User: What is the value of understanding your personal learning styles? How do other learning styles affect the learning environment?
Note: The personal value of ... Different types of disabilities can adversely affect learning. ... [ They also provide a fun environment so your child associates learning ...
www.ehow.com/math-learning-strategies/ ]
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Weegy: by understanding learning styles, you can learn to create an environment in which everyone can learn from you, [ not just those who use your preferred style.
Felder and Silverman's Index of Learning Styles
One of the most widely used models of learning styles is the Index of Learning Styles developed by Richard Felder and Linda Silverman in the late 1980s. According to this model (which Felder revised in 2002) there are four dimensions of learning styles. Think of these dimensions as a continuum with one learning preference on the far left and the other on the far right.
Figure 1 – Learning Styles Index
Sensory
Intuitive
Sensory learners prefer concrete, practical, and procedural information. They look for the facts.
Intuitive learners prefer conceptual, innovative, and theoretical information. They look for the meaning.
Visual
Verbal
Visual learners prefer graphs, pictures, and diagrams. They look for visual representations of information.
Verbal learners prefer to hear or read information. They look for explanations with words.
Active
Reflective
Active learners prefer to manipulate objects, do physical experiments, and learn by trying. They enjoy working in groups to figure out problems.
Reflective learners prefer to think things through, to evaluate options, and learn by analysis. They enjoy figuring out a problem on their own.
Sequential
Global
Sequential learners prefer to have information presented linearly and in an orderly manner. They put together the details in order to understand the big picture emerges.
Global learners prefer a holistic and systematic approach. They see the big picture first and then fill in the details.
www.mindtools.com/mnemlsty.html ]
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