Republic of the Philippines

CAPIZ STATE UNIVERSITY

GRADUATE SCHOOL
Poblacion Mambusao Campus

EDM 301
Advanced Educational Psychology

VILMA E. LITAN DR. MERLITA L. NAVARRA

Ed.D. Student Professor
1. LEARNING STYLES

Learning Styles - are the characteristic, cognitive, affective, and

psychological behaviors that as relatively stable indicators of
hoe learners perceived, interact with, and respond to the
learning environment. (Keepe Monk, 1956)
- is the way in which each learner
begins to concentrate, process, and
relays new and difficult information.
That interaction occurs differently
for everyone. (R. Dunne K. Dunn,
1993).
- No learning is either “good” or “bad”. Each merely provides
insight into how a given person is most likely to learn new
difficult information. (R Dunn, S Dunn, D Treffinger, 1992)
- Tapping into human potential means learning how to
establish ah foundation which to build new skills and change
behavior. You are continuously expected to learn complex and
challenging information and to develop new skills. These mean
that you are faced with the need to accelerate the learning
process. To accomplish this, a clear understanding of how you
learn best your learning style – is essential. (S. Rundle & R.
Dunn, 1997).
THE CONCEPT OF LEARNING STYLES

The concept or learning styles provides a new and more

promising perspective on pupil differences. There are many
dimensions of individual learning styles. Some learners are
more impulsive, and other more deliberative. Some are field
independent (making up their minds despite peer feelings).
And others are filed dependent (relying on teachers and peers
for guidance). There are those who learn by listening, and
there are those who talk first and straighten things out as they
continue talking.
Learning styles are distinctly individual. Thus, the concept of
styles is a promising approach to pupil differences because it is
more individualized than IQ, socio economic status, or gender.
 COMPONENTS OF LEARNING STYLE
Sense Modalities

Accdg. Riesman (1966) some people learn best by

reading (seeing), others by listening, and still others by doing.
Certain people clarify, organize and collate conceptual
materials by talking.

Riesman postulates that sensed modalities are used in

variety of ways. Some pupils like a leisurely face: other do their
best when working under pressure of deadlines, some like to
face the floor, other concentrate best when sticking tightly to
a chair. Some children prefer peace and quite, while others can
work efficiently in the midst of noise and turmoil.
 Nations (1967) describe learning styles as combination
of (1) sensory orientation, (2) responsive mode, and (3) thinking
patterns.

Sensory orientation describes whether the learner

depends primarily on visual, auditory, or tactile contact with the
environment.

Responsive mode determines whether the learner work fast

alone or in group. It is manifested in whether a child is typically
as active participant or as observer. Similarly, some students
are inclined to depend on the teacher, while others act
autonomously.
 Thinking patterns refer to whether the pupil learns best by
first accumulating many details and this organizing them into a
pattern or by first getting and overall picture and then gathering
information to support the notion.
LIFESTYLES IN RELATION TO LEARNING

Learning and teaching are not independent of individuals

lifestyle that learning would be facilitated in the lifestyle of
students were congruent with those of teachers, but such a
match typically would be difficult, if not impossible to arrange.
The next best thing is for the teachers to realize that there are
different lifestyles and that pupils’ and teachers’ lifestyles are
part of the educational milieu. They can attempt to make
appropriate adjustments. The influence of contrast and
congruities in lifestyle should be allowed for in evaluation, for
example.