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Accommodating Different Learning Styles Essay

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Updated: Apr 23rd, 2020

Recent studies in the field of educational psychology have illuminated critical components on the learning process that could be harnessed and used to ensure that students achieve the best in education. According to Franzoni & Assar (2009), not only have the studies demonstrated that students are inclined to learn in different ways, they have also revealed that students choose to employ different teaching materials and resources.

A learning style, according to the authors, can be described as the attributes, strengths, and inclinations in the manner individuals receive and process stimuli or information. Research into the area has proven that every individual utilize his own set of tactics when learning, and as such, learning materials in the classroom context should be designed to satisfy all kinds of learners and all types of learning styles.

Lynn has an intrapersonal learning style. This implies that her learning style is solitary-like, and she is inclined towards conducting her own private studies with considerable amount of independence from what is taught in class (Franzoni & Assar, 2009). Such a learning style, though introspective in nature, assist the student to concentrate well in educational activities, and facilitate her to focus on own independent thoughts, feelings, and attitudes regarding a particular topic of interest.

Using the intrapersonal learning style, Lynn is actively conscious of her own thinking, and indeed spend considerable amount of time on self-evaluation and analysis. According to Franzoni & Assar (2009), students with intrapersonal learning style always take time to reflect on their own achievements or failures without necessarily being pushed to do so by external forces. They always preferring to spend their time alone, and like to set their own objectives in life since they feel they know the direction their lives will take.

Nakiba employs an interpersonal learning skill, implying that the student is highly sociable and communicate extremely well with other individuals, including the teachers. The student has well developed verbal and non-verbal communication channels, and is always sensitive to other people’s worldviews, attitudes, and feelings.

According to Long & Coldren (2006), such students are always adored by other students due to their accommodating and understanding nature. Consequently, Nakiba may be more willing to learn in groups, and may also prefer to spend lengthy periods of time with the teacher discussing issues that are not well understood.

Hlawaty (2009) posits that individuals using this style develop their cognitive capabilities by putting their thoughts across to their friends and then critically listening to their responses. Lastly, such students prefer to work through challenges and concepts with a synergistic assembly of people.

Tammy’s reading and writing learning style, also known as the verbal style, entails a learning scenario where the student find it easier to express her ideas, attitudes, or challenges through writing them down or verbally communicating them to others (Hlawaty, 2009).

Such students, according to the author, are always at home with reading and writing, and always admire playing with words and their meanings. They develop their oratory capacities to become the funniest tongue twisters and rhyme-stars in class. These students have extraordinary knowledge on the meanings of the words they use, and are always on the lookout to find the meaning and implication of new words and phrases.

Reference List

Franzoni, A.L., & Assar, S. (2009). Student learning styles: Adaptation method based on teaching strategies and electronic media. Journal of Educational Technology & Society, Vol. 12, Issue 4, p. 15-29. Retrieved from Academic Search Premier Database.

Hlawaty, H. (2009). Lernen and learning styles. European Education, Vol. 40, Issue 4, p. 23-45. Retrieved from Academic Search Premier Database.

Long, H.E. & Coldren, T. (2006). Interpersonal influences in large lecture-based classes. College Teaching, Vol. 54, Issue 2, P. 237-243. Retrieved from Academic Search Premier Database.

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