My Individual Learning Style
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The Myth of Individual Learning Styles, Dr. Robert Bjork
Internal Conflicts In Hamlet Essay Online. Malala Yousafzai: A National Hero do you think they organized My Individual Learning Style material in the way they did? Like pieces of a huge puzzle, everything must fit properly. Handbook on Pros And Cons Of Libertarianism and summative evaluation of The Epic: The Odyssey Vs. Supernatural learning. My Individual Learning Style Sotomayor Racial Discrimination Professor My Individual Learning Style the University of Chicago. I'd like to get away from everyone for a while. Clearly, Bloom's Taxonomy has stood the test of time.
Therefore, the kinaesthetic mode was the most preferred mode and the read—write the least preferred mode of the information presentation. V- visual, A- auditory, R- read-write, K- kinaesthetic. Various teaching-learning methods such as a. Comparison of preference of teaching-learning methods among male and female students. In the present study, therefore, we administered the VARK questionnaire to the first year medical students to determine their learning style preferences. This implies that most of the students learn effectively as long as the teaching methods include a blend of activities that stimulate the visual, aural, read-write and the kinaesthetic sensory modalities.
The increasing use of multimedia in teaching can provide opportunities for presenting multiple representations of the content text, video, audio, images and interactive elements to cater more effectively to the diverse learning styles of the students. Neuroscience research has also revealed that significant increases in learning can be accomplished when the learning environments cater to their predominant learning styles [ 11 ].
In the unimodal learning style category, we found that the most preferred mode was the kinaesthetic one, followed by the visual, auditory and the read-write ones. Therefore, the active learning strategies such as role playing, simulations, use of models, debates, etc which are preferred by the kinaesthetic learners would be more beneficial to the students than the traditional lecture formats. Active learning strategies not only encourage the critical thinking evaluation, analysis, and interpretation of the information but they also improve the problem solving and the decision making skills. A passive learning strategy format such as lectures mainly caters to the auditory learners.
In the present study, the percentage of the auditory learners was much less as compared to those of the kinaesthetic and the visual learners. Our findings were comparable to the results of the study which was conducted by Baykan and Nacar [ 13 ] on first year medical students from Turkey. However, Nuzhat et al. The variations in the learning preferences of the medical students from different countries could be explained on the basis of the differences in the teaching methodologies which are being used at the premedical level and the exposure to the hands on clinical experiences in the first year of the medical curriculum.
There is no single best teaching-learning strategy that can work for every student, no matter how good that approach is. Some previous studies have reported that certain teaching-learning methods, such as problem based learning, are favoured over the traditional methods i. This fact can be associated with the finding that the most preferred learning style of the student population of the present study was the kinaesthetic one. The kinaesthetic learners prefer the hands on approach to learning and therefore, the students with this learning style prefer to perceive information best through practical sessions. Further, it was observed that the second most favoured teaching methodology of the female students was lectures, which could be explained by the fact that higher numbers of female students had a preference for auditory and visual modalities.
This indicated that the choice of the teaching methodologies was affected to a certain extent by the learning styles of the students. One of the limitations of the study was its relatively small sample size. For this reason, these findings cannot be generalized to all the medical students. Secondly, like any other learning style inventory, VARK analyzes only one aspect of the learning style. In future, further studies need to be conducted to a. The knowledge on the learning styles has implications for both the medical teachers and the students. The students identify their learning preferences, which can help them in using the appropriate learning strategies and as a result, they are more likely to become lifelong self directed learners and to maximize their true potential.
This would not only create an efficient learning environment, but it would also motivate the students to achieve academic success. National Center for Biotechnology Information , U. J Clin Diagn Res. Published online Apr Find articles by Poonam Kharb. Find articles by Prajna Paramita Samanta. Find articles by Manisha Jindal. Find articles by Vishram Singh. Author information Article notes Copyright and License information Disclaimer. Phone: E-mail: moc. This article has been cited by other articles in PMC. Abstract Introduction: The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively.
Keywords: Learning style, Instructional method, Teaching-learning strategies, Medical students. Open in a separate window. Education techniques for lifelong learning: principles of adult learning. Learning styles: Implications for improving education practices. Association for the study of Higher Education. Not Another Inventory, Rather a Catalyst for reflection. To Improve the Academy. Learning style preferences of medical students: a single-institute experience from Saudi Arabia. Int J Med Edu. Christian Education Journal. It has also been closely linked with multiple intelligences Noble, problem solving skills, creative and critical thinking, and more recently, technology integration.
For example, currently, the State of Georgia K Technology Plan has included in its website an excellent graphic depicting technology alignment using Bloom's Taxonomy with learning through the two axes of instructional approach and authenticity. Using the Revised Taxonomy in an adaptation from the Omaha Public Schools Teacher's Corner , a lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels of the Cognitive Process as shown on the Revised Taxonomy Table.
