25 Nov Exist the learning do styles?
Who more, who less will have read or received chats sometimes on the learning styles. I always had the vague idea that I was very visual and worse auditory, because a class was incapable to learn great thing listening, but was able to learn reading the notes taken during the class.
Years later, I verified with envy that some colleagues were able to assimilate many ideas listening conferences in congresses, whereas I became bored as an oyster and left just as she had entered. It was obvious that differences among them had to exist and I at the time of assimilating information. When finally 1 year ago I was with the theories on the styles of the learning, I thought that it had found the definitive solution to the mystery.
But which was my surprise when I am with a revision of the subject of a British author (1) and I find out to me that to date they exist more than 70 theories on the learning, defendants through thick and thin by other so many schools led by a professor or university university professor. Many of these theories are accompanied by designed questionnaires to determine the high-priority style of learning of the student who compliments it. Some of these questionnaires are available only previous payment (it goes, goes¦).
You are thought just like I?
When a study phenomenon is explained by one or two theories, it is easy that one of those theories is certain. But when 70 different models exist, I suspect that no of them satisfactorily explains the existing mental differences between people.
In order to put a practical example of one of these theories, we are going to know the model VARK, that is simplest than I know date of today. He was described by Neil Fleming and Colleen Mills in 1992 and talks about to the favourite sensorial modalities of each person.
According to the favourite modality the forms that they take, in each person, the conduct, the learning, the reading and the spelling, the memory, etc. can be interpreted For example, the visual people prefer to use written instructions, conceptual maps, synoptic diagrams, pictures; the auditory ones prefer verbal, audio instructions and debates. The verbals, written of a minute, literary compositions, daily, elaboration of summaries, reviews and synthesis of texts. And the quinest©sicos, games of roll and dramatisations, dynamic group that they require to sit down and to put themselves standing up, manipulation of objects for explanation of phenomena and gestures to accompany the oral instructions.
This seems to fit with my initial perception. I am preferably visual. But one first critic to this model can become: it does not consider the characteristics of the content that there is to learn. For example, in Medicine or Physiotherapy, there are diverse subjects as the Anatomy, that needs long time contemplating (visually) anatomical schemes and drawings. But when there is to learn clinical abilities as the palpation and exploration of the member superior, we must unfold our quinest©sicas abilities, and probably it helps us equal of good step by step to read how to make an exploration, that to see a demonstrative video. That is to say, the own content defines the sensorial modality that favors the learning of that content.
According to Daniel Willlingham, specialized British professor in mental psychology, is not which differences between people at the time of learning do not exist, but do not have as much importance as he is created. That is to say, when you investigate how of or a person in her favourite modality or another modality learns, have not been differences. The effectiveness of the learning is similar (2). We are speaking of lab studies, under controlled conditions.
Willingham thinks that there is another factors that can influence in which it is learned, and even can be more important that the supposed style of learning of the student: for example, their aptitudes (some have good musical ear; another good capacity of drawing, that is to say, visuespacial); its motivation; and the previous knowledge that already they have of a subject (3).
Something similar thinks Coffield (1), but that affirms that to know the theories on styles learning it really helps professors and students to reflect on his work, and that reflection is beneficial for both. As that is my intention with this blog, to foment the reflection and the improvement of our capacities and attitudes for the study, we will continue speaking of learning styles. Although they are controverted.
WHICH IS YOUR FAVORITE SENSE TO STUDY? YOU THINK THAT REALLY THIS IS IMPORTANT?
IT SHARES YOUR OPINION IN THE COMMENTARIES TO THE POST.