Participant learners perceive the learning

Một phần của tài liệu luận văn Tư vấn phong cách học tập (Trang 26 - 29)

environment as an opportunity to interact with others.

6. Avoidant students are not actively invol/ed in the learning process and are frequently non-

achievers.

The Grasha-Reichmann Student Learning Style Scale (Reichmann & Grasha, 1974) uses a Likert scale to assess students on these six dimensions of learning and the scale evidences fair reliability and validity data (Curry, 1987).

Multidimensional and Instructional Preference Models

Instructional preference models address the individ- ual's choice of environment in which to learn. As such they are multidimensional and seek to address the variations among learners within the context of the learning process.

The Human Information Processing Model (Keefe, 1989) views learning as the interaction of cognition (mind) and context (task). The Learning Style Profile (LSP) (Keefe & Monk, 1986) opera- tionalizes this model by identifying 24 elements of style, which are clustered into three areas as follows:

(1) Cognitive Slids assess information processing and include analytic, spatial, discrimination,.categori- zation, sequential processing, simultaneous process- ing, and memory. (2) Perceptual Responses measum the initial response to information and include visual, auditory, and emotive. (3) Study and Instructional Preferences identify personal preferences for the motivational and environmental elements of style and include persistence orientation, verbal risk orien- tation, manipulative preference, time (early morning, late morning, afternoon, evening), verbal-spatial, grouping, posture, mobility, sound, lighting, and

Instructional preference models

address the individual's choke of environment in which to learn.

Study and Instructional Preferences ident(fy personal preferences for

the motivational and environ- mental elements of style....

14 LEARNING STYLeiS COUNSELING

...cognitive skill development is a prerequisite for

learning...(f students cannot process *forma-

tion effectively, even supportive learning environ- menb will be of minimal value.

The eight learning style models

identUled...have implkations for learning and counseling.

temperature preferences. Application of this model is based on the premise that cognitive skill develop- ment is a prerequisite for learning; that is, if students cannot process information effectively, even suppor- tive learning environments will be of minimal value.

Several monographs have been developed as a practi- cal guide for cognitive skill enhancement (Keefe, 1989) and for identifying perceptual, study, and instructional preferences that accommodate a variety of learning style patterns (Keefe, 1990).

Tbe second major multidimensional model was

developed by Dunn and Minn (1978) and is

described in depth later in this text. It is the model that holds the greatest promise for the application of learning styles to the counseling process for the

following reasons; (1) It is a multidimersional model that encompasses physical, environmental, emo- tional, sociological, and psychological dimensions of learning; (2) It stresses the importance of individual differences in the learning process; (3) It has a strong

research base that supports the identification of instructional interventions that are compatible with individual strengths and preferences toward the end of increased academic achievement and improved student attitudes toward learning; and (4) The method of diagnosing learning styles is concise, extensively field tested, and shows evidence of good reliability and validity (Curry, 1987).

Summary of Learning Style Models

The eight learning styk models identified are not the only ones developed to date, but they were reviewed here became they are representative of the four types of approaches wersonality dimensions, information- processing, social interaction, instructional prefer- ence) and have implications for learning and counsel- ing. These models are similar because they stress the importance of identifying and addressing individual differences in the learning process. However, there

are important differences among the models which need to be assessed by practitioners. Some models are unidimensional and address a single construct for explaining individual differences in learning, while other models are multidimensional and view indi- vidual difhtrences in learning as complex and multi- faceted. Another area of disagreement is whether to accommodate students' style preferences or attempt to expand their style in the learning process. Other differences include a range lf quality among the assessment instruments and the lack of a research base for some of the models (De Bello, 1990).

Diagnosing Learning Style

Dunn and Dunn (1978) define learning style as the manner in which different elements from five basic stimuli affect a person's ability to perceive, interact with, and respond to the learning environment.

The learning style elements, illustrated in Table 1, are as follows: (1) environmental stimulus (light, sound, temperature, design); (2) emotional stimulus (struc- ture, persistence, motivation, responsibility); (3) socio-

logical stimulus (pairs, peers, adults, self, group, varied); (4) physical stimulus (perceptual strengths, including auditory, visual, tactual, kinesthetic, mobil-

ity, intake, time of daymorning versus evening, late morning, and afternoon); and (5) psychological stimulus (global/analytic, impulsive/reflective, and cembral dominance).

Four instruments assess learning style: The Learning Style InventoryPrimary Version (LSIP) (Perrin, 1981) for children in kindergarten through grade two; the Reading Style Inventory (RSI) (Carbo, 1981) for pupils in grades one through three; the Learning Style Inventory (LSI) (Dunn, Dunn, &

Price, 1985) for youth in grades three through 12;

and the Productivity Environmental Preference

0 o u

Another area of disagreement is

whether to accommodate students' style preferences or attempt to expand

their style in the learning process.

Stimuli

gnvironmental

Emotional

Sociological

Physical

Psychological

Table 1

Một phần của tài liệu luận văn Tư vấn phong cách học tập (Trang 26 - 29)

Tải bản đầy đủ (PDF)

(173 trang)