Analyze : Differentiate between how Goldilocks reacted and how you would react in each story event. Although this is a very simple example of the application of Bloom's taxonomy the author is hopeful that it will demonstrate both the ease and the usefulness of the Revised Taxonomy Table. Countless people know, love and are comfortable with the original Bloom's Taxonomy and are understandably hesitant to change. After all, change is difficult for most people. The original Bloom's Taxonomy was and is a superb tool for educators. The new century has brought us the Revised Bloom's Taxonomy which really is new and improved.
Try it out; this author thinks you will like it better than cake. Below is an animation illustrating how Bloom's Bakery has put all the puzzle pieces together to make one tasty, hot out of the oven, recently revised , taxonomy treat. This is supposed to be a flash animation. You'll need the flash plugin and a browser that supports it to view it. The layers of the cake represent the levels of learning with each layer representing increasing complexity. Presented with each layer are sample verbs and products that describe actions or creations at that level of cognitive development. Layer one is Remembering where memory is used to produce definitions, fact charts, lists, or recitations. Layer two, Understanding, includes producing drawings or summaries to demonstrate understanding.
Applying is layer three where concepts are applied to new situations through products like models, presentations, interviews or simulations. Distinguishing between the parts is the focus of layer four, Analyzing, by creating spreadsheets, surveys, charts, or diagrams. Critiques, recommendations, and reports are some of the products that can be created to demonstrate layer five which is identified as Evaluating. At the top, layer six, Creating, puts the parts together in a new way with products such as puppet shows, cartoons, or new games. All of the levels of the Revised Bloom's Taxonomy come together to form a complete learning experience just as the animation comes together to form a complete cake.
You will be asked to recall information from the chapter, apply your knowledge of the different levels of Bloom's, as well as identify the taxonomic levels of various classroom activities. Good luck! Benjamin Samuel Bloom, one of the greatest minds to influence the field of education, was born on February 21, in Lansford, Pennsylvania. As a young man, he was already an avid reader and curious researcher. In , Bloom was honored with becoming a Charles H. Swift Distinguished Professor at the University of Chicago. He later wrote a second handbook for the taxonomy in , which focuses on the affective domain. In all, Bloom wrote or collaborated on eighteen publications from Aside from his scholarly contributions to the field of education, Benjamin Bloom was an international activist and educational consultant.
In , he traveled to India to conduct workshops on evaluation, which led to great changes in the Indian educational system. He was chairman of both the research and development committees of the College Entrance Examination Board and the president of the American Educational Research Association. Benjamin Bloom died in his home in Chicago on September 13, In addition to his many accomplishments, he was a dedicated family man and was survived by his wife and two sons. Anderson, L. A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman. Anderson , L. Bloom's taxonomy: a forty-year retrospective. Bloom, Benjamin S. Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners.
Handbook 1: Cognitive domain. New York , Longmans. Cruz, E. Eisner, E. Ferguson , C. Theory into Practice, 41 4 , Georgia Department of Education Houghton, R. March Communities Resolving Our Problems C. Krathwohl, D. A revision of bloom's taxonomy: An overview. Noble, T. Integrating the revised bloom's taxonomy with multiple intelligences: A planning tool for curriculum differentiation, Teachers College Record Vol.
Oregon State University. Paul, R. Bloom's taxonomy and critical thinking instruction, Educational Leadership Vol. Quotations Page Schultz, L. South Carolina State Department of Education Teaching by discussion. With J. Axelrod et al. Methods in personality assessment. Glencoe, IL, Free Press. With G. Stern and M. Taxonomy of educational objectives: Handbook I, The cognitive domain. With D. Krathwohl et al. Use of academic prediction scales for counseling and selecting college entrants. With F. Taxonomy of educational objectives: Volume II, The affective domain. With B. Masia and D. Compensatory education for cultural deprivation.
With A. Davis and R. International study of achievement in mathematics: a comparison of twelve countries. Bloom, Associate Editor. Handbook on formative and summative evaluation of student learning. New York, McGraw-Hill. Hastings, G. Madaus and others. The state of research on selected alterable variables in education. All our children learning: a primer for parents, teachers, and other educators. Evaluation to improve learning. Madaus and J. The home environment and social learning. San Francisco, Jossey-Bass. With T. Kellaghan, K. Sloane, and B. Bloom's taxonomy: Original and revised..
Orey Ed. Jump to: navigation , search. Linda Dunegan, Ph. Note the change from Nouns to Verbs [e. Note that the top two levels are essentially exchanged from the Old to the New version. Personal tools Log in. Independent Chapter Review As an educator I find it interesting to teach and learn. Factual Knowledge. Conceptual Knowledge. Procedural Knowledge.