Learning styles are determined by the dominance of a certain group of methods in the general system of teaching methods and techniques. They act as a way of the teacher’s attitude to the ongoing pedagogical activity and communication. There are different learning styles that students adhere to in my group (Figure 1).
Figure 1. Students’ learning styles
Reproductive Learning Style
The main feature of the reproductive style is to convey factual knowledge. The teacher sets out the content of the material and checks the level of its assimilation. Within the framework of this model, only regulated or dogmatized knowledge is taken into account. The basis of reproductive education is the teacher’s system of requirements for fast, accurate and solid assimilation of knowledge, skills and abilities (Dantas & Cunha, 2020). I would use this style’s inventory to plan activities where students need to memorize factual information, such as dates or formulae. The possible instructional strategy for this style would be to learn by heart a poem or multiplication table. However, my instruction would be influenced by students’ interests, for example I would suggest the students learn a poem of their choice or learn the dates for a specific historic period they are interested in. The tasks will be assessed non the basis of how much the students’ answer corresponds to the actual information.
Creative Learning Style
The core of the creative learning style core is the stimulation of students to creativity in cognitive activity, as well as the teacher’s support for the initiatives of his wards. At the same time, the teacher selects the content of the educational material according to the criteria of its relevance. In the process of presenting the problem, the teacher seeks to build a dialogue relationship with the students (Chetty et al., 2019). In my planning, I would use this learning style’s inventory to devise activities where drawing a conclusion or making comparison is needed. The instructional strategy would include asking for explanation or asking to make a choice or compare. My instruction would partially be impacted by students’ desires, for example I would choose debatable issues in accordance with my students’ interests. The assessment would be based on how comprehensive the answer is and how the student manages to infer the author’s opinion from the text. critically evaluate a piece of work or present his or her counterargument.
Emotional and Value-based Learning Style
Emotional and value-based learning style ensures the personal inclusion of students in the educational process at the level of value-semantic perception of the educational material and the spiritual and moral image of the teacher himself. This is possible only with the emotional openness of the teacher, a sincere interest in his academic subject. This style assumes that the teacher has the ability to empathize, as well as the ability to organize the educational process dialogically (Shorey et al., 2021). The effectiveness of this method of organizing training increases if the teacher builds relationships with students on the basis of emotionally trusting communication, cooperation and respect for each individual. Emotional-value style effectively develops the student’s imaginative thinking and the emotional and moral sphere of his or her personality, stimulates self-reflection and value attitude to the world; teaches emotional and dialogical communication, cooperation and mutual respect.
In my planning, I would use this learning style’s inventory to devise activities where students are expected to express an opinion or interpret a fact or an event. The instructional strategy would include asking for an assessment of the text or a situation or inquiring about a personal view on the subject. The assessment would be based on how well a student critically evaluates a piece of work or presents his or her counterargument.
References
Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process.Social Sciences & Humanities Open, 2(1), 100017. Web.
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning Styles and Teaching Styles Determine Students’ Academic Performances. International Journal of Evaluation and Research in Education, 8(4), 610-615.
Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review.Nurse Education in Practice, 57, 103247. Web.