The typology of learning styles
Based on empirical evidence of individual preferences in learning style, this typology sets out in tree structure the parameters of each of the stages. The combinations of these different parameters define the different mental models for learning.
Brought out through observation of how academic subject matter is acquired, these models are, in reality, being worked on constantly in our everyday lives. The brain considers every moment, every happening as something new and approaches everything from the same angle. No matter what environment a person is in, no matter their age or their competence, their profile is the same.
global: to know how it will end before starting a task
linear: to start a task without knowing how it will end
visual: to use visual aides to understand (photos, graphs, sketches, outlines)
auditive: to get oral explanations of what is being presented (course, dialogue)
kin-esthetic: to feel comfortable with and interested in what is being presented
(tranquility, amiability, inherent interest)
The Parameters of Evocation:
1. Reproduction: the brain faithfully takes in reality, it refers it to concrete objects, to known experiences, it looks for the usefulness of the information received. The person wants to know “what use is this”?
2. Representation: the brain notes every detail, refers to working procedures, looks for the rightness and the justice in the information to be processed. The person wants to know “how to act.”
3. conceptualization: The brain extracts the general idea, creates connections, looks for meaning and logic. The person wants to “understand why it should act.”
4. interpretation: The brain interprets reality, transforms it and registers a DIFFERENCE: The person wants to “do it differently.”
visual: the brain creates a memory to look at. It keeps the colors and the shapes, the outlines. The person “sees what it is about.”
auditive: the brain creates a memory to listen to. It keeps the sounds, the intonations of voices, the words and the messages received. The person knows the subject when it “speaks to him.”
kin-esthetic: the brain creates a felt memory. It keeps impressions, feelings. The person “feels that it is about this certain thing.”
Preferences for restitution:
visual: the person wants to show things. He/she is more at ease with written exams, with giving back information from a distance.
auditive: the person want to be listened to. He/she is more at ease in oral exams, in reporting back with dialogue.
kin-esthetic: the person wants de demonstrate. He/she is more at ease with a personal execution (dance, song, handicraft, an individual expression)