Friday, April 17, 2009
A Just Random Note
I can't believe how fast the semester has gone by, it seems like it just started and already we are wrapping up the semester. My first semester has been very pleasant. My first two teachers that I have had in college have been wonderful. I like them, they each great, and really want us to learn the material. I am looking forward to future classes and more learning.
Finished Definition Essay
Joshua Cotteen
Professor Murphy
English 051
Definition Essay
18 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more than one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people do not learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you do not understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (Par. 1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (Par. 2), this information can be found at David Kolb’s webpage.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (Par. 1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (Par. 2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (Par. 4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (Par. 5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to the lectures and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touches the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop different learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new and difficult material. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Professor Murphy
English 051
Definition Essay
18 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more than one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people do not learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you do not understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (Par. 1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (Par. 2), this information can be found at David Kolb’s webpage.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (Par. 1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (Par. 2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (Par. 4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (Par. 5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to the lectures and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touches the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop different learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new and difficult material. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Saturday, April 4, 2009
Definition Essay: Which Style Do You Use To Learn?
Joshua Cotteen
Professor Murphy
English 051
Definition Essay
4 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more then one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you don’t understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (2) (http://www.skagitwatershed.org/~donclark/hrd/history/kolb.html).
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to lecture and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new difficult material and. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Works Cited*
Hinson, Melanie. Dunn and Dunn Learning Style Synopsis
Professor Murphy
English 051
Definition Essay
4 April 2009
Which Style Do You Use To Learn?
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more then one learning style to understand the material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers. Teachers and students both need to know about the different learning styles in order for a student to learn the most at school.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mold. They say if a person doesn’t learn the way they say a person should, then the person has a learning disability. If you don’t understand the material the way the school says a person has to learn it than there’s something is wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc (1). He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner (2) (http://www.skagitwatershed.org/~donclark/hrd/history/kolb.html).
Dr. Rita Dunn and Dr. Kenneth Dunn define learning styles, in an article Dunn and Dunn, as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual (1). The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others (2). Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles (4). Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998) (5).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My sister-in-law also learns by hearing the material, she learns by going to lecture and hearing the teacher explain the material. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
Kolb, the Dunns, and myself all show that everyone has a different learning style that we need to allow to be used for the student to get the best learning. People develop learning styles and preferences such as my family has shown.
In conclusion, my family members are a perfect example of Dunn and Dunn’s teachings of the learning styles as the way a learner begins to concentrate on, process, and retain new difficult material and. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools, including colleges, that have not come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, then there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Works Cited*
Hinson, Melanie. Dunn and Dunn Learning Style Synopsis
Friday, April 3, 2009
A rough daft....
Contrary to what people think, everyone does learn differently. Each person has to use a different learning style such as, hearing the teaching, reading the material, learn from talking about the material with other students, and seeing the lecture on the dry erase-board. Some people even have to use more then one sense to understand material. Some people are creative thinkers and these type of people will learn differently than those who are more logical thinkers.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mode, then if you don’t learn that way they label you as someone with a learning disability. If you don’t understand the material the way the school says you have to learn it than there’s something wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning style as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual. The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others. Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles. Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
The three of us show that everyone has a different learning style that we need to use. ?? ??.
In conclusion, Dr. ??? and myself show ????. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools (Including colleges) that haven’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
In contrast to having several learning styles, some say that people don’t learn in different styles, but rather, people learn in the same way and in so making everyone into one mode, then if you don’t learn that way they label you as someone with a learning disability. If you don’t understand the material the way the school says you have to learn it than there’s something wrong with you. If you take a test and do poorly then it has to be that you don’t know the material and something must be something wrong with you.
According to David Kolb, people develop preferences for different learning styles in the same way that they develop any other sort of style, for example: management, leadership, negotiating, etc He found that the four combinations of perceiving and processing determine the four learning styles. The learning cycle involves four processes that must be present for learning to occur: 1) Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful, 2) Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation, 3) Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful, 4) Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self-directed autonomous learner.
Dr. Rita Dunn and Dr. Kenneth Dunn define learning style as the way in which an individual learner begins to concentrate on, process, and retain new difficult material. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning. This interaction with new information is unique for each individual. The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners. Individual learning styles make identical instruction effective for some students and ineffective for others. Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles. Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998).
