Learning_Styles

Research learning styles and define the characteristics of activist, pragmatist, theorist and reflector. Evaluate how these different learning styles affect learning in music. The 1970’s and 1980’s saw extensive academic study of how we learn, more specifically in how we perceive information, how we process information and how we organise and present information. It became widely accepted that there are several different types of learning styles, naturally as we all have different approaches to how we learn and remember information. Dunn and Dunn (1978) proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Today teachers are encouraged to develop a multifaceted approach to their teaching to include all learner types. Academic research suggests that the most effective method of learning is experiential learning. Rogers and Freiberg (1994) described experiential learning as equivalent to personal change and growth. They felt that all human beings have a natural inclination to learn and the role of the teacher is to then facilitate such learning. The most influential work on experiential learning was by David Kolb (1984) who determined that the four combinations of processing and perceiving information lead to four different learning styles. David Kolb's work drew heavily on the work of John Dewey and can be traced back to a famous proverb of Confucius around 450 BC "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Chapman (2005) comments that Kolb’s work is acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour. According to Kolb’s model, in order for learning to be effective, all four of these approaches (see diagram below) must be incorporated. Kolb (1984) argued that to optimise learning all four of the stages must be completed.  One must experience, reflect on it, draw conclusions then plan for next time. As a result, the more times the cycle is completed the more the individual learns. However, Dewey (1938) commented that experiential learning can lead to mis-educative experiences, suggesting that experience does not automatically equate to learning. DIAGRAM 1: KOLB’s LEARNING CYCLE SOURCE: http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php [pic] In the 1970’s, Peter Honey and Alan Mumford adapted Kolb’s model for use by middle and senior managers, a more practical, organisational based approach. Although heavily based on Kolb’s model, two adaptations were made. The stages in the cycle were renamed according to the experiences that management had in making decisions and solving problems and different styles of learner were attached to the different parts of the cycle. Learners were described as Activist, Reflector, Theorist and Pragmatist. In a survey, The Campaign for Learning website (1999) found that the Honey and Mumford system was the most widely used for assessing preferred learning styles. DIAGRAM 2: HONEY & MUMFORD’S LEARNING CYCLE Source: http://bcmmusic.co.uk/301%20exemplar/1.1.htm [pic] SOURCE: http://www.campaign-for-learning.org.uk/cfl/yourlearning/whatlearner.asp • ACTIVIST Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight. Ensemble improvising without a strict brief is a great example of a musical activity that this type of learner would engage with, being able to lead an activity while actually getting involved with it. Activists learn best when: • involved in new experiences, problems and opportunities • working with others in business games, team tasks, role-playing • being thrown in the deep end with a difficult task • chairing meetings, leading discussions Activists learn less when: • listening to lectures or long explanations • reading, writing or thinking on their own • absorbing and understanding data • following precise instruction to the letter • REFLECTOR Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. A reflective learning style lends itself well to composing music to a brief or analysing a piece of music for group discussion, the nature of which requires time to think, ponder and research. Reflectors learn best when:  • observing individuals or groups at work   • they have the opportunity to review what has happened and think about what they have learned  • producing analyses and reports doing tasks without tight deadlines  Reflectors learn less when:  • acting as leader or role-playing in front of others  • doing things with no time to prepare  • being thrown in at the deep end  • being rushed or worried by deadline • THEORIST Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. A lesson on music theory, learning scales, modes etc would suit this type of learner. The information is put out in a logical explanation with time to think and understand the principles. Theorists learn best when:  • they are put in complex situations where they have to use their skills and knowledge  • they are in structured situations with clear purpose  • they are offered interesting ideas or concepts even though they are not immediately relevant  • they have the chance to question and probe ideas behind things  Theorists learn less when:  • they have to participate in situations which emphasise emotion and feelings  • the activity is unstructured or briefing is poor  • they have to do things without knowing the principles or concepts involved  • they feel they're out of tune with the other participants e.g. with people of very different learning styles • PRAGMATISTS Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. They want a logical plan of action that they can stick and are more likely to read an instruction manual before diving in. A one to one individual singing or instrument lesson lends itself to the pragmatic approach. They are shown what to do and put it into practice with a methodical approach. Pragmatists learn best when:  • there is an obvious link between the topic and job  • they have the chance to try out techniques with feedback e.g. role-playing  • they are shown techniques with obvious advantages e.g. saving time  • they are shown a model they can copy e.g. a film or a respected boss  Pragmatists learn less when:  • there is no obvious or immediate benefit that they can recognise  • there is no practice or guidelines on how to do it   there is no apparent pay back to the learning e.g. shorter meetings • the event or learning is 'all theory'  In a group situation, for example teaching music in a classroom or in a workshop scenario, a multifaceted approach to teaching is required. It is extremely unlikely that there will only be one type of learner present in a group of people. From my own experience of teaching singing workshops, the abilities and learning styles can vary significantly in one group. Therefore it is important to include activities that engage with all learning styles to be totally inclusive to the whole group. If this approach is not taken, it can lead to organisational and managerial problems within the group, perhaps leading to disruption from those who are excluded. In an individual one to one lesson scenario, the teacher can alter the style of the lesson to accommodate the student’s learning style as there is only 1 type of learning style present. Ultimately, to be a good teacher requires a good understanding of how the learner is learning and engaging the activities that suit best. BIBLIOGRAPHY Chapman, A. (2005) – Kolb Learning Styles [Internet] http://www.businessballs.com/kolblearningstyles.htm [Accessed 1 October 2010] Dewey, J. (1938). Experience and education. New York: Collier Books. Dunn, R, & Dunn, K (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company. Kolb D.A. (1984) 'Experiential Learning experience as a source of learning and development', New Jersey: Prentice Hall Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan. http://www.campaign-for-learning.org.uk/cfl/yourlearning/whatlearner/activists.asp [Accessed 1 October 2010] http://www.campaign-for-learning.org.uk/cfl/index.asp [Accessed 1 October 2010]