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? Everybody has a learning style. Different from
each other.
? Whenever we observe, interpret, or judge
something, we tend to do this from our frame or
reference or way of doing things.
? Perspective may be different from each other.
? ¶see·. ¶feel·, ¶plan ² go with a flow·, alone or
groups, open or closed
•    
  


? wn general, it is about a unique ways that people
learn.
? wt also gives clues about a person·s mind
operates.
? learning style describes how a student learns,
not how well or how much, it·s different from
ability.
? Based on research, they are critical of basic
beliefs about student learning:
›




 

? When ¶properly· seated at a desk or table.
? wn a setting that absolutely quiet.
? wn well lighted areas, reading in low light does
not damage eyesight.
? Early in the morning.
? When sitting perfectly still.
? Through whole-group instruction.
? When teaching involves a sequence of clearly
stated objectives and detailed, step by step,
sequential explanation.
•
 • 

? ½or most students, being self-motivated does not
guarantee they will achieve well.
? Some students learn well when they eat, drink, or chew
on objects
? Whatever the length of a class period, students can learn
through perceptual strengths rather than just through
lecture.
? Students who cannot remember verbal instructions are
not necessarily less intelligent than those who can
? Homework does not always have to reinforce what was
presented or be assigned from a text after a lecture.
? Older students does not necessarily find it easier to
adapt to a teacher·s style than younger students.
Ú  
  

 
  
 

 
? The realization has grown that the learning of all
students may be enhanced when students are
taught in a manner that matches learning style.
? Students do best when instruction and learning
context match learning style. (Dunn and Dunn)
? Students can be located in one of four major
learning styles (McCarthy)
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? ½ield-dependent ² focus on ¶the big picture·,
viewing content globally. They prefer to
approach learning in an unstructured way,
rather than focusing on details. They are
sensitive to criticism, positive or negative.

? ½ield-independent ² they focus on details, are

task oriented, like problem solving and are not
constrained by structure. They may not care for
social content, and they are less affected by
praise or criticism.
Ô    
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? unalytic/deductive (who prefer logic)
? Rational and respond to verbal instruction.
? Controlled and systematic.
? Good planners.
? They rely on language, thinking and
remembering.
? Hierarchical authority structures are preffered.
? They like talking and writing, are logical, see-
cause and effect relationships, and draw on
previously accumulated and organize
information.
£
 
 
? wntuitive/deductive (who see patterns)
? Problems are solved by discovering patterns
? Judgements are often made subjectively, in a
fluid and spontaneous way
? They enjoy working with elusive, uncertain
information.
? ½eelings are freely shared, and they are good at
metaphoric language and imagery.
? Their approach is holistic.
? The balance between right mode and left mode
preference is heartening, but one wonders why
¶the educational system is so strongly biased in
favor of left mode structures and teaching
methods·.

   


   
earning Modality Preferences
? Three Modalities :
- Visual

- uuditory

- Tactile (Kinesthetic)
Visual
? Examples:
- Pictures
- Drawings
- Paintings
- Sculpture
- Pattern
- Color
Kinesthetic
? Examples:
- Gestures
- Touching
- Body movements
- Positioning
uuditory
? Examples:
- Oral directions
- istening
- Sound patterns
- Tone
Visual earners
 Visual earners
? Characteristics:
- watching, seeing, imagining
- remember faces rather than names
- quiet, neat, orderly, well
planned, organize by writing things
down
Visual earners
? Take in what is heard or read and translate into
images in their brain

? Usually do well in school

uuditory earners
uuditory earners
? Characteristics:
- earn through listening and
verbalizing
- ike plays and dialogues but avoid
long description
- Memorize through auditory
repetition
uuditory earners
? ike to learn by hearing and listening

? Good at telling stories and solving problem

through ´talking them throughµ

? Need to be taught how to be visual learners

Tactual (Kinesthetic)
earners
Tactual earners
? Characteristics:
- earn by manipulating and doing
- Need to move around often
- Respond on music by moving
- Prefer situation involving the body
and movement
Tactual earners
? wn class:
- May be restless
- Have trouble paying attention
- Have trouble
demonstrating/write what they
know
- Good at ´acting things outµ /
building projects
Theory of Multiple
wntelligence
Theory of Multiple wntelligence
? Gardner:

- wntelligence as an ability or set of

abilities that let a person solve a
problem or produce a product
that is valued by society
Theory of Multiple wntelligence
? The wntelligences:
- Spatial
- Bodily ² kinetic
- Musical
- inguistic
- ogical ² mathematics
- wnterpersonal
- wntrapersonal
- Naturalist
Theory of Multiple wntelligence
? urmstrong:
- Spatial = picture smart
- Bodily kinetic = body, sports / hand smart
- Musical = word smart
- inguistic = number
- wnterpersonal = people smart
- wntrapersonal = self smart
- Naturalist = environment smart
udapting to different
earning Styles
? Dunn (1989)

