on learning styles

On Learning StylesAuthor(s): Colin ArmstrongSource: The Clearing House, Vol. 61, No. 4 (Dec., 1987), pp. 157-161Published by: Taylor & Francis, Ltd.Stable URL: http://www.jstor.org/stable/30191748 .

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On Learning Styles

COLIN ARMSTRONG

People approach tasks differently. Some of us need to read to develop our background first. Some

need to go off in a corner and think about it. Others talk about it. Still others roll up their sleeves and jump right in.

We are aware of our own preferred method of opera- tion. As teachers, we must accept that students have the same preferences. We must develop programs that pro- vide the maximum benefit for all students. That requires the accommodation of different learning styles.

This paper deals with learning styles in three steps. First, brief overviews of two common views of learning styles are presented. (The purpose of the paper is to apply learning styles to curriculum development, not to pro- vide a review of learning styles per se.) Secondly, a set of activities is developed to show how curriculum can reflect each learning style. Finally, a method for accommodating all learning styles is presented.

Learning Styles There is considerable published research available on

learning styles. While many different people are writing about the topic, their theoretical constructs and conclusions are similar. The various theories are variations on a theme rather than unique hypotheses.

A comparison of the works of Anthony Gregorc (1982) and Bernice McCarthy (1983) provides the review of the learning styles literature. Their theories are two of the more widely used. Gregorc's work focuses upon the Style Delineator. McCarthy is best known for the 4-MAT system. The theories of Gregorc and McCarthy each describe four learning styles. However, McCarthy subdivides each learning style into left and right brain components. For this paper, the brain hemisphericity component has been omitted.

Two charts summarize the works of Gregorc (1982) and McCarthy (1983). Figure 1 outlines the major characteristics of each learning style. The divisions used

Mr. Armstrong is social science consultant to the Wellington County Board of Education, Guelph, On- tario.

by Gregorc and McCarthy are presented so that matching learning styles are beside each other (see Figure 1).

Figure 2 highlights the learning activities preferred by each learning style. These activities have been synthesized from the materials in the reference list. The key here is to notice the different variety for each learning style (see Figure 2).

The role of the professional educator is to be familiar with those factors affecting learning and to design educational experiences that maximize the learning that occurs. If students are to gain the most from education, they must have the opportunity to work within a style that facilitates their own learning.

Sample Lessons: Water as a Natural Resource To show how learning styles can affect classroom ac-

tivities, two types of examples are provided. The first type contains lessons that would be appropriate for each specific learning style (Figures 3-6). The second type of example shows one way of accommodating the four learning styles in one lesson plan.

The example is taken from the compulsory Canadian Studies credit outlined in Geography, Intermediate and Senior Division, 1987. The unit of study chosen is Natural Resources. The lessons deal with water and are developed from the following core objectives.

Content Objectives

(a) Fresh water is one of Canada's most abundant resources. Its use affects virtually every aspect of Cana- dian life.

(b) Much of Canada's fresh water flows away from potential users. At the same time, there are water- deficient areas in North America. (See Ministry Docu- ment p.133)

Affective Objectives

Understanding and appreciating the emotional issues in the use of Canada's natural resources. (See Ministry Document p.137)

Skills Objectives

(a) Examining cause and effect relationships in an in- dustry based on natural resources.

157



158 The Clearing House December

FIGURE 1

Learning Style Descriptions

Gregorc McCarthy

Abstract Random Learner Innovative Learner (Type 1)

E Imaginative Needs to be involved personally M Sensitive, emotional Learns by listening and sharing ideas O Perceptive Interested in people and culture T Wants an environment that is Divergent thinker who believes in own experiences I esthetically or psychically pleasing Functions through social interaction

O Uses emotions to understand Innovation and imagination N Wants to be with others Idea person S

Abstract Sequential Learner Analytic Learner (Type 2)

M Knowledge, facts Seeks facts I A thinker Needs to know what the experts think N Intellectual, logical, analytical Learns by thinking through ideas D Wants quiet and to be alone with books Less interested in people than ideas and concepts

Uses intellect to learn Functions by adapting to experts

Concrete Sequential Learner Common Sense Learner (Type 3)

