[SENco-forum] learning styles

You made me think about "how I learn" Sharon.

Although I am "good with text" - and I read fast and easily - I read too
fast to generally retain what I read and it hurts my eyes to slow down - so
if I am reading something like "The Code of Practice" - I have to read it
out loud!

If it's a computer thing - I do better if someone shows me - or I have one
of those books where it's all in pictures.  A Computer handbook reminds me
that I know all the words - can read it correctly out loud - but what I read
generally means nothing to me.

And I know an awful lot of poetry and drama "off by heart" - endless
repetition because I love the sounds the words make.

And with music - I can play the piano - or whatever - from music written
down - my hands may well remember the stuff I have learned - but I am bad at
trying to reproduce something that I can hear - without a written form of
help -I'd never be a jazz player like my dad - who couldn't read music
easily.

I suspect tat what most of us have is the "knack" the in-built "knowingess"
of just which skill to utilise for us to get the best "bit of us" going for
what we have to do.

Regards

Ruth

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
SEN at tringham.net
Sent: 13 December 2007 11:50
To: Becta Senco
Subject: RE: [SENco-forum] learning styles

It is easy to mix cognitive & learning styles. Whether they are actually
'learning styles' they are definitely the persons preferred way of learning.
For example you have heard that those with APD ( or other Speech and
communication issues) have great difficulty listening to and understanding
what has been said.  As do those with dyslexia whose visual processing or
understanding of text has been disrupted.  These students will definitely
have a preferred way of learning and it will not be the more usual classroom
auditory or text based lessons if they are to do it efficiently.

It may be better to sort sheep from goats based on VAK than by SEN so that
the students can learn in the way that best suits them.  Schools are
becoming more multi-sensory but it still helps to know predominate learning
preferences.  Beyond the VAK you have those who want to work alone or in
groups, with or without peripheral noise or music playing or those who need
to move or fiddle in order to learn.

It would be impossible to accommodate everything all the time, but knowing
why you have success more easily when learning in a particular way can help
students work on their weaker areas in a positive way as opposed to
attributing their failure solely to themselves rather than a serious clash
of 'learning style'. Nobody minds working hard if there is something to gain
at the end -but who wants to work hard for nothing?

 'Learning style' makes it sound as if there is a choice when for some it is
impossible to get input in & sticking in any other way without a huge amount
of effort.  A quick survey of teachers and EP's would probably find they are
auditory learner with good access to text.  No wonder it is so hard to
change perceptions or ways of working. Many teachers do not take me
seriously until they try a few kinaesthetic based strategies be it for
writing, reading or spelling etc.,(or other visual or auditory ones) and
find the children can suddenly understand the information when presented in
a different way.  Like smokers, those converted make the best advocates for
multisensory teaching or acknowledging that children need different forms of
input whether you call that 'learning styles' or not.

I am kinaesthetic.  I like visual input, but cannot visualise.  I have good
auditory skills, but I find it hard to drive if music is playing and I
cannot 'hear' the car.  I learn instantly by seeing & doing, like real life
case studies to make sense of things and rely on tactile feedback for touch
typing and particularly cooking.  There are no recipes that say 'add milk
until the mixture resists in a certain way!'

Sharon Tringham

PS The local secondary enjoyed spending a day looking at this area, sorting
the children into VAK, teaching each group appropriately and getting better
attention & responses.  Teachers were unsure though where to place a child
with severe dyslexia wearing all three badges!
As a learning experience it was good for staff & students and even if they
couldn't keep it up all the time it made them all more aware.

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Philip
MacMillan
Sent: 13 December 2007 10:32
To: Paul and Philippa Bodien; senco forum
Subject: Re: [senco-forum] learning styles

Before spending your money on learning style inventories you might want to
look at the work of thise who have critiqued the idea of 'learning styles'.
There is really very little in the literature to show that they exist and
have a significant effect on learning outcomes.

Philip EP

No virus found in this outgoing message.
Checked by AVG Free Edition.
Version: 7.5.503 / Virus Database: 269.17.1/1182 - Release Date: 12/12/2007
11:29