Learning Styles 101

[ninjanurse]

This post was originally published as an article in a dedicated KarateForums.com Articles section, which is no longer online. After the section was closed, this article was most to the most appropriate forum in our community.

People are put together differently, grow differently and process differently. Therefore, it is important to understand how they learn in order to teach them. Whether it’s martial arts, basketball or algebra, the learning process is dependant upon three things: the mental processes, emotional and social development and physical ability.

Learning occurs when neural connections are stimulated and produce myelin, a substance which smoothes the neural connections making them faster and faster. More stimulation equals memory which then equals learning. Learning is then dependant on the sensory motors systems in our bodies via visual, auditory and kinetic senses. We perceive objects, listen to sounds, move through space and touch our environment - all of which contribute input for us to process and turn into understanding. The development of mental processes leads to developmental capabilities which affect how we communicate, function socially and perform tasks.

Physical development, characterized by age related milestones, body type and gender can be generalized as follows: 1. from head to feet; 2. from center of body to extremities; and 3. from gross to fine motor skills. Our learning styles and preferences are determined by how these capabilities allow us to receive, process and absorb information. Thus, instructor awareness of these processes can save both the learner and the teacher needless frustration and provide freedom to explore a variety of possibilities. Even with this in mind, no single learning style is appropriate for any one person at any given time and individual learners may use many different styles depending on the circumstances surrounding the learning environment. How then do we tell the differences in our students?

Two key elements help separate the different leaning styles. 1. Perception: the way a person views the world and collects information to be learned. 2. Processing: how we mentally manipulate the information in a way to help us learn it. Learners can then be divided into four general categories: innovative learners, who see the whole first, then the parts; analytical learners, who quietly observe and perceive the details first, then the whole; active experimenters, who are detail oriented but learn best by being actively engaged in the environment; and dynamic learners, who proceed from the whole to the parts but need to be actively stimulated and engaged in the learning situation itself. Once we identify our students learning style, we can then begin to formulate a teaching plan to better suit them and/or troubleshoot difficult tasks and situations.

These four learning styles can be further defined by an understanding of the Multiple Intelligences, a theory postulating that intelligence is really the ability to use a skill or solve a problem in a way that is valued by a particular culture rather than just a measure of capacity. This theory is divided into seven categories which, while not set in stone for each learner, may provide clues to help instructors reach their students and move towards many “a ha!” experiences. These intelligences are defined as follows:

1. Word Smart (Verbal-Linguistic): Characterized by a love of language, whether reading, talking, telling or listening. Explanations and/or having them verbalize their understanding of a task may be all that is required for these students to grasp a new concept or movement.

2. Number Smart (Logical-Mathematical): Characterized by “how” and “why” questions, recognizing patterns and following logical steps. Allowing these students to ask questions and providing logical answers, defining the purposes of movements and defining the steps of a process are all ways to enhance this learner’s experience.

3. Picture Smart (Spatial): Characterized by someone who has an active imagination, is adept at manipulating shapes and objects, including the body, and is sensitive to balance. They also like to draw, design and do puzzles. Find drills or tasks that involve the learning environment, draw pictures to illustrate tasks or body positions, have them visualize and ask leading questions.

4. Body Smart (Kinesthetic): Characterized by a desire to move, touch or manipulate something and seems to be in perpetual motion. Demonstrate techniques frequently and relate concepts to physical actions, use touch to correct posture or technique, provide ample physical stimulation and practice of new tasks and give these learners room to move!

5. Music Smart (Musical-Rhythmic): Characterized by a propensity for sounds and rhythm, often sings hums or taps. Include music in your lesson plan, have the student practice to their own beat, give verbal cues for actions and alter the pace of the class or drill.

6. People Smart (Interpersonal): Characterized by someone adept in social situations, responds appropriately to others emotions and negotiates or teaches well. Give these students group activities and tasks to work on, let them lead a group or conduct activities, allow them to freely communicate within the class structure and relate concepts to others in the class.

7. Self Smart (Intrapersonal): Characterized by someone who likes solitude and privacy, likes to work alone and understands their own personal strengths and weaknesses. Provide individual practice time, respect their personal space, encourage self discovery through guided learning situations and do one-on-one teaching when able.

It is important to note that each learner can have and utilize one or more of these intelligences and each individual’s learning profile can change over a lifetime depending on their life experiences. The key is understanding that these intelligences and learning styles exist and rather than being thwarted by them, use them to help your students reach their potential. It is also important to understand your own learning style and to be honest with yourself about your motivations, tendencies, strengths and weaknesses so that you can have effective relationships with your students and be successful. Being able to recognize the elements of your own learning style can help you recognize them in others.

Finally, the very thought of trying to address all the different learning styles in each lesson is very daunting. We can, however, respond to our students better by understanding the eight basic personality categories that influence these styles and using them to communicate effectively:

Extroverted: Let them think out loud and try to respond to them quickly.

Introverted: Give them time to think and don't overwhelm with questions.

Sensing: Show them the money! Be practical, realistic and orderly.

Intuitive: Give them a global concept and let them discover the details.

Thinking: Be calm, concise and logical.

Feeling: Be friendly and show them the value of what they are learning.

Judging: Be punctual and warn of changes ahead of time.

Perceiving: Be flexible and allow for changes in plans.

References

Frames of Mind by Howard Gardner

AASI Snowboard Manual by Professional Ski Instructors of America

Core Concepts by PSAI

HowToLearn.com

[Patrick]

Thank you for the submission.

[bushido_man96]

Very nice, Heidi. Very informative. Thank you for sharing that with us. I think I could make an article like this required reading for prospective instructors.

[ninjanurse]

Thank you...my evil plan as well!