In the sections
that follow, we describe five dichotomous learning style dimensions derived from
work of Felder et al. (1988, 1993), indicating the ways in which the
educational needs of students with strong preferences for certain poles of the
dimensions are not met by traditional approaches to language instruction.
The concluding
section offers a summary of suggestions for meeting the needs of those students.
The proposed
learning style dimensions may be defined in terms of the answers to the following
five questions:
1. What type of
information does the student preferentially perceive: sensory—sights, sounds,
physical sensations, or intuitive—memories, ideas, insights?
2. Through which
modality is sensory information most effectively perceived: visual— pictures,
diagrams, graphs, demonstrations, or verbal—written and spoken words and
formulas?
3. How does the
student prefer to process information: actively—through engagement in physical
activity or discussion, or reflectively—through introspection?
4. How does the
student progress toward understanding: sequentially—in a logical
progression of small incremental steps, or globally—in large jumps,
holistically?
5. With which
organization of information is the student most comfortable: inductive— factsand
observations are given, underlying principles are inferred, or deductive—principles
are given, consequences and application
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