I have found right in my own family that each person has a different style of learning. My mother has to hear the material, she has to read the material out loud and then will understand it. My brother is visual, he can go to lectures and then can just close his eyes and see the board when taking a test. My father uses multiple learning styles, he reads the material, touch the bones (he’s going through class that will go towards medical classes) and then makes an outline of the chapter to learn the material. I myself also have to use multiple styles of learning, I have to go to the lectures and listen/watch the teacher explain the material and then read the material myself to understand it.
The three of us show that everyone has a different learning style that we need to use. ?? ??.
In conclusion, Dr. ??? and myself show ????. Everyone needs to use a different style of learning and schools have to start realizing this. Unfortuently there are still schools (Including colleges) that haven’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you. In reality, there isn’t anything wrong with the person, we just learn differently.
Friday, March 20, 2009
Second Definition Essay Outline
Joshua Cotteen
Professor Murphy
English 051
Definition Essay
21 March 2009
Everyone learns differently:
I. Contrary to what people think, everyone does learn differently.
II. Just because everyone thinks, acts, and understands differently, why would that mean people learn different than others?
III. Two sources
a. David Kolb
1. Kolb theorized that people develop preferences for different learning styles in the same way that they develop any other sort of style, i.e. - management, leadership, negotiating etc.
2. He found that the four combinations of perceiving and processing determine the four learning styles.
3. The learning cycle involves four processes that must be present for learning to occur:
a. Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful.
b. Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation.
c. Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful.
d. Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self- directed autonomous learner.
b. Dr. Rita Dunn and Dr. Kenneth Dunn
1. Dunn and Dunn define learning style as the way in which individual learners begin to concentrate on, process, and retain new and difficult material.
a. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning.
b. This interaction with new information is unique for each individual.
2. The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn.
a. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners.
b. Individual learning styles make identical instruction effective for some students and ineffective for others.
3. Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies.
a. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style.
4. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles.
a. Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated.
b. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998).
IV. I have found right in my own family that people learn differently.
a. My Mother has to read the material out loud and then will understand it.
b. My Brother can just close his eyes and see the dry erase-board with the material on it.
c. My Father has to read it and make an outline of the chapter to learn the material well.
d. I myself have to go to the lecture and hear the teacher explain it, while writing on the dry erase-board, and then read the info myself.
e. It is clear from my own observations that people learn differently.
V. Fusing the expert opinion and my own opinion together.
a. Dr. David Kolb and I both believe and show that people learn differently.
VI. Dr. Kolb and I both believe that there are multiple ways for people to learn and not only one.
a. Unfortuently there are still schools (Including colleges) that hasn’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you.
b. In reality, there isn’t anything wrong with the person, we just learn differently.
Professor Murphy
English 051
Definition Essay
21 March 2009
Everyone learns differently:
I. Contrary to what people think, everyone does learn differently.
II. Just because everyone thinks, acts, and understands differently, why would that mean people learn different than others?
III. Two sources
a. David Kolb
1. Kolb theorized that people develop preferences for different learning styles in the same way that they develop any other sort of style, i.e. - management, leadership, negotiating etc.
2. He found that the four combinations of perceiving and processing determine the four learning styles.
3. The learning cycle involves four processes that must be present for learning to occur:
a. Activist - Active Experimentation (simulations, case study, homework); Training approach - Problem solving, small group discussions, peer feedback, and homework all helpful.
b. Reflector - Reflective Observation (logs, journals, brainstorming); Training approach - Lectures are helpful; trainer should provide expert interpretation.
c. Theorist - Abstract Conceptualization (lecture, papers, analogies); Training approach - Case studies, theory readings and thinking alone helps; almost everything else, including talking with experts, is not helpful.
d. Pragmatist - Concrete Experience (laboratories, field work, observations); Training approach - Peer feedback is helpful; activities should apply skills; trainer is coach/helper for a self- directed autonomous learner.
b. Dr. Rita Dunn and Dr. Kenneth Dunn
1. Dunn and Dunn define learning style as the way in which individual learners begin to concentrate on, process, and retain new and difficult material.
a. It is a combination of many biological and experiential characteristics that work on their own or together as a unit to contribute to learning.
b. This interaction with new information is unique for each individual.
