What are learning styles?
Learning styles are simply different approaches or ways of learning.
What are the types of learning styles?
Visual Learners: learn through seeing
...
.
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory Learners: learn through listening
...
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Tactile/Kinesthetic Learners: l earn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
Please help

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Learning styles are various approaches or ways of learning.
[1]
They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information . Based on this concept, the idea of individualized "learning styles" originated in the
1970s, and acquired "enormous popularity".
[2]
Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style, which is called the ' meshing hypothesis .
[3][4]
The alleged basis and efficacy for these proposals are extensively criticized. Although children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.
[2]
Well-designed studies "flatly contradict the popular meshing hypothesis".
[2]
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 o o o o o
1 Models o 1.1 David Kolb's model o 1.2 Honey and Mumford's model
1.3 Anthony Gregorc's model
1.4 Sudbury model of democratic education
1.5 Fleming's VAK/VARK model
1.6 Other models
1.7 A more recent evidence based model of learning
2 Assessment Methods o 2.1 Learning Style Inventory o 2.2 Other methods
3 Criticism o 3.1 The critique made by Coffield, et al.
 3.1.1 Coffield's critique of Gregorc's Style Delineator o o
3.2 The critique regarding Kolb's model
3.3 Other critiques o 3.4 The 2009 APS Critique
 4 Applications: Learning styles in the classroom
 5 See also
 6 References
 7 External links

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The David A. Kolb styles model is based on the Experiential Learning Theory, as explained in his book Experiential Learning: Experience as the source of learning and development (1984).
[5]
The ELT model outlines two related approaches toward grasping experience: Concrete
Experience and Abstract Conceptualization , as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation . According to
Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches. These learning styles are as follows:
1.
Converger;
2.
Diverger;
3.
Assimilator;
4.
Accommodator;.
[6]
Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems.
[6]
Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives.
[6]
Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.
[6]
Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.
[6]
Kolb’s model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. An individual may exhibit a preference for one of the four styles –
Accommodating, Converging, Diverging and Assimilating – depending on their approach to learning via the experiential learning theory model.
[5]
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In the mid 1970s Peter Honey and Alan Mumford adapted David Kolb's model for use with a population of middle/senior managers in business. They published their version of the model in
The Manual of Learning Styles (1982) [7] and Using Your Learning Styles (1983).
[8]

Two adaptations were made to Kolb's experiential model. Firstly, the stages in the cycle were renamed to accord with managerial experiences of decision making/problem solving. The Honey
& Mumford stages are:
1.
Having an experience
2.
Reviewing the experience
3.
Concluding from the experience
4.
Planning the next steps.
Secondly, the styles were directly aligned to the stages in the cycle and named Activist ,
Reflector , Theorist and Pragmatist . These are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics. The Honey & Mumford Learning Styles Questionnaire (LSQ)
[9]
is a selfdevelopment tool and differs from Kolb’s Learning Style inventory by inviting managers to complete a checklist of work-related behaviours without directly asking managers how they learn. Having completed the self-assessment, managers are encouraged to focus on strengthening underutilised styles in order to become better equipped to learn from a wide range of everyday experiences.
A MORI survey commissioned by [The Campaign for Learning] [1] in 1999 found the Honey &
Mumford LSQ to be the most widely used system for assessing preferred learning styles in the local government sector in the UK.
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Dennis W. Mills, Ph.D., discusses the work of Anthony F. Gregorc and Kathleen A. Butler in his article entitled “Applying What We Know: Student Learning Styles”. Gregorc and Butler worked to organize a model describing how the mind works.
[10]
This model is based on the existence of perceptions—our evaluation of the world by means of an approach that makes sense to us. These perceptions in turn are the foundation of our specific learning strengths, or learning styles.
In this model, there are two perceptual qualities 1) concrete and 2) abstract; and two ordering abilities 1) random and 2) sequential.
[10]
Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen.
In regard to the two ordering abilities, sequential involves the organization of information in a linear, logical way and random involves the organization of information in chunks and in no specific order.
[10]
Both of the perceptual qualities and both of the ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals.

There are four combinations of perceptual qualities and ordering abilities based on dominance:
1) Concrete Sequential; 2) Abstract Random; 3) Abstract Sequential; 4) Concrete Random.
Individuals with different combinations learn in different ways—they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout the learning process.
[10]
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Some critics (Mazza) of today's schools, of the concept of learning disabilities , of special education , and of response to intervention , take the position that every child has a different learning style and pace and that each child is unique , not only capable of learning but also capable of succeeding.
Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you. That is true of everyone; it's basic.
[11]
The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in the Sudbury model democratic schools, some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write; and they have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write.
[12]
In a similar form students learn all the subjects, techniques, and skills in these schools.
Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools , an alternative approach in which children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions , learn at their own pace and style rather than following a compulsory and chronologically-based curriculum.
[13][14][15][16]
Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.
Gerald Coles asserts that there are partisan agendas behind the educational policy-makers and that the scientific research that they use to support their arguments regarding the teaching of literacy are flawed. These include the idea that there are neurological explanations for learning disabilities.
[17]
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One of the most common and widely-used
[18]
categorizations of the various types of learning styles is Fleming's VARK model (sometimes VAK) which expanded upon earlier Neurolinguistic programming ( VARK ) models
[19]
:

1.
visual learners ;
2.
auditory learners ;
3.
kinesthetic learners or tactile learners .
[1]
Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening
(lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience— moving, touching, and doing (active exploration of the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of these areas.
Students can also use the model to identify their preferred learning style and maximize their educational experience by focusing on what benefits them the most.
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Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert J. Sternberg listed various cognitive dimensions in his book Thinking
Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI) and the DISC assessment .
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Chris J Jackson 's neuropsychological hybrid model of learning in personality argues Sensation
Seeking provides a core biological drive of curiosity, learning and exