EDUC 673 DB 2 Learning Styles

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Apr 3, 2024

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EDUC 673 DB 2 Learning Styles 450 – 550 words. two replies of 100 – 200 words one scholarly citation in current APA format. Each reply must incorporate at least one scholarly citation in current APA Acceptable sources include the textbook, scholarly journals, and the Bible. Learning styles are a popular concept in education that suggest individuals have different ways of learning and processing information. The key word here being “concept.” Orlich et al (2017), defines concepts “as category words used to group objects as ideas” (Orlich et al, 2017, Chapter 6). The point being that learning styles are simply an idea based on some observations. Some people may prefer visual aids, while others may prefer auditory or kinesthetic methods, but again the key word is “prefer” there is no research to support the effectiveness of learning styles. While I agree and believe in the importance of catering to individual student needs, doing so through learning styles is ineffective and should not be the sole focus or strategy of teaching. In my opinion, it is important for teachers to recognize different learning preferences, but it is crucial for students to learn how to adapt and learn in various ways. I believe it’s dire for educators to meet students where they are at academically, but it’s also crucial for students to take responsibility in their learning and understand that when they go out into the real world, not everything will be catered specifically for them. By relying too heavily on one preference or style of teaching we can limit a student’s ability to learn effectively, which will affect them in the long run when they go out to get jobs and live their lives. Research has shown that there is no scientific evidence supporting the idea that teaching according to specific learning styles leads to better academic performance. Instead, educators should focus on creating engaging and interactive lessons with multiple modes of instruction to benefit all students. For example, in my classroom I like to get to know my students well to help foster a positive learning environment. I get to know their likes, dislikes, what they’re interested in, so I can tie that information into my lessons to help with engagement and interest. My goal for making decisions and preparing lessons in my classroom is to create lessons that are “relevant, meaningful, and enjoyable” ( How we learn, 2016) . If I can do that through multiple modes of instruction during my lessons, I would be more likely to reach more of my students than if I had based a lesson off of a specific learning style. By creating meaningful, enjoyable lessons and tying in my students’ interests I am helping my students learn best through holding their attention and excitement towards a specific subject or skill. While recognizing and accommodating different learning styles can be helpful in certain situations, it should not be the only approach used in education since there is no evidence to support it. Educators should provide a well-rounded approach with varied instructional methods to lead to better academic success for all students. References

How we learn . YouTube. (2016, October 24). https://youtu.be/wlaG99awCD8 Orlich, D., Harder, R., Trevisan, M., Brown, A., & Miller, D., (2017). Teaching strategies: A guide to effective instruction (11th ed.) Boston, MA: Cengage. How we learn . YouTube. (2016, October 24). https://youtu.be/wlaG99awCD8 Replies: Hey Rashad, You bring some interesting points to the table regarding cooperative learning and graduate students. I like that one of the benefits of cooperative learning at the graduate level is the diversity of perspectives it brings. Many graduate students come from various backgrounds, cultures, and academic disciplines so that offers unique insights to problem solving and working together. However, in turn, because so many students come from a wide variety of backgrounds and academic disciplines, I can’t help but wonder if that would also hinder the group project. For example, having one student in the group who came from an academic discipline where school comes first, they like to get their work done early and done to perfection, then having another student where maybe family comes first, because they’re a parent. I think as you mentioned, this could be difficult for students to find a common time to work together and by nature one student may end up taking on more work than others. I do agree that teamwork is most often used in the workplace as well, so it is important to establish group work, however, I think it would be difficult to assign to an online graduate class such as ours. References Orlich, D., Harder, R., Trevisan, M., Brown, A., & Miller, D., (2017). Teaching strategies: A guide to effective instruction (11th ed.) Boston, MA: Cengage. Hi Christopher, I like your idea that having cooperative work as a graduate online student allows students to bridge the gap and form friendships with their peers. I would agree that being an online student especially someone from out of state can be an isolating experience. This is my 3 rd or 4 th set of classes at Liberty online and I have yet to meet anyone and make those friendships. While group work could assist with this, I often wonder how it could be set up in a class like ours. Many graduate students have a variety of other responsibilities, making it difficult to find a common day/time to set aside to discuss the project or even to work on the project. I feel that unless the project was structured in such a way to prevent this, that one student would by nature end up

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