scholarly journals Teaching to Different Learning Styles

EDIS ◽  
2009 ◽  
Vol 2009 (2) ◽  
Author(s):  
James E. Dyer
Keyword(s):  
Learning Styles ◽  
Agricultural Education ◽  
Teaching Methods ◽  
Fact Sheet ◽  
Gregorc Style Delineator ◽  
Methods And Techniques

WC083, a 3-page illustrated fact sheet by James E. Dyer, defines learning styles, types of learning styles (per the Gregorc Style Delineator), and preferred teaching methods and techniques for each style. Includes references. Published by the UF Department of Agricultural Education and Communication, December 2008.

TEACHING AND LEARNING METHODS USED BY PROPHET MUHAMMAD P.B.U.H AND THEIR IMPLEMENTATION IN VETERINARY ANATOMY EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Reda Mohamed
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Anatomy Education ◽  
Learning Methods ◽  
Face To Face ◽  
Methods And Techniques

The use of various teaching methods allows the teachers to accommodate the different learning styles of the students and allow the students to be active learners and to understand the subjects better as well as to be motivated to learn more. Prophet Muhammad (P.B.U.H) was the first perfect teacher and instructor, and one of his duties was to teach people the revelations that he received from Allah. He selected the best and most effective brilliant methods of teaching, thus helping the listener to clearly understand and remember the knowledge he taught. The learning-teaching methods of the Prophet Muhammad were extracted from his education activities such as face- to-face lecturer, writing method, Question-Answer method, teaching by practice, practical lessoning, brainstorming, and drawing to teach the foundations of Islam. Learning-teaching methods and techniques that the Prophet Muhammad (P.B.U.H) used in spreading his mission were proven to be effective and successful by applying them in today’s educational understanding of veterinary anatomy. 

scholarly journals Implementing Inquiry-Based Teaching Methods

EDIS ◽  
2009 ◽  
Vol 2009 (1) ◽  
Author(s):  
Anna J. Warner ◽  
Brian E. Myers
Keyword(s):  
Agricultural Education ◽  
Teaching Methods ◽  
Fact Sheet

AEC395, a 5-page illustrated fact sheet by Anna J. Warner and Brian E. Myers, focuses on the nature of inquiry and provides basic guidelines and strategies for implementing inquiry-based teaching methods. Includes useful resources. Published by the UF Department of Agricultural Education and Communication, September 2008. AEC395/WC076: Implementing Inquiry-Based Teaching Methods (ufl.edu)

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals METODE DAN TEKNIK PEMBELAJARAN PELATIHAN MENJAHIT PADA WARGA BELAJAR HETEROGEN DI UPTD PELATIHAN KERJA KOTA BENGKULU

2020 ◽  
Vol 3 (2) ◽  
pp. 100-109
Author(s):  
Tiara Priz Erizah ◽  
Agus Zainal Rachmat ◽  
Bayu Pradikto
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching Methods ◽  
Learning Methods ◽  
Learning Techniques ◽  
Work Training ◽  
Heterogeneous Learning ◽  
Methods And Techniques ◽  
Data Validity ◽  
Teaching Learning

This research was descriptive qualitative research aimed to describe the sewing training implementation for heterogeneous learning citizens methods and techniques of learning. Participants in this study were heads of administrative sub-sections, instructors and sewing training citizens learning. This research was conducted at UPTD Bengkulu Work Training on 10 to 31 March 2020. Data collection was carried out through interviews, observations and documentation. The data were analyzed and validated using triangulation data validity technique. From research results, the sewing training instructors apply lecture learning methods, question and answer learning methods, discussion learning methods, demonstration learning methods, group teaching learning methods and individual teaching learning methods. The instructional methods applied by instructors to heterogeneous learning citizens was different, namely by applying group teaching methods with participatory coaching learning techniques. Keywords: sewing training, learning citizens, heterogeneous. 

scholarly journals A Comparison of Learning Styles Among Seven Health Professions: Implications for Optometric Education

2003 ◽  
Author(s):  
Patrick Hardigan ◽  
Stanley Cohen
Keyword(s):  
Learning Styles ◽  
Student Retention ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Null Hypothesis ◽  
Descriptive Study ◽  
Osteopathic Medicine ◽  
Occupational Therapy Students ◽  
Optometric Education ◽  
Exclusive Focus