S Ordered, practical, linear thinker Seeks usability E A doer Needs to know how things work N Wants a quiet, structured environment Learns by testing theories in ways that seem sensible S Uses physical senses to learn Needs hands-on experiences, enjoys solving problems E Patient, conservative, perfection-oriented Needs to know how things asked to do will help in S "real life"

Concrete Random Learner Dynamic Learner (Type 4)

I An experimenter Learns by trial-and-error, self-discovery N Wants a busy environment with many Likes variety and excels in T different resources situations calling for flexibility U Inquisitive, independent Tends to take risks I Uses trial-and-error learning Often reaches accurate conclusions T Intuitive, instinctive, impulsive in the absence of logical justification I Functions by acting and testing experience

O N

(b) Researching and presenting opposing views of a recent or ongoing controversy with respect to the ex- planation of a natural resource.

(c) Investigating the role of government in resource exploration and conservation as an exercise in research skills. (See Ministry Document pp.137-8)

An Approach Accommodating a Variety of Learn- ing Styles

To accommodate the diverse learning preferences within a class, three approaches are available:

1. The teacher can prepare four sets of distinct activities for each unit of study.

2. The teacher can alter the types of activities prepared for each unit so that only one learning style is accom- modated per unit of study, but that over the year, learning activities for each preferred learning style are utilized approximately twenty-five percent of the time.

3. The teacher can design units of study that are flexible enough to allow students to operate within their preferred learning style some of the time. This is ac- complished by allowing for choice.

The first approach would be a truly noble gesture, almost certainly leading the teacher to exhaustion and nervous collapse. While the second approach has some



1987, Vol. 61 Learning Styles 159

FIGURE 2

Preferred Classroom Activities

Gregorc McCarthy

Abstract Random Learner Innovative Learner (Type 1)

E Group discussion Group activities M Filmstrips Divergent thinking activities O Role play Simulation T Music, arts, humor, drama Creative exercises I Movies, television Discussions for sharing ideas

O Use of fantasy People problems N Imagination S Personalized work

Interpersonal and people-oriented subjects

Abstract Sequential Learner Analytic Learner (Type 2)

Reading Schools are designed for these learners Writing essays Information gathering

M Working alone Facts I Learning content Lectures N Using theories Socratic activities D Working in the library Work exercises

Working with a plan of study, but Rational, sequentialactivities without competition and time pressures

Concrete Sequential Learner Common Sense Learner (Type 3)

Hands-on experiences Concrete materials Demonstrations Sensory stimuli

S Result-oriented work Hands-on activities E Computers Like to produce high quality products N Field trips Practical activities S Practical, exact reading assignments E Learning packets S Charts, checklists, flow charts

Short-term projects Labs

Concrete Random Learner Dynamic Learner (Type 4)

I Problem solving Experimentation N Creating products Self-discovery T Experiments Group tasks U Games/simulations Creative problem solving I Independent study Open ended activities T Unusual solutions I Open-ended activities

O Inventing practical ideas N

merits, students might have to go for long periods of time working in a style not well suited to their own needs.

The following example, based upon the third approach, shows one way of accommodating different learning styles within one unit of study. It is not necessary, or even desirable, that any student operate in

one mode all of the time. Some practice with less com- fortable methods helps students. At the same time, regular opportunities to operate in a preferred learning style are also necessary.

Day 1

Teacher prepares a set of readings as a resource



160 The Clearing House December

FIGURE 3

Lesson Outline: Abstract Random/Innovative Learner

Day 1: Teacher selects one film or video that presents a highly charged, emotional per- spective about the consequences of in- dustrialization and pollution upon water resources and related wildlife. The film is used as a catalyst for class discussion about the problems of water resources and water management. A brainstorming activity may by used to prepare a list of solutions.

Students, working in groups, select one of the problems discussed and organize a presentation for the rest of the class. Possible topics include:

a) What will the Great Lakes be like twenty years from now? b) Why are people so egocentric in their uses of water?

Each group may choose the form of its own presentation. Some possibilities inlcude:

a) a skit b) a newscast c) an interview

Day 2: Period is used for the preparation of group presentations.

Day 3: Each group presents its product to the class. The remainder of the period is used to evaluate what the class learned from the presentations.

Resources: After the film, students may use materials available in the classroom such as magazines, newspapers, pamphlets. Students have free use of the library.

