
88
Concrete experience (CE)
| Kolb's
Accommodator
89
Reflective obseervation (RO)
| Kolb's
Diverger
90
Abstract conceptualization (AC)
| Kolb's
Assimilator
91
Active experimentation (AE)
| Kolb's
Coverger
92
prefer the use of images, maps, and graphic organizers to access and understand new information.
| Vark
Visual
92
best understand new content through listening and speaking in situations such as lectures and group discussions.
Auditory
93
use repetition as a study technique and benefit from the use of mnemonic devices.
Auditory
94
Students with a strong reading/writing preference learn best through words. These students may present themselves as copious note takers or avid readers, and are able to translate abstract concepts into words and essays.
Read & Write
95
best understand information through tactile representations of information. These students are hands-on learners and learn best through figureing things out by hand (i.e. understanding how a clock works by putting one together.)
Kinesthetic
95
Vark's types of learners
- Visual
- Aural
- Read and Write
- Kinesthetic
96
stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities
that are used for learning information.
VARK
97
suggested four modalities that
seemed to reflect the
experiences of the students and
teachers
Fleming and Mills (1992)