2. The Dunn and Dunn Learning Style Model contains five variables that affect learners and their ability to learn.
a. Since learners are affected by their immediate environment, own emotionality, sociological preferences, physiological characteristics, and processing inclinations, these variables must be considered when creating instruction that is effective for individual learners.
b. Individual learning styles make identical instruction effective for some students and ineffective for others.
3. Since the learning style factors identified by Dunn and Dunn are conditions external to the learner, they have a greater effect on external instructional conditions rather than the learner’s internal learning strategies.
a. The structure of the learning environment and the sequencing and introduction of instruction should be matched to each individual child’s learning style.
4. Research has also shown that higher grade point averages are achieved when there is a close match between students’ learning styles and their teachers’ teaching styles.
a. Further studies have revealed that when students’ characteristics were accommodated by an instructional process that was responsive to their learning style, achievement scores could be expected to be seventy-five percent of one standard deviation higher than for students whose learning styles weren’t accommodated.
b. Given the attention to failing and poorly achieving students in the United States, accommodating individual learning styles has important implications for our educational system (Shaughnessy, 1998).
IV. I have found right in my own family that people learn differently.
a. My Mother has to read the material out loud and then will understand it.
b. My Brother can just close his eyes and see the dry erase-board with the material on it.
c. My Father has to read it and make an outline of the chapter to learn the material well.
d. I myself have to go to the lecture and hear the teacher explain it, while writing on the dry erase-board, and then read the info myself.
e. It is clear from my own observations that people learn differently.
V. Fusing the expert opinion and my own opinion together.
a. Dr. David Kolb and I both believe and show that people learn differently.
VI. Dr. Kolb and I both believe that there are multiple ways for people to learn and not only one.
a. Unfortuently there are still schools (Including colleges) that hasn’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you.
b. In reality, there isn’t anything wrong with the person, we just learn differently.
Sample of Definition Essay Outline
Joshua Cotteen
Professor Murphy
English 051
21 March 2009
Everyone learns differently:
I. Different from what people think everyone does learn differently.
a. ?
b. ?
II. Just because everyone thinks, acts, and understands differently, why would that mean people learn different than others?
a. ?
b. ?
c. ?
III. Two sources
a. ?
b. ?
IV. I have found right in my family that people learn differently.
a. My Mother has to read the info out loud and will understand it.
b. My Brother can just close his eyes and see the dry erase-board with the info on it.
c. My Father has to read it and make an outline of the chapter to learn it well.
d. I myself have to go to the lecture and hear the teacher explain it while writing on the dry erase-board and then read the info myself.
e. It is clear from my own observations that people learn differently.
V. Fusing the expert opinion and my own opinion together.
a. ?
b. ?
c. ?
VI. So-and-so and I both believe that.......and also.....
a. Unfortuently there are still schools (Including colleges) that hasn’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you.
b. In reality, there isn’t anything wrong with the person, we just learn differently.
c. ?
Professor Murphy
English 051
21 March 2009
Everyone learns differently:
I. Different from what people think everyone does learn differently.
a. ?
b. ?
II. Just because everyone thinks, acts, and understands differently, why would that mean people learn different than others?
a. ?
b. ?
c. ?
III. Two sources
a. ?
b. ?
IV. I have found right in my family that people learn differently.
a. My Mother has to read the info out loud and will understand it.
b. My Brother can just close his eyes and see the dry erase-board with the info on it.
c. My Father has to read it and make an outline of the chapter to learn it well.
d. I myself have to go to the lecture and hear the teacher explain it while writing on the dry erase-board and then read the info myself.
e. It is clear from my own observations that people learn differently.
V. Fusing the expert opinion and my own opinion together.
a. ?
b. ?
c. ?
VI. So-and-so and I both believe that.......and also.....
a. Unfortuently there are still schools (Including colleges) that hasn’t come to this understanding and still believe that if you don’t learn by listening to the lecture and understand it, there must be something wrong with you.
b. In reality, there isn’t anything wrong with the person, we just learn differently.
c. ?
Thursday, March 19, 2009
Happy
Hey everyone, I made a post saying how I was nervous about my first paper for English and I was worried about my first test for my Natural Resources, because this is my first semester in college. Well, I got a B in English and I got an A in my Natural Resources Class.....whoa. I'M SOOOO HAPPY!!!!...Wow.
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