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ERIC Number: ED236121
Record Type: Non-Journal
Publication Date: 1982
Pages: 14
Abstractor: N/A
Reference Count: N/A
Translating Learning Style Theory into Classroom Practice: A Way of Increasing Teacher Effectiveness Through the Determination of Individual Learning Styles.
Mamchur, Carolyn
The Action Oriented, Reflection Oriented (AORO) observation instrument was designed to help teachers determine their students' cognitive preferences. The assumption underlying the instrument was that learning is enhanced when teaching strategies and materials take into account the student's natural tendency toward action or reflection. AORO categorizes these two preference types as action oriented (extraversion) or reflection oriented (introversion). AORO is a low-inference, systematic observation instrument which requires the teacher to record observed behavior to determine students' learning styles. Action oriented students focus mainly outward toward people and things around them, while reflection oriented students focus primarily inward toward the private world of ideas. The use of AORO may help the teacher develop a new frame of reference for planning curriculum for the individual learner which is appropriately matched to the student's learning style. A review of research findings on AORO indicates that it is a valid instrument for improving teaching styles which contribute to increasing capabilities of the individual learner. (JD)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A