FIGURE 4

Lesson Outline: Abstract Sequential/Analytic Learner

Day 1: Class reads some introductory materials selected and prepared by the teacher. Ar- ticles focus upon the themes of:

a) water as a resource b) the major problems associated with water management

Students read the articles answering a set of prepared questions that highlight the themes selected.

Day 2: Teacher leads a class discussion focusing upon the themes from Day 1. Discussion serves as the vehicle for taking up the articles and identifying the major points for

the class. Through a combined lecture and Socratic format, the students' knowledge about selected water management problems will be increased.

Day 3: A class field trip is organized to the local water treatment/sewage treatment plants. Teacher has prepared a field trip worksheet that students must hand in at the end of the field trip.

Resources: Teacher chooses some summary articles from sources such as texts, magazines, and the newspaper.

package. Students must read half of the articles and prepare a point form summary of the key issues.

Day 2

A class discussion is used to generate a list of major problems and concerns. The students share their own ideas along with what they learned from the articles. Based upon the list created, a number of major themes are identified. Examples include water pollution; can water be sold as an export?; what is going to happen in the near future?; how do we solve the major problems?; environmental responsibility.

Study groups are established, and each student joins one of the groups. The task of the group is to research one element of water as a natural resource. Each group must also prepare a final product to share with the class.

Day 3

The period is used by the groups to start their research.

Resources

A variety of resources are made available in the classroom and the library.



1987, Vol. 61 Learning Styles 161

FIGURE 5

Lesson Outline: Concrete Sequential/Common Sense Learner

Day 1: Class reads some introductory materials selected and prepared by the teacher. Ar- ticles focus upon the themes of:

a) water as a resource b) the major problems associated with water management.

Students read the articles answering a set of prepared questions that highlight the themes selected.

Day 2: A class field trip is organized to the Niagara Falls area to study, first hand, the impact of industrial activity on water resources. The students have two tasks on the field trip:

a) to do the worksheet questions prepared by the teacher

b) to select and collect information on one specific problem they will work on in class

Day 3: Students work on a problem selected by themselves, based upon their own knowledge and the field trip. Some sugges- tions include:

a) a map showing the location and con- tents of chemical disposal sites b) a model showing one element of water management c) designing and constructing a simple device for treating water or sewage

Resources: Teacher chooses some summary articles from sources such as texts, magazines, and the newspaper.

FIGURE 6

Lesson Outline: Concrete Random/Dynamic Learner

Day 1: A short introductory session starts the class thinking about water as a resource. An arti- cle may also be useful. The class is presented with the following statement: Water is a critical resource that is seldom thought of. Canada possesses abundant fresh water. Despite this, the future availability of usable water is in doubt. Many problems threaten this resource.

Working individually or in small groups, students select one problem associated with water quality or management, and:

a) research the particular topic b) identify and explain the nature of the

problem

c) develop a strategy for helping to resolve the problem

The type of product a group decides to produce will be based upon the nature of the problem and the solution selected.

Day 2: Class continues to work on exercise. Teacher monitors group efforts and assists as the need arises.

Day 3: Class completes the activity. Products are shared with the rest of the class.

Resources: A large variety of resources are made available in the classroom. Students have free use of the library facilities.

REFERENCES

Butler, K. 1984. Working your curriculum with style. Challenge: Reaching and Teaching the Gifted Child, 2(January-February):38-42.

. 1984. Teaching to learning styles. Columbia, CT: Learner's Dimension.

. 1984. Stressing style. Challenge: Reaching and Teaching the Gifted Child, 2(March-April):41-47.

Gregorc, A. 1982. An adult's guide to style. Maynard, MA: Gabriel Systems.

. 1982. An open letter to an educator. Challenge: Reaching and Teaching the Gifted Child, 1(September-October):37-40.

. 1982. Style delineator. Maynard, MA: Gabriel Systems. Hyman, R., and B. Rosoff. 1984. Matching learning styles and teach-

ing styles. Theory Into Practice 23(1):35-43. McCarthy, B. 1983. 4-MAT in action: Creative lesson plans for

teaching to learning styles with right/left mode techniques. Oak Brook, IL: Excel Inc.

. 1983. The 4-MAT system: Teaching to learning styles with right-left mode techniques. Oak Brook, IL: Excel Inc.



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