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    Learning Styles and Strategies

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    Dinar Dipta
    This document discusses language learning styles and strategies. It begins by introducing a case study of students with varying learning styles in a classroom: Budi learns best through practice and experiments, Mona needs visual illustrations, and Rahmi can only focus with quiet. There are four main dimensions of learning styles: sensory preferences, personality types, desired degree of generality, and biological differences. The document also covers six categories of learning strategies: cognitive, metacognitive, memory-related, compensatory, affective, and social. It notes that strategies are useful if they fit the task, learning style, and are employed effectively. Teachers can assess styles through surveys and strategies through self-reports, observations, and journals.

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    Learning Styles and Strategies

    Uploaded by

    Dinar Dipta
    41 views44 pages
    This document discusses language learning styles and strategies. It begins by introducing a case study of students with varying learning styles in a classroom: Budi learns best through practice and experiments, Mona needs visual illustrations, and Rahmi can only focus with quiet. There are four main dimensions of learning styles: sensory preferences, personality types, desired degree of generality, and biological differences. The document also covers six categories of learning strategies: cognitive, metacognitive, memory-related, compensatory, affective, and social. It notes that strategies are useful if they fit the task, learning style, and are employed effectively. Teachers can assess styles through surveys and strategies through self-reports, observations, and journals.

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    This document discusses language learning styles and strategies. It begins by introducing a case study of students with varying learning styles in a classroom: Budi learns best through practice and experiments, Mona needs visual illustrations, and Rahmi can only focus with quiet. There are four main dimensions of learning styles: sensory preferences, personality types, desired degree of generality, and biological differences. The document also covers six categories of learning strategies: cognitive, metacognitive, memory-related, compensatory, affective, and social. It notes that strategies are useful if they fit the task, learning style, and are employed effectively. Teachers can assess styles through surveys and strategies through self-reports, observations, and journals.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    41 views44 pages

    Learning Styles and Strategies

    Uploaded by

    Dinar Dipta
    This document discusses language learning styles and strategies. It begins by introducing a case study of students with varying learning styles in a classroom: Budi learns best through practice and experiments, Mona needs visual illustrations, and Rahmi can only focus with quiet. There are four main dimensions of learning styles: sensory preferences, personality types, desired degree of generality, and biological differences. The document also covers six categories of learning strategies: cognitive, metacognitive, memory-related, compensatory, affective, and social. It notes that strategies are useful if they fit the task, learning style, and are employed effectively. Teachers can assess styles through surveys and strategies through self-reports, observations, and journals.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 44

    Language Learning

    Styles and Strategies


    ___________________

    Dinar Dipta, M.Pd.


    University of Darussalam Gontor
    Bu Aminah teaches a classroom in which
    the students have varied learning styles.
     Budi for examples, he learns best when
    the activity includes practice and
    experiments.
     Mona, on the other hands can study
    Case Study only if the explanation is accompanied
    with visual illustration.
     Unlike Budi and Mona, Rahmi can learn
    only if the class is quite and he can fully
    concentrate on teachers’ explanation.
     However, Peter can’t learn if he has to
    sit down the entire time.
    Therefore,
    why do we need to
    know our students
    learning styles?
    Learning Styles
     It means the general
    approaches to learning
    What is
    Learning Style?  There are four main
    dimension and many among
    each
    Sensory
    Preferences

    Personality
    Four Main Types
    Dimension
    of Learning Desired
    Style Degree of
    Generality

    Biological
    Differences
    SENSORY
    PREFERENCES
    1ST LEARNING STYLE
    Visual

    Sensory
    Auditory
    Preferences
    Kinesthetic
    Tactile
     Visual students like to read and
    obtain a great deal from visual
    stimulation
    Visual  Stimulations such as words,
    images, motion pictures and live
    Preference performances
     Conversation and oral instruction
    might be confusing to them
     Comfortable without visual
    input
     Excited by the classroom
    Auditory
    interactions in role plays and
    Preference similar activities.
     However they sometimes have
    difficulty with writing
     Like lots of movement and
    enjoy working with tangible
    Kinesthetic objects, collages and
    and Tactile flashcards
    Preference  Instead of sitting still, they
    prefer walking around the
    classroom
    Q&A What sensory
    preference do you
    prefer?
    PERSONALITY
    TYPES
    2ND LEARNING STYLE
    Extroverted vs. Introverted

    Intuitive-Random vs. Sensing-


    Sequential
    Thinking vs. Feeling

    Closure-oriented/Judging vs.
    Open/Perceiving
    Extroverted
     energy from external world
     enjoy interacting with people and
    making friends
    Extroverted Introverted
    vs.
    Introverted  energy from internal world
     seeking solitude
    How do teachers teach them both?
    They can learn to work with the help
    from teachers
    Intuitive-Random
     Think in abstract, futuristic, large-scale,
    and nonsequential ways
     Like to create theories and prefer to
    guide their own learning
    Intuitive- Sensing-Sequential
    Random  Like facts rather than theories
    vs.  Want guidance and specific instruction
    Sensing- from teachers

    Sequential How do teachers teach them both?


