Multiple Learning Styles Essay

More than oneness student in Kindergarten through College has complained of boring courses and tedious homework that had no discernible combineion to their immediate surround. Many students describe their courses as lectures that bear on them to sit and listen to a professor for one to trey hours, some(prenominal)times without a break in between. It is rare, or even unheard of, for a student to cave inicipate in a class-related activity that involved groups, red ink outside, discussions, or movement. The physical, social, emotional, and cognitive aspects of the schoolroom are not often addressed, go away school a less safe and less stimulating environment (Sprenger, 2008).Not surprisingly, school is labeled as a stagnant role lacking in the stimulation of our senses. Students would rather be with friends, play a sport, master a hobby or skill, or even unsay themselves into fantastic games than go to school. Yet these aforementioned(prenominal) students appreciate schooli ng juvenile ideas, growing stronger, and having fun in a wide array of visual, audial, and kinesthetic activities. Shouldnt public and private education use the best rules to pass history, math, science, language, and philosophy to younger generations? While there is no best method to accomplish this, I believe that using multiple learning meanss to fire teaching and learning is more(prenominal) in effect(p) than using one carriage to accommodate multiple unique individuals.In its entirety, a learning style is the complex manner in which, and conditions under which, learners more or less efciently and most efficaciously perceive, process, store, and recall what they are attempting to learn (Lujan and DiCarlo, 2012). Most professionals and students have used three major(ip) learning styles to categorize themselves Auditory, Visual, and Kinesthetic. These surveys washbowl be defined in simpler terms to be hearing, seeing, and moving/doing. In the 1980s, a fourth category was added to differentiate visual and read/write learners, since batch like Neil Fleming noticed that some students had a distinct pick outence for the compose word whilst separates preferred symbolic breeding as in maps, diagrams, and charts (Fleming, 2006). As a result, the VARK questionnaire was created to identify an individuals preferences for particular modes of presentation (Lujan and DiCarlo, 2012). acquirement style dimensions are uniteed and related to one an opposite, not both/or categories (Felder and Spurlin, 2005). any(prenominal) people excel at run intoing locations on maps, while others would rather hear a location described some would rather draw the map itself. Thus, if a teacher is monotonously lecture a topic to sophomore students in college, some students impart interpret and make connections with the information presented more easily than others. Those students that learned less or slower than other students in that example would have benefitted f rom other styles of teaching, such(prenominal) as a visual diagram of the information, a mind map, written bullet points, or physical interaction with the subject matter. Without this insight, flexibility, or desire, most teachers would remain unaware that the students who performed worse in their courses top executive have scored higher(prenominal) on tests or assignments if they had understand the class material from another perspective related to learning styles.The use of multiple learning styles outside of the classroom has even more important and practical implications that could turn tail to more effective problem solving, safety prevention, and innovations that would stimulate more than one sense. Signs on streets could be renovated to accommodate audibly-inclined (or deaf) people while driving their car their eyes can focus on the road, while their ears would be notified (via radio-wave, for example) of changes in speed limits, driveway rules, and traffic congestions. M edical students, who spend roughly two to six more years in school than other college graduates with a bachelors degree, would benefit from this in the classroom and during residencies.These future and current professionals are answerable for memorizing and utilizing a multitude of technologies, medications, and other holistic treatments that must be understood through scholarly research papers and on-site administration of those same procedures. How else would they do this without being taught and teaching this complex information via multiple learning styles? In an experiment done by Heidi Lujan and Stephen DiCarlo (2005), only 36.1% of their studys sample preferred using a single learning style over multiple learning styles. Not only are models and demonstrations effectual in imparting information, but peer-to-peer interactions and roleplaying can also further a students ability to create connections between ideas.Some researchers categorize learning styles into eight componen ts Sensing or intuitive, visual or verbal, active or reflective, and sequential or global. This is also known as the Felder-Silverman Model (Felder & Spurlin, 2005). Each set of words are opposites to each other in terms of ways of interpreting information. According to the Index of learn Styles (ILS), which adapts these eight ideas into a measureable tool, each of us is a mixture of each learning style, represented by a numerical gradient that connect each paired learning style to itself. When comparing the VARK questionnaire to the ILS, the latter seems to mint the four modes in VARK and categorize them even further. However, the audial aspect of the VARK isnt all the way synonymous to any set of categories in the ILS, but rather, it is a part of the ILS in its entirety.This might be due to the fact that each of us learns things using a unique combination of the VARK, so instead of separating major senses into a questionnaire, the ILS separates major preferences into an index. The accuracy of these tools is always questionable, even by Neil Fleming (2006), who says that the VARK should be used to create conversations that pertain to how each individual learns, and how those learning preferences connect to decisions made by those individuals. As our technological advances increase, teachers, students, and other people will find newer, cost-effective, and dynamic ways to impart and absorb new information (Solvie & Kloek, 2007). Positive uses of virtual reality and MRIs can lead humans to understanding the way our brains send and receive information. Nano technology might eventually allow us to physically connect our brains to each others through the tiniest circuits. This eventual phenomenon will have the potential to apprehend our natural resources, connect to each other, and commit to providing excellence in education, our professions, and our casual lives.ReferencesSolvie, P., & Kloek, M. (2007). Using technology tools to engage students with multiple l earning styles in a constructivist learning environment. Contemporary Issues in Technology and Teacher Education, 7(2), 7-27. Fleming, N., and Baume, D. (2006). Learning Styles once again VARKing up the right tree Educational Developments, 7.4, 4-7. Heidi E. Lujan and Stephen E. DiCarlo (2005). First-year medical students prefer multiple learning styles. Adv Physiol Educ, 30, 13-16. Marilee B. Sprenger (2008). Environments for Learning. Differentiation through Learning Styles and Memory, 2, 1-10. Richard M. Felder and Joni Spurlin (2005). Applications, Reliability and daring of the Index of Learning Styles. Int. Engng Ed, 21, 103-112.