ERIC Number: ED381440
Record Type: RIE
Publication Date: 1993
A Study of Learning Styles: The Importance of Individual Learning Preferences, the Procedures To Accommodate Those Preferences in the Classroom, and How Human Development Research Has Impact on the Process.
Jordan, Lois E.
This paper explores the research of the learning styles manifested in the middle school classroom and the implications those differences have to a successful teaching-learning paradigm. Various projects in the field are examined, including how students are profiled, how instructional methods can be modified to suit the needs of each learner, and changes in the outer environment to ensure the strengths and weaknesses of the students are addressed. The problems inherent in any attempt to meet the profile of every student are discussed, among which are the necessity to alter preferred teaching styles and to offer many resources for learning a given unit. The benefits to utilizing learning styles in the educational format are presented, including students being better able to develop creativity and ability to reason, draw abstractions, analyze, give personal meaning to what they are learning, and to express themselves in powerful and self-fulfilling ways. These aspects are in keeping with the stated theories of human development experts, such as Piaget, Erikson, Bandura, and Maslow, among others. Contains 27 references. (Author/EH)
Descriptors: Aptitude Treatment Interaction, Classroom Techniques, Cognitive Development, Cognitive Style, Intermediate Grades, Junior High Schools, Learning Modalities, Learning Strategies, Middle Schools, Teaching Methods
Lois Jordan, Social Studies Education, Metropolitan Public Schools, Davidson County School District, 2601 Bransford Avenue, Nashville, TN 37204.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A