Learning styles: Practical implications for learning and teaching

Lina Mui BAUER

Research output: Contribution to conferencePapers

Abstract

How can we teach anyone if we don’t know how they learn? Knowing one’s learning style can make the acquisition of difficult knowledge and information easier thereby ensuring a greater rate of success. Learners need to be aware of what strategies they use in order to acquire information easily and quickly and thus give the learning process a higher rate of success. As Bob Pike of Creative Training Techniques in the book Accelerated Learning (Rose, & Nicholl, 1997, p. 252) stated “people learn in direct proportion to how much they are enjoying themselves”. In defining learning styles this workshop draws on the Dunn, Dunn, and Perrin (1994) definition “the way each person learns to concentrate on, process, internalize, and retain new or difficult academic information”. This workshop will cover the following aspects: 1. Definition: What is learning style? 2. Demonstration of a specific learning style instrument for adults that has high reliability and validity and it’s practical application for the participants and their family. 3. The practical implication of learning style for teaching and learning. It will include a demonstration of the elements of the Building Excellence Survey, a highly reliable and valid instrument that is used to determine the learning style preferences of adults. Participants, in order to gain maximum benefit, should do the online survey on www.pcilearn.com and bring the printout of their style profiles to the presentation, as the practical implications for learning and teaching will be drawn from these profiles. To end the session practical suggestions on changes that can be made in the classroom to cater for the different learning styles will be given and the overall practical implications for teaching and learning will be made.
Original languageEnglish
Publication statusPublished - 2004

Citation

Bauer, L. (2004, December). Learning styles: Practical implications for learning and teaching. Paper presented at the International Language in Education Conference 2004: The Way Forward in Language Education, The Hong Kong Institute of Education, China.

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