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ERIC Number: ED342099
Record Type: RIE
Publication Date: 1991
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87652-169-3
Learning Styles: Putting Research and Common Sense into Practice.
American Association of School Administrators, Arlington, VA.
The instructional techniques currently in use in many classrooms across the country were developed to teach children the "basics" and to instill good working habits adaptable to the industrial age. Although the term "learning style" first appeared in research literature in the 1950s, it did not burst upon the education scene significantly until the 1970s. Recently, educators and researchers have combined their increasing interest in the nature and uses of intelligence with scientific knowledge about how the brain works. In addition, there have been numerous cumulative studies on the effects of cultural, social, and physical contexts on learning. The result is a much wider base for understanding how children learn. This booklet discusses the movement from a focus on physical, observable behavior (external) to cognitive/affective factors (internal). The document discusses several theories about learning styles, all of which focus on the student's individual characteristics and ways in which they process information. Common problems in assessing the learning styles of students are addressed, as well as the most common assessment programs (Reading Style Inventory, NASSP Learning Style Profile, and the 4MAT System). The last chapter answers questions educators may have about how to incorporate learning styles into their classrooms and discusses the best climate for style-based learning. (43 references) (LAP)
American Association of School Administrators, 1801 North Moore Street, Arlington, VA 22209.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Policymakers; Administrators; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: American Association of School Administrators, Arlington, VA.
Identifiers: N/A