     To offer variety and choice
     Sometimes a highly organized structure
    for sensing-sequential learners
     At other times multiple options and
    enrichment activities for another kind
    Thinking
     Oriented toward the stark truth
     Want to be viewed competent and
    do not give praise easily
    Thinking Feeling
    vs.  Value other people in personal ways
    Feeling
     Show empathy and compassion
    How do teachers teach them both?
    Thinking learners can help feeling ones
    tone down their emotional expression
    while working together
    Closure-oriented/Judging
     Reach judgments or completion quickly
     Enjoy being given specific tasks and
    deadlines
    Closure-
     Desire for closure
    oriented/
    Judging Open/Perceiving
    vs.  Take learning less seriously, treating it
    Open/ like a game
    Perceiving  Dislike deadlines and like to have a long
    time soaking up information by osmosis
    How do teachers teach them both?
    They both provide good balance to each
    other
    What personality
    Q&A
    type do you think
    you are?
    DESIRED DEGREE
    OF GENERALITY
    3RD LEARNING STYLE
    Global or Holistic

    Analytic
     Like socially interaction,
    Global communicating events
    or  Feel free to guess from context
    Holistic  Tend to make grammatical
    mistakes
     Concentrate on grammatical
    details
    Analytic
     Do not take risks guessing
    from contexts
    What type of
    Q&A desired degree of
    generality do you
    think you are?
    BIOLOGICAL
    DIFFERENCES
    4th LEARNING STYLE
    Biorhythms

    Sustenance

    Location
     Learners have their best time
    for studying
    Biorhythms
     Some perform well in the
    morning; some in the evening
     The need for food and drink
    while learning.
     Quite a number of L2 learners
    feel very comfortable learning
    Sustenance with a candy bar, a cup of
    coffee or a soda in hand while
    some tend to be distracted
    from studying
    Involves the nature of
    environment:
     Temperature
    Location  Lighting
     Sound
     And even the firmness of
    the chairs
    Learning Strategies
     It is a specific behaviors or
    thought processes that
    Learning learners use to enhance their
    Strategies learning
     There are six main categories
    of learning strategies
     A strategy is neither good nor bad
     A strategy is useful if
    It relates well to the L2 task at
    hand
    It fits the particular student’s
    About learning style
    strategies
    The student employs it
    effectively
     Enable students to become more
    independent, autonomous, lifelong
    learners.
    Cognitive Strategies
    Metacognitive Strategies
    Memory-related Strategies
    Compensatory Strategies
    Affective Strategies
    Social Strategies
     Enable learners to manipulate
    the language materials
    Cognitive  E.g., through reasoning,
    Strategies analysis, notetaking,
    summarizing, outlining,
    reorganizing, etc.
     Identifying one’s own learning
    Metacognitive style preferences and needs
    Strategies  Manage the learning process
    overall
     Help learners to link one L2
    item or concept to another,
    but do not always involve deep
    understanding
    Memory-  Enable learners to learn and
    related
    retrieve information in an
    Strategies
    orderly string
     Learners need such strategy
    much less when they become
    better
     Guessing from context in
    listening and reading
     Use synonyms and “talk
    Compensatory around” the missing word to
    Strategies aid speaking and writing
     Use gestures or pause words
     Help learners to make up
    missing words
     Identify one’s mood and
    anxiety level
    Affective  Use deep breathing or positive
    Strategies self-talk
     Students who progress toward
    proficiency seldom need it
     Work with others and
    understand the target culture
    Social as well as the language
    Strategies
     Intensive interaction with
    people
    Learning Styles
     The written survey
     Students answer questions
    that reveal their particular
    preferences
    HOW TO Learning Strategies
    ASSESS  Self-report, observations,
    interview, learner journals,
    etc.
     The most widely used book:
    Strategy Inventory for
    Language Learning
    Thank you!
    Any question? 
    [email protected]

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