People are different from each other. Their diversity springs from multiple sources, upbringing, religion, culture, etc. and is evident in behavior. An additional source of diversity, also evident in behavior, is personality type.Talking about learning styles nowadays is more important because in most of the institutions (private and public) it has been observer the necessity of distinguishing the capacities and competences of each student in order to improve the teaching labor, so as the education.
This paper will try to provide a wide explanation depending on different authors and specifically Howard Gardner’s theory about the concept of learning style, the kinds of learning styles and their impact in education.
According to Mc Carthy (2006) the term “learning styles” refer to “learn new knowledge using an own method or strategie which will affect that person’s learning, so as his/her influence in the cognitive, affective or physical aspects”.
The different ways of learning allow students to look for the best appropriate way for facilitating their assimilation and cognitive processes; however, the learning styles can be adapted to the way of teaching.
David Kolb points out that learning styles “are simply different approaches or ways of getting new information (learning)”. In other words, we can define a learning style as a method in which each of us utilizes to better understand material.
A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste.Thus we can identify three main types of learning styles:
They learn best by looking at graphics, watching a demonstration, or reading. For them, it’s easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation.
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory learners would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Other noises may become a distraction resulting in a need for a relatively quiet place. Thus, they learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Kinesthetic learners process information best through a “hands-on” experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand.
They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
Learning styles are based in one of the most important theories about intelligence. in order to understand better this topic, we can analyze Howard Gardner’s theory
Multiple Intelligence theory maintains that there are at least seven learning styles (“intelligences”): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D.1991). However, Gardner and others have added other intelligences to the theory; those most popularly discussed are naturalist, spiritual, and existential. These intelligences play a role in the lives of teachers and students in the classroom.
- Linguistic intelligence can be described as being “word smart.” This person is very good with words. Linguistics learn through writing and hearing. People with high linguistic intelligence tend to be very good spellers. Linguistics like to read, and learn well through reading. Teachers can reach linguistic students through lecture teaching. It would also be beneficial for the teacher to give the student recordings of the lecture, or books on tape to go along with the readings. They can also encourage students to take notes. Assignments that require repetitive writing are good for linguistic students.
-Logical-mathematic intelligence can be described as being “number/reasoning smart.” People with high logical-mathematical intelligence are good numbers. They tend to like math classes. A good career choice for logical-mathematics would be jobs like accounting. Teachers can reach the logical-mathematic students be giving them numbers to use and memorize. They may also encourage the student to arrange patterns with their numerical data. Peer tutoring would be a good activity for logical mathematic students, because they like step processes, and the students may be able to help the other student with their processing.
-Musical intelligence is just as it sounds, “music smart.” Music comes very easily to people with high musical intelligence. Musicals are good at finding patterns. They do not just hear music; it sticks in their heads very easily. For musical intelligent students, it may be beneficial to have music playing in the background. When the student hears the music, they can tie the lesson to the music. When they need to recall the information later, they are more like to recall the information when they remember what song was playing at that time. The will also be more likely to pick up information if there is a correlating pattern. Musical students may start humming or muttering a tune to themselves if they are becoming bored.
-Spatial intelligence can be described as being “picture smart.” Spatials learn through seeing. They like to have a visual image in front of them. Spatial intelligence is common in artists. For students with spatial intelligence, teachers should employ techniques that employ pictures and drawings. Have the student draw something that may correlate with the lesson. These students are prone to doodle when they loose interest in the lesson, or when they have an image that will help them remember the information when it is needed later.
-Bodily kinesthetic intelligence can be described as being “body smart.” They like to be active, and use their bodies. People with a high bodily kinesthetic intelligence are very hands-on; they like to do. Bodily kinesthetic students exceed with hands on activities, projects, and labs. They are the students who need to touch and feel. Teachers may want to have a movement that correlates with a certain piece of information. The student will have an easier time recalling the motion then directly retrieving the fact.
-Interpersonal intelligence can be described as being “people smart.” They are good at reading others and their feelings. Interpersonals are very social and like to be with other people. Interpersonal people make good groups and team workers. They feed off others’ energy and ideas, and then feeds back to the other members. These students can also make good peer tutors because they have an easy time connecting with other students.
-Intrapersonal intelligence can be described as being “self smart.” People with a high intrapersonal intelligence can read themselves. They are very good self-healers. They like to be alone and are reflective. Intrapersonal students are the students are the ones who like to be in a corner studying by themselves. A teacher may want to send this student to the library, a study lab, or another quiet location. These types of students dislike group tasks.
-Naturalist intelligence can be described as being “nature smart.” Naturalists are very good with animals, and like to care for the planet. They like nature and like to be outdoors. Science may interest naturalist students. The naturist students like to go on outdoor field trips, and explore. They may be interested in things like rocks and bugs. The teacher may give them a project that requires them to grow something, or to nurture something.
-Spiritual intelligence can be described as being “spirit smart.” This can mean being spiritual through religion, or knowing your inner self. Religious spirituals make good religious leaders- priests, rabbis, etc. They have a deep connection with their god(s). Spirituals who know themselves are closely related to intrapersonals. A person with religious spiritual intelligence may be interested in teaching in a private religious school. The students may be interested in learning about the deities of their religion. They may also like to memorize holy passages. Students who have spiritual intelligence may believe in ghosts and the afterlife.
-Existential intelligence can be described as being “philosophy smart.” These people ask the big questions and wonder who we are, why we are here, and are often curious about life and death. Students with existential intelligence might like tasks that give them big dilemmas to solve.
The impact that these theories have had in the educational field help us to improve the teaching practice trhough:
Curriculum–Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving.
Instruction–Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.
Assessment–Teachers should employ a variety of assessment techniques, focusing on the development of “whole brain” capacity and each of the different learning styles.
Finally, I consider important to mention that as each person has his/her own way of learning, we as furture teachers can tanke into account these factors in order to do a better labour. Furthermore,we teachers and educators are responsible to facilitate the learning process to our students. To accomplish this, we need to understand how people learn. Not only do we need to know in what way our students learn best, we need to know how we learn best.
BIBLIOGRAPHY.
Lawrence, G. (1979) People Types and Tiger Stripes: A Practical Guide to Learning Styles. Boston: Basic Books.
Mc Carthy, B. (2001), The 4-MAT System: Teaching to Learning Styles with Right/Left Mode Techniques.
Smith, M. K. (2001). 'David A. Kolb on experiential learning',the encyclopedia of informal education. Retrieved [enter date] fromhttp://www.infed.org/b-explrn.htm.
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