LEARNING STYLE

MODELS

Prof Lhars M. Barsabal

OBJECTIVES:
At the end of the lesson, the students are expected to:
Determine the Types of Learning and Learning Styles
Compare the 2 schools of thought of learning as used
in the school setting
Discuss the conditions of learning

HOLISTIC
They want to get the whole picture quickly, or
get the gist of things
They want to see broad categories before they
look at details
They process information simultaneously
They need to see how new information
connects to what they already know and value
They retain an overall or global view of the
information

ANALYTIC
They process the details of a picture
They outline the components in a logical
progression
They perceive information in an objective
manner and do not need to connect it to
their personal values or experiences

VERBAL
They present information they read, see,
or hear in terms of words or verbal
associations

VISUAL
They experience information they read,
see or hear in terms of mental pictures
or images

KOLBS THEORY OF EXPERIENTIAL

LEARNING
Depicts learning as a 4 stage cycle:
Immediate concrete experience
Observations/ reflections
Abstract theory
Actively experiments
Hypothesized that learners need 4 abilities in order to be
effective:
CE abilities: Learning from actual experience
RO abilities: Learning by observing others
AC abilities: Creating theories to explain what is seen
AE abilities: Using theories to solve problems

KOLBS THEORY OF EXPERIENTIAL LEARNING

CONVERGER - a person who learns by AC and AE; good in
decision making and problem solving and likes dealing with
technical work rather than interpersonal relationships
DIVERGER a person who stresses CE and RO; excels in
imagination and awareness of meaning; he/she is feeling
oriented and people oriented and likes working in groups
ACCOMMODATOR a person who relies heavily on CE and AE;
he/she likes to actively accomplish things, often using trial and
error methods to solve problems; this person may be impatient
with other people; he/she acts on intuition and is a risk taker
ASSIMILATOR a person who emphasizes AC and RO; the
strength of this person are in inductive reasoning, creating
theoretical models, and integrating ideas; he/she prefers playing
with ideas to actively apply them; this person is more concerned
with ideas than people

KOLBS THEORY OF
EXPERIENTIAL LEARNING
LEARNING STYLE INVENTORY (LSI) originally
a 9 item questionnaire and is now a 12
item tool with sentence completion items;
this inventory is the one that has been used
most frequently in measuring learning styles
of healthcare students

GREGORC COGNITIVE STYLES

MODEL
Hypothesized that the mind has the
mediation abilities of perception and ordering
Perception ability is on a continuum ranging
from abstractness to concreteness
Ordering ability is on a continuum from
sequence to randomness
EVERYONE PROCESSES INFORMATION IN ALL 4
DIMENSIONS, BUT THEY HAVE A PREFERENCE
FOR ONE END OR THE OTHER ON THE

GREGORC COGNITIVE STYLES MODEL

Preferences fall into 4 mediation channels:
CS like highly structured, quiet learning environments and
do not like being interrupted; they focus on details; they like
concrete learning materials and they may interpret words
literally
CR intuitive, use trial and error methods, and look for
alternatives; they tend to order new information mentally
into a three dimensional pattern
AS holistic thinkers who seek understanding of incoming
information; they need consistency in the learning
environment and do not like interruptions; good verbal skills,
logical and rational
AR think holistically and benefit greatly from visual stimuli;
like busy, unstructured learning environments and are often
focused on personal relationships

GREGORC
MODEL

COGNITIVE

STYLES

Gregorc Style Delineator self report

inventory; there are 10 columns on the
inventory and each contains 4 words. The
subject chooses the word that best describes
him/her and after completing the selection of
words, the scores are added to get a
subscore for each earning style. The highest
score indicates the preferred learning style.

FIELD
INDEPENDENCE/
DEPENDENCE MODEL

Associated primarily with Herman Witkin

Identified a continuum of perception that ranges
from a field independent style to a field
dependent style
Embedded
Figures
Test

person
looks
simultaneously at a simple figure and a complex
figure is embedded. The person is asked to find
the simple figure within the complex figure. For
field independent people, the simple figures are
recognizable in a complex figure

FIELD INDEPENDENT
1. Mathematical reasoning
may be strong
2. Analyzes elements of a
situation
3. Recognizes and recalls
details
4. More Task oriented
5. Forms attitudes
independently
6. Pronounced self-identity

FIELD DEPENDENT
1. Difficulty with
mathematical reasoning
2. Analyzes the whole picture,
less able to analyze the
elements.
3. Does no perceive details
4. People oriented
5. Attitudes guided by
authority figures or peer
group
6. See themselves as others
see them.