Educational research and development efforts are most often directed at the improvement of teaching while neglecting students’ learning styles. Besides being marginally effective, an exclusive focus on improving teaching methods may lead to reinforcement of inappropriate and nontransferable learning strategies. As such, this study is being undertaken to determine if differences in personality style exist among health profession students. This retrospective-descriptive study tested the null hypothesis “there is no difference in personality traits between osteopathic medicine, pharmacy, physical therapy, physician assistant, dental medicine, optometry and occupational therapy students.” Differences as well as similarities were discovered across all seven professions. Implications for instruction, student retention and practice are provided.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

scholarly journals Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

2021 ◽  
Author(s):  
◽  
Michèle Orban
Keyword(s):  
Learning Styles ◽  
Differentiated Instruction ◽  
Teaching Methods ◽  
Methodological Approach ◽  
Learning Preferences ◽  
Modern World ◽  
Ability Group ◽  
Sensory Channel ◽  
Readiness To Learn ◽  
Differentiated Learning

<p>Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse. There is an urgent need for teachers to react to these changes and particularly the classroom diversity in order to ensure learning. This thesis examines instruction methods that create a differentiated learning environment. It built on the experiences of teaching experts in the area of differentiated instruction and sought to discover effective methods to teach in a differentiated way. The methodological approach was a multiple case study lead under a constructionist approach. Four teachers who considered themselves as experts in the area of differentiated instruction volunteered to take part. They have been observed in their work environment, and their experiences and methods have been questioned in two interviews. A vivo approach has been used to transcribe the interviews and data has been analysed through analytic induction. Teachers generally agreed on differentiated instruction being a key feature of modern teaching. They admitted that they wouldn’t want to teach in any other way. All four participants organised their instruction majorly around ability group teaching and differentiated according to the students’ readiness to learn. They sometimes differentiated through interest but only rarely considered differentiation through learning styles and learning preferences when planning their activities. Nevertheless they used many methods aiming to reach every student’s preferred sensory channel or intelligence at some point rather than differentiating through it. Overall, the researcher could observe students that seemed to be at ease and to be working according to their needs. The findings from the research identified that differentiated instruction is not a myth which only exists in literature, but that it actually can be put into practice. Various teaching methods were considered and the difficulties they implicate were being discussed. Readers can learn from the participants’ teaching methods and reuse them in teaching situations. In observed classroom situations, their methods proved to be valuable and of considerable use. They can offer the readers an exciting approach to teaching and give teachers new ideas to vary their instruction. Nevertheless they cannot be generalized. There are many successful ways of teaching, in order to get to know more, further research would need to occur.</p>

What to Do Until the Reading Specialist Comes

1978 ◽  
Vol 6 (3) ◽  
pp. 42-53
Author(s):  
M. Christie
Keyword(s):  
Learning Styles ◽  
Everyday Life ◽  
Teaching Methods ◽  
Reading Program ◽  
Reading Specialist ◽  
Teaching Techniques ◽  
Teaching Of Reading ◽  
Aboriginal Children

In an earlier issue (Vol.4 No.2) Michael Christie told us about the reading program he was using at Mi lingimbi. In this issue he outlines “a number of teaching techniques which are both simple to implement and congruent with what (little) we know about learning styles in Aboriginal children.”Nothing is more depressing for a teacher than to hear about other teachers’ fabulous successes while feeling incapable of replicating them. Enthusiasm for other people’s programs begins to wear thin in the cold light of your own circumstances. What exactly can be done to achieve reading without tears at your school? There are so many ideas and theories in the teaching of reading, we are at a loss as to which of them to choose. And teaching Aboriginal children to read is an even more difficult task for two main reasons. Firstly, they come from a culture where reading is not a part of everyday life, so there is a lot of reading which we take for granted and which they don’t understand. Secondly, we know only a very little about the ways in which Aboriginal children learn. If we think carefully, we can see that our past failures have only taught us that white teaching methods are by and large simply unsuitable for Aboriginal children. This paper is essentially an attempt to rectify this in the field of reading.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

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