¶ … Learning Styles
The theory of Honey and Mumford, describes the styles and learning strategies. It incorporates much of the theory of Kolb's learning cycle, making it more intelligible.
It is important to discuss these strategies with students. (Marsick and Watkins, p132-51) While this allows the teacher to become aware of the need to vary their teaching because they do not exist in universal, it also allows learners to realize that everyone learns differently.
So its dominant learning strategies can influence its working methods and student personnel can then optimize them. It may also become more self-confidence. Honey and Mumford (1986) take away from Kolb (1984) the idea of an experiential learning model in four stages they call: experience, the return on experience, drawing conclusions and planning. (Waring and Evans, p117-28)
According to them, each phase has specific behaviors and attitudes and is important to successfully complete the learning process itself. But most people, through the successes and failures of their behavior in their attempts to learn, develop preferences that make them "love" certain specific phases of the process. (Marsick and Watkins, p132-51)
Models overview
To the extent that these phases are preferred by individuals, they define four learning styles, each corresponding to "a description of attitudes and behaviors that determine a preferred way of learning by an individual" (Honey and Mumford, 1992). The four learning styles according to Honey and Mumford (1992) are the current style, thinking style, style theorist and pragmatic style. The active style describes the behavior of the person who favors the attitudes and behaviors specific to the phase of experience, style reflected those of the return phase of the experiment and the theorist style, those of the formulation phase conclusions, and pragmatic style, those in the planning phase. (Waring and Evans, p117-28)
People who have a strong preference for the style reflected like to step back and think about situations and examine different points-of-view. They gather data firsthand, and find other sources; they choose to sift through the internal reflection before drawing a conclusion. (Marquardt, p45-49)
The important thing for them is their exhaustive data collection and analysis, decision making is deferred to final maturity as distant as possible. They are essentially conservative. They love to explore all sides of an issue and consider all possible implications before doing something.
They prefer to stay away in meetings and discussions, taking pleasure in watching people in action. They listen carefully to others and expect to know where they are coming from before issuing their opinions. They tend to be discreet, quiet, calm and tolerant. When they occur, their act is set in a context that takes into account the present and the past, their views and those of others.
The style theorist
People who have a strong preference for the style theorist organize their observations and integrate them into systems theoretical complex but logical. They address the problems vertically, following logical steps which are chained. (Lam, p439-52)
They combine disparate elements to coherent theories. They tend to be perfectionists and are satisfied when they have managed to organize the elements of their research and to insert them into a rational scheme. They like to analyze and synthesize. They are interested in basic assumptions, principles, theoretical models and systems of thought. (Waring and Evans, p117-28)
For Kolb (1984) the four modes are based on two bipolar dimensions, concrete-abstract and active-reflective, each involving a tension, a conflict between these two poles: the pole concrete (immersion in the concrete experience) versus the pole abstract (abstract conceptualization), the pole reflexive (thinking about the experience) versus the active pole (active experimentation). Learning style is the result of this preferred choice of one of the two poles on each of two dimensions. (Marquardt, p45-49)
Thus, theoretically, the four poles, in pairs, can define four possible learning styles: convergent, divergent, assimilation and accommodation. The individual style converge (abstract / active) uses abstract conceptualization and active experimentation. The individual style differ (concrete / reflective) favors concrete experience and reflective observation. The individual style assimilator (reflective / abstract) tends to use reflective observation and conceptual abstraction. The individual style accommodation (active / concrete) favors active experimentation and concrete experience. (Kozhevnikov, p464-81)
The presence of two bipolar factors anticipated by Kolb (1984) does not seem supported by research. According to Ruble and Stout (1990) the four modes of learning seem to be relatively independent constructs rather than bipolar...
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