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Responds well to v
erbal instructionLikes to learn in step- by-step formatPrefers writingIs planned and structuredDoes well on multiple choice testsAnalyticRecalls people’s namesResponds well to demon-strated instructions Likes to learn general concept and then specifics Prefers open- ended questions Responds to tone of voice ImpulsiveRecalls people’s facesHolistic or global Left Brain Right Brain
Figure 2-14. The importance of recognizing a dominant brain hemisphere gives the instructor a guide for ways to teach and reinforce learning.
Activ
eReflectiveSensingIntuitiveVisualVerbalSequentialGlobalTends to retain and understand information by doing something with itPrefers to think about information quietlyLikes learning factsPrefers discovering possibilities and relationshipsRemembers best what is seen Learns more from words–written and spoken explanationsLearns best with step-by-step explanationsTends to learn in large jumps Learning Style Traits
Figure 2-15. Some of the different traits utilized by each learning style.
While controversy exists over the scientific value of learning styles as well as approaches to learning, many educational psychologists advocate their use in the learning process. Knowledge of learning styles and approaches can help an instructor make adjustments in how material is presented if his or her learning/teaching style differs from the way a student learns. Since a student’s information processing technique, personality, social interaction tendencies, and the instructional methods used are all significant factors, training programs should be sensitive to different learning styles.Right Brain/Left Brain
According to research on the human brain, people have a preferred side of the brain to use for understanding and storing information. While both sides of the brain are involved in nearly every human activity, it has been shown that those with right-brain dominance are characterized as being spatially oriented, creative, intuitive, and emotional. Those with left-brain dominance are more verbal, analytical, and objective. Generally, the brain functions as a whole. For example, the right hemisphere may recognize a face, while the left associates a name to go with the face.
While most people seem to have a dominant side, it is a preference, not an absolute. On the other hand, when learning is new, difficult, or stressful, the brain seems to go on autopilot to the preferred side. Recognizing a student’s dominant brain hemisphere gives the instructor a guide for ways to teach and reinforce learning. There are also some people who use both sides of the brain equally well for understanding and storing information. [Figure 2-14]
Holistic/Serialist Theory
As seen in Figure 2-14, right and left brain learners have preferences for how they process information. Based on information processing theory, left brain learners or serialist learners have an analytic approach to learning. Because they gain understanding in linear steps, with each step logically following the previous one, these learners need well-defined, sequential steps where the overall picture is developed slowly, thoroughly, and logically. This is a bottom-up strategy.
Right brain or holistic learners favor the holist strategy and prefer a big picture or global perspective. This is a top-down strategy and learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, until suddenly “it” clicks and they get it. Global learners solve complex problems rapidly once they have grasped the big picture, but they often have difficulty explaining how they did it. This type of learner seeks overall comprehension; analogies help this learner. Index of Learning Styles (ILS)
In 1988, Richard Felder and Linda Silverman designed a learning style model with parallel learning styles that classified students as having learning preferences in sensing or intuitive, visual or verbal, active or reflective, sequential or global (discussed under holistic/serialist learning style. Dr. Felder maintains a website at www4.ncsu.edu/unity/lockers/users/f/felder/public/RMF.html that offers learners the opportunity to assess learning preferences at no cost for noncommercial purposes. [Figure 2-15]
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Visual
AuditoryKinestheticSeeing, readingHearing, speakingTouching, doing Learning Style Traits Teaching TipsUse graphs, charts,videos.Have learner verbalize questions.Use demonstra-tions of skills.
Figure 2-16. Visual, auditory, and kinesthetic learning styles (VAK).tends to wander when there is no external stimulation. They also learn from demonstration by watching carefully, then imagining or mirroring the demonstrator’s movements.
Learners may prefer one of these three learning styles over another, but most learners employ all three depending on the material being learned. For example, when Beverly makes her first landing with Bill guiding her attempt, she employs visual, auditory, and kinesthetic learning. As the aircraft enters downwind, Beverly uses visual cues to recognize the airport and landing strip as she lines the aircraft up to land. As Bill talks her through the procedures, Beverly is using her auditory learning skills to learn how to land the aircraft. Finally, she needs to use kinesthetic skills to perform the actual landing.
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Aviation Instructor’s Handbook上(30)
