My learning syle
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The document discusses the author's learning style based on various learning theories. It finds that the author learns best visually but requires reading and writing for more complex tasks. For higher-order learning, the author fits the "theorist" style from Honey and Mumford, enjoying analyzing structured theories. Experientially outside of school, the author follows Kolb's model, creating new linguistic rules from experiences. The conclusion is that learning style depends on the context, so universal categorization is flawed and teaching methods should vary based on student needs.
My learning syle
- 1. EDU4UL: Understanding Learning (Group E) Assessment One: How I learn Best Date: 15 March 2010 For this task, in order to comment on how I learn best, I have decided to look at and comment on my second language acquisition. I will assess learning tasks in relation to VARK learning theory, and the learning style models of Honey and Mumford and Kolb. I will also mention how lhis is related to Anderson and Krathwohl’s taxonomy of learning. To start, I am a visual learner. According to the VARK model, I would be a V learner, as I learn best by seeing and memorising (Fleming 2010). However, based on Anderson and Krathwohl’s taxonomy of learning, this is relevant for basic information recall tasks only (Killen 90). Applied to language learning, this type of learning would have been helpful for simple learning tasks such as memorisation of verb conjugations or new vocabulary. However, language learning requires more than just remembering. In order to move up in the hierarchy to understanding, I would read my notes and make new study notes.(Kllen 90) Therefore, I am a Reading/Writing (R) learner for tasks that require more complex understanding (Fleming 2010). However, this method of analysis is not helpful with regard to the higher learning elements, what Anderson and Krathwohl refer to as analysis, evaluation and creation. Honey and Mumford’s model deals more with higher order learning. The theorist typology applies, as I am always asking questions, analysing, and I like structured theories. I am only comfortable with subjective, application, once I have completely analysed the theory (LMS 2010). My favourite French assignment involved choosing an interesting word and making a web of semantically and morphemically similar words. These words were defined and their usage and relationship to one and other was to be explained in a presentation. The problem with the theorist typology is that concrete, black and white heory, only exists in the classroom. This brought me to question how I learn outside of a formal schooling. For both my exchanges in Quebec and France, I was learning outside of a school and was not exposed to theory. In a non-institutional setting, Kolb’s basic experiential learning model applies (Smith 2001). For example, I was exposed to new phrases or words, which would serve as a new learning experience. Then, I would hypothesise a new linguistic rule based on the context. I would observe and reflect to prove or disprove my rule.. If my hypothesis were proved, then it would be generalised into a new rule, which I would use in my new linguistic productions. Therefore, I would analyse and,evaluate experiences to create new rules to guide linguistic creation (Killen 90).
- 2. EDU4UL: Understanding Learning (Group E) Assessment One: How I learn Best Date: 15 March 2010 Therefore, analysis shows that universal categorisation based on one learning style is erroneous, as there is variation within an individual, which can change depending on the purpose, material or type of learning and the environment within which it occurs. Simpler learning tasks will entail different learning behaviour and strategies than higher learning tasks. The learning environment, being formal or informal, will also dictate which learning models apply. Different learners may also have different learning styles in the same environment with the same material. The inference is that there is and must be variation in teaching style according variation in learning style. References Atherton, J S. (2009) Learning and Teaching; Experiential Learning. Retrieved March 06, 2010, from, Web site: http://www.learningandteaching.info/learning/experience.htm Fleming, Neil. (2010). The VARK Questionnaire. Retrieved March 06, 2010, from, Web site: http://www.vark-learn.com/english/results.asp Killen, R. (2009). Effective Teaching Strategies: lessons from research and practice (5th ed.) Melbourne: Cengage 90 -91 Learning Styles and Theories: Kolb’s Theories. (2010). Retrieved March 06, 2010, from La Trobe University, Learning Management System – Department of Education Web site, http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct Learning Styles and Theories: Honey and Mumford’s Learning Styles. (2010). Retrieved March 06, 2010, from La Trobe University, Learning Management System – Department of Education Web site, http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct Learning Styles and Theories: Other ways of Looking at Learning Styles - VARK. (2010). Retrieved March 06, 2010, from La Trobe University, Learning Management System – Department of Education Web site, http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct Smith, M. K. (2001). David A. Kolb on experiential learning, Retrieved March 06, 2010, the encyclopedia of informal education, Web site, http://www.infed.org/b-explrn.htm.