Four Learning Styles Essay

1.Sensing-Thinking or control condition learnersWhat Motivates command Learners?Master learners desire on spotting as a way of life of knowledge and thinking as a means of judgment or finding making. They select puff up-organized, highly-reutilized classrooms where expectations atomic number 18 understandably described and strongly related to practical outcomes such as good grades, things they rear end make or do, and practical connections to jobs and c beers. More than anything else ascendance learners need to appear competent, able to complete the ferment assigned as well or better than other students in their classrooms or grade levels.How Mastery Students Learn almost EasilyThe combination of detection with thinking creates students with a strong need for purposeful action. They be frequently uncomfortable with two reading and lecture and prefer to learn from brief demonstrations followed by ready opportunities to institutionalise what they have seen or hea rd. They learn most easily in skill-based field areas where each step is modeled in a in stages manner, and where practice is followed by immediate feedback on how well they have done. They also tone of voice for clear instructions on how they can improve their performance. They prefer work that calls for short, right or wrong answers, and they learn most easily where there is a physical object they can manipulate or a visual diagram they can follow.2.Intuitive-Thinking or judgment LearnersWhat Motivates Understanding Learners?Understanding learners rely on cognizance as a mode of perception and thinking as a means of judgment or decision making. Intuition focuses the learners attention on ideas kind of than details, abstractions rather than facts, patterns rather than components, forests rather than trees. The thinking function creates a strong need for coherent consistency, a commitment to thinking things through, a preference for reason and stripping over demonstration a nd modeling. Though some(prenominal) Understanding learners share with Mastery students a desire for efficiency, they are motivated largely by a need to understand and question what they learn rather than simply hold and record what the textbook or the teacher claims. How UnderstandingStudents Learn Most EasilyThe Understanding learner thrives in an intellectual atmosphere and has a strong drive for perfection. Rigorous texts, demanding and complex ideas, well-organized but provocative lectures let Understanding learners brains to action. But this intellectual atmosphere needs to be fit effectively with opportunities for them to develop their aver ideas and to question, revise, and criticize the ideas of others. They whitethorn grasp a unexampled concept with frightening speed and lucidity but may require more time to think things through and put the new learning into action. The demand for logical consistency means they have a strong need to question and test ideas. Finally, their concern with intellectual content and reasoning sometimes causes them to undervalue the need for routine work and practice resulting in boredom when teachers insist on drill and practice.3.Intuitive-Feeling or Self-Expressive LearnersWhat Motivates Self-Expressive Learners?Self-Expressive learners rely on intuition as a mode of perception and life as a means of judgment or decision making. The intuition of Self-Expressive learners uses hunch, guessing, and insight to organize the world into shifting patterns of possibility. Meanwhile, their feeling function applies association, memory, and sense to the task of turning these patterns into concrete images they can use to understand what they are learning, and to create meaningful products. It is through these processes of imagination, creativity, personal expression, and communication that Self-Expressive learners become mad and motivated in the classroom.How Self-Expressive Students Learn Most EasilySelf-Expressive learners need input and surprise to engage and focus their attention. They thrive on imaginative books and provocative prose in science and social studies. They master content when they can add a personal, creative hook to lessons or create a project to stimulate their imaginations in social studies, they might look to pass on in dusty diaries of ancestors or to write a history of the the States Revolution through the eyes of a slave or indigene American in science class they might push for atrip to the local pond thats been carved in the forest by a glacier they might use their knowledge of statistics and percentages to create a business plan. They also need sustained, quieter times to work through and devour their ideas.4.Sensing-Feeling or social LearnersWhat Motivates Interpersonal Learners?Interpersonal learners rely on sensing (focus on the physical nature of the world) as a mode of perception and feeling as a means of judgment or decision making. But, unlike Mastery learners wh o transform the data into separate details, Interpersonal learners look to extend these physical sensations into images and emotions and strive to connect this new information to their own body of personal experience. What Interpersonal students seek that Mastery students dont is a sense of belonging and a reason to believe they are part of a team or cooperative group. Interpersonal students are strongly motivated by the superior of their relationships to the teacher, to the other students, and to their parents and friends.How Interpersonal Students Learn Most EasilyThe combination of sensing and feeling provokes in the Interpersonal student a strong need for conversation. The Interpersonal student crush confirms and reinforces new learning through conversation, personal connections, and shared projects. When it comes to skills, both Mastery and Interpersonal learners need modeling and demonstration, but Interpersonal learners prefer a more personal approach where feedback and cor rection are carried by the humans voice of the teacher or another student.Though they show some preference for short answer work, they are quite comfortable with work that asks for their thoughts, feelings, and personal opinions .Physical objects and visual diagrams can aid in their learning, but it is the quality of the social content, learning partner, cooperative group, or relationship with the teacher that drives them to do their best work.