- earning style includes:

- Motivation
- on-task persistence VS the need for
multiple assignments
simultaneously
- Kind and amount of structure required
- Conformity VS nonconformity
î
i t l
? Du (1979)

- î
 rs 
v obs rv
bl pr f r  s t
t

r l
t d to:
- uttitud s
- wstrutio
l virom t
- î
i virom t
- î
i 
r
t risti
- î
i m tods
d
v
lu
tio
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? We are cultural beings.
? Basically the unique lifestyle of a particular
group of people or the rules that generate and
guide behavior.
G  ››
½ G

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? PERSONuwTY: uttitudes, Values,and Beliefs.
? uNGUuGE: Basic communication,
symbolism, and jargons.
? SOCwu STRUCTURE: ½amily, cities, villages,
customs,religion,specialization,technology,
and education.
? OCCUPuTwONS: Gathering,
service,agriculture, manufactoring, and
government.
? ENVwRONMENT: and forms, vegetation,
climate,and wildlife.
w½
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? Categorize the cultural analysis:
1) Communication and language
2) Mental process and learning
3) Beliefs and attitudes
4) Values and norms
5) Sense of self and space, time and time
consciousness.
6) Relationships, rewards, and recognition
7) Dress and appearance
8) ½ood and feeding habits

Gw w
•
? ws a readiness to respond favorably or
unfavorably to a person, object, or event.

’w½
 ws something that is thought to be true.
 ½or example:
A w·d never associate with the white boys in my
classroom. (social attitude)
A White boys have no morals. (belief)
 Obviously, belief can be incorrect and attitudes
may be based on erroneous beliefs. Result is
prejudice.
£
•wG
? ws an attitude or belief formed or held without
really considering the facts.
? Based on faulty or incomplete information.

•w
G£ww›w ›
 ws prejudice transmitted into action.
 ws action resulting from such an
attitude.
 Examples categories of discrimination
are skin color, race, religion, gender
and others.

£ w›

? ws a mental picture that does not allow members of a
category to have individual differences.
? ulso is a kind of destructive and evil gossip.
? wt causes us to prejudge people before we even have
met them.
? wt may just be inaccurate, not negative, but it still
cause problems.

£
›£ww ›
 Prejudice and discrimination are based on
overgeneralization.
 wt may result in self-fulfilling prophecies.
 Happens when a generalization/stereotype is
broad to the point of distortion, prejudice or
discrimination.

½½
½ww›
£ ÔG
? Occurs when a person acts or is the certain way
because he/she is expected to act / be a certain
way.

G
w›

 ws the proses of singling out an individual,
group, or object, upon who blame for the
mistake or crimes of others is thrust.
 ½or example:
- politicians today routinely scapegoat, blaming
the previous political administration for
economic problems.
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? Racism is a combination of stereotyping,
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? Establishing a positive climate
? Modeling and teaching communication,
interpersonal, and group skills
? Selecting teaching methods and activities that
helps overcome stereotyping, prejudice, and
enthocentrism
? Teaching methods that are effective include
role playing, simulations, and small group
strategies
? Thw use of encouragement when working
with minority students is powerful
? ½emale and low income minority students
can improve their reading and maths score if
children learnt that intelligence is something
they can improve their reading time.
? The changing attitude can stop the cycle of
self-blame, anxiety and underachievement

 

? Discover how to integrate minority-group

standards and priorities into affairs of the class
? Strive to present a positive conceptof all
cultures
? wnvolve children from subggoup in the dominant
group activity
? Teach and celebrate the meaningful historical
achievements of minority groups to counteract
myths and stereotypes
? Seek clues about each learners slf image
? Seek evidence of acceptance of differennt
cultures and lifestyles
? Watch for biases in textbooks and materials,
particularly illustration, that debase the worth of
a cultural group
•
  
 !!
! ! 
? Children acquire racial attitudes from the
several interrelated social influences, people,
children are in contact with, books, movie,
comics, radio, and television.
? Goulet says the school, as an institution ,
contributes to formation of racial attitudes.
? Heobserve that institutional racism is developed
through:
1. The success (or lack of it) of
predecessors.
2. Prejudice in the school
3. The curriculum
4. Staff attitudes
?




     
 





 
1. Self assessment
2. Cultural celebration
3. ussess materials
4. Variety of teaching styles
5. Experience other cultures and reflect on
and deal with racism


  


  
   

? Develop a clear sense of your own ethnic and
cultural identity
? Examine your attitudes toward other
ethnocultural groups
? earn about the dynamics of prejudice and
racism and how to deal with them
? earn about histories and contribution of
various ethnocultural groups
? Discover the relationship among language,
culture and learning
? ive and teach in a minority community

 
 
  



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