T
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Read about:

DEVELOPING
A SYLLABUS

DEVELOPING A
SYLLABUS

Ma. Clarissa A. Isuria,

RMT

OBJECTIVES:
At the end of the lesson, the students are
expected to:
Develop and plan sequence of
outline/syllabus
Determine the domain levels of objectives
Formulate correctly stated objectives

course

Determine behavioral and non-behavioral terms in

preparing objectives

DEVELOPING A SYLLABUS

The information included in the outline may vary

by setting and institution
Should include the name of the course, the name
of the instructor, a one paragraph course
description, and a list of course objectives
Also include topical outline, the teaching methods
to be used, the textbook or other readings, and the
methods of evaluation, if appropriate
Helps learners gauge just what is to be learned
and what is expected of them

DEVELOPING A SYLLABUS
It is considered a contract between teacher
and learners.
To protect yourself legally, you may also
include a statement at the end of the outline
that states changes in course material or
evaluation may be necessary at times, but
that the learners will be notified in writing of
any changes

FORMULATING OBJECTIVES

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FORMULATING OBJECTIVES
To guide your selection and handling of
course materials
To help determine whether people in the
class have learned what you have tried to
teach
Objectives should be specific enough to enable
you to know what the learners will say, do or
think if they have learned the material
Educational objectives are called LEARNING
OUTCOMES

FORMULATING
OBJECTIVES
Essential from
perspective

the

learners

Learners must receive objectives

that communicate clearly what
they will be expected to know and
do with the course material

FORMULATING OBJECTIVES
Bloom (1984) developed a taxonomy of
educational objectives; identified learning
domains:
COGNITIVE DOMAIN
PSYCHOMOTOR DOMAIN
AFFECTIVE DOMAIN

*One

of the challenges of writing good course

objectives is making the objectives in each domain
measurable

FORMULATING OBJECTIVES
COGNITIVE DOMAIN measure knowledge,
comprehension, application, analysis, synthesis,
and evaluation by using written or oral tests
PSYCHOMOTOR DOMAIN observe what
learners are actually doing when they perform a
skill
AFFECTIVE DOMAIN not so easy to write and
measure
Maier Lorentz (1999) suggest that
educators can infer attitudes or feelings
from what is observed

FORMULATING OBJECTIVES
Course objectives may be fairly broad in order to
keep the list a manageable length
Recognizes the parameters of hemolysis

Some educators with a behaviorist philosophy

believe that an objective is incomplete unless it
contains the intended learner, the behavior to be
performed, the conditions under which it is to be
performed, and the expected degree of
attainment of specific standards.

FORMULATING OBJECTIVES
The MT will list and explain with 95% accuracy, the
parameters by which hemolysis occur

Class objectives are invaluable in helping

the teacher to evaluate learning and in
helping learners to focus their attention
on what the outcomes of their studying
should be

FORMULATING OBJECTIVES
BEHAVIORAL VERBS USEFUL FOR WRITING OBJECTIVES
COGNITIVE
DOMAIN
Define, delineate, describe, identify, list, name, state
Knowledge:
Classify, discuss, estimate, explain, rephrase,
Comprehension:
summarize
Application:
Adjust, apply, compute, demonstrate, generate, prove
Analysis:
Analyze, compare, contrast, critique, defend,
Synthesis:
differentiate
Evaluation:
Create, develop, propose, suggest, write
Assess, choose, conclude, defend, evaluate, judge
PSYCHOMOTOR
DOMAIN

Arrange, assemble, calibrate, combine, copy, correct,

create, demonstrate, execute, handle, manipulate,
operate, organize, position, produce, remove, revise,
show, solve

AFFECTIVE

Accept, agree, choose, comply, commit, defend,

SELECTING CONTENT
The general guidelines for course content are
usually prescribed by the curriculum of the
school, health agency or proprietary agency for
which the educators work
Several factors need to be considered:
How much time can you devote to the topic?
What kind of background do the students have?
If a textbook has been selected, its depth of
content can give you some hints as to what you
need to include

SELECTING CONTENT

NEVER CRAM
INFORMATION INTO A
CLASS SESSION

ORGANIZING CONTENT

LECTURES NEED TO BE
ORGANIZED
*Sharing class objectives with the group sets
the stage for an organized lecture.

ORGANIZING CONTENT
There are several ways to structure content so
that it follows a logical sequence.
Some classes lend themselves to a time
sequence structure.
Discussions,
role
playing,
computer
applications, and problem based learning as
well as other strategies also require structure
and organization if learning is to proceed
smoothly.

Make a syllabus on the subject LABORATORY

MANAGEMENT using the Commission on
Higher Education (CHED) Memorandum Order
No. 14, s. 2006.
DEADLINE: August 22, 2015 (Saturday)

*Submit a hard copy for the final grading of the

output and present to the class a soft copy for
critiquing on the date of the deadline.

GOD BLESS!
#kontingpushnalang