3. ACTIVITY 1
ORGANIZING INFORMATION
• Stand up, discuss and organize yourselves in
three groups, according to the activity in your
cards.
• Explain the rationale for the organization.
4. ACTIVITY 2
GENERATING IDEAS
• In pairs, take turns speaking non-stop for
three minutes each.
• Partner A: “What do you know about
perceptual learning styles?”
• Partner B: “How can teachers apply
knowledge about different learning styles to
their teaching?”
5. ACTIVITY 3
ORGANIZING INFORMATION
• Fill in the mind map with information
generated in the previous activities.
• Share your mind map with a partner and
complete the information about learning
styles
6. WRITING ACTIVITY
• Write an article for your school bulletin board
about how important it is that students’
different learning styles be catered to in class.
7. PRE-WRITING ACTIVITIES
AND LEARNING STYLES
• what is the connection?
• pre-writing – why is it important?
• the writing process
• generating ideas and planning are the most
neglected
8. LEARNING STYLES
• “… an individual’s natural, habitual, and
preferred ways of absorbing, processing,
and retaining new information and skills.”
(Kinsella, 1995, p. 171,
in Christison, 2003)
9. LEARNING STYLES
• “How a person is likely to perceive and
process information and experiences.”
(Mc Carthy, 1980)
10. LEARNING STYLES
• “Cognitive, affective, and physiological
traits that are relatively stable indicators
of how learners perceive, interact with,
and respond to the learning
environment.”
(Keefe, 1979, p. 4)
11. KEY RESEARCH FINDINGS
• ESL / EFL teachers’ teaching styles often
reflect their own learning style
• As cited in Leopold, 2010
12. KEY RESEARCH FINDINGS
• Higher student achievement relates to a
match between student learning styles
and teacher teaching styles
• As cited in Leopold, 2010
13. KEY RESEARCH FINDINGS
• Although culture is not the sole
determinant, it is one of the principal
factors influencing learning styles
• As cited in Leopold, 2010
14. KEY RESEARCH FINDINGS
• More than 90% of the traditional college
classroom is auditory
• As cited in Leopold, 2010
15. KEY RESEARCH FINDINGS
• Most ESL students strongly prefer kinesthetic
learning
• As cited in Leopold, 2010
20. LEARNINGstyles in TESOL
Learning STYLES IN TESOL
Type 1: Cognitive Type 2: Sensory Type 3: Personality
Styles Styles Styles
Field Dependent Perceptual: Tolerance of ambiguity
Filed Independent Visual
Auditory
Kinesthetic
Tactile
Analytic Environmental: Right and left
Global Physical hemisphere
Sociological dominance:
Left-brain
Right-brain
Reflective
Impulsive
Christison, 2003
21. PERCEPTUAL LEARNING STYLES
• “the perceptual perspective allows us to take
into account aspects of several well-
recognized learning-style theories by
synthesizing their important characteristics
into an approach that is based on behaviors
and/or actions that can be easily perceived in
a classroom situation (Sarasin, 1998).”
22. WHAT IS YOUR LEARNING STYLE?
• Read the sentences on the posters
• Stand next to the poster with sentences that
best describe your preferred learning style
• Adapted from Barsch http://ww2.nscc.edu/gerth_d/AAA0000000/barsch_inventory.htm
• The actual test involves choosing whether the sentences are seldom, often, or sometimes
true
24. VISUAL LEARNERS
visual-linguistic learners
• learn through written language, such as
reading and writing tasks
• remember what has been written down, even
if they do not read it more than once
• like to write down directions
• pay better attention to lectures if they watch
them
25. VISUAL LEARNERS
visual-spatial learners
• usually have difficulty with the written
language
• do better with charts, demonstrations, videos,
and other visual materials
• visualize faces and places by using their
imagination and seldom get lost in new
surroundings.
27. KINESTHETIC LEARNERS
Kinesthetic learners two sub-channels:
• kinesthetic (movement) and
• tactile (touch)
• tend to lose concentration if there is little or
no external stimulation or movement
28. KINESTHETIC LEARNERS
• When listening to lectures, they may want to
take notes for the sake of moving their hands.
• When reading, they like to scan the material
first, and then focus in on the details (get the
big picture first).
• They typically use color highlighters and take
notes by drawing pictures, diagrams, or
doodling.
30. AUDITORY LEARNERS
• often talk to themselves
• may move their lips and read out loud.
• may have difficulty with reading and writing
tasks.
• often do better talking to a colleague or a
voice recorder and hearing what was said.
33. Activity 1 – My weekend
• Work in groups of six. Each person has a
connector. Say the first sentence and use the
connector in another sentence.
• The next person repeats the sentences and adds
one more, using his/her connector
• The last participant should have a whole
paragraph, that can be memorized by the group
On my last vacation I went to China
and I did many interesting things there.
34. Activity 2 – Hosting a world cup
• Form a circle. The first participant gives one
advantage to hosting a world cup and throws
the ball.
• The participant who gets the ball has to say
one disadvantage to hosting a world cup and
throw the ball.
• Continue until all participants have given an
advantage or disadvantage to the topic.
35. Activity 3 – Global Warming
• Complete the tree with causes and
consequences of global warming.
• The trunk of the tree represents the problem.
The roots represent the causes and the
canopy represents the consequences.
• Share your tree with a partner.
38. Bibliography
• BROWN, H. Douglas Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd ed.New York: Longman, 2001.
• CHRISTISON, M. A. Learning styles and strategies. In D. Nunan (Ed.). Practical
English Language Teaching. New York: McGraw Hill, 2003.
• DUNN, R., K DUNN AND G. E. PRICE. The learning style inventory. Lawrence, KS:
Price Systems, 1975.
• KEEFE, J. W. Student learning styles: Diagnosing and prescribing
programs. Reston, VA: National Association of Secondary School Principals, 1979.
• KINSELLA, K. Understanding and empowering diverse learners. In J.M. Reid
(ed.) Learning Styles in the ESL/EFL Classroom. Boston: Heinle & Heinle, 1995.
• LIGHTBOWN, Patsy and SPADA, Nina. How Languages are Learned, 3rd ed. China:
Oxford, 2006.
• WOOLFOLK, Anita Educational Psychology - 10th ed. New York: Pearson, 2007.
39. Available online
• http://www.bhsu.edu/Academics/TheColleges/CollegeofArtsandSciences/D
epartmentsandPrograms/Humanities/English/WritingResources/LearningSt
yles/tabid/953/Default.aspx
• http://eca.state.gov/forum/vols/vol37/no4/p6.htm#top
• http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html
• http://www.slideshare.net/51625678/teaching-and-learning-styles-
research
• test http://www.vark-learn.com/english/index.asp
• http://www.cloudnet.com/~edrbsass/learningstylesjigsaw.html
• test http://www.open.ac.uk/skillsforstudy/learning-style-activity.php
• http://www.everythingesl.net/inservices/learningstyle.php
• links http://www.shambles.net/pages/staff/lstyles/
• http://ww2.nscc.edu/gerth_d/AAA0000000/barsch_inventory.htm
• http://www.ldpride.net/learningstyles.MI.htm
CONNECTION between learning styles and prewriting activities.In this presentation we focus on prewriting, but all steps are important – generating ideas and planning
The most well-known types of learning styles are the perceptual ones – visual, auditory, kinesthetic, (and tactile), known as the VAK(T ) model. However, they are not the only ones.
EACH IS A DIFFERENT SLIDE WITH ILLUSTRATIONS
EACH IS A DIFFERENT SLIDE WITH ILLUSTRATIONS
EACH IS A DIFFERENT SLIDE WITH ILLUSTRATIONS
PERCEPTUAL LEARNING STYLE
claudio
There are many learning style inventories that have been used, some available online. Criticism. Not validated. Just mention criticism.
Ask how other styles can be met
Model – take two balls – advantages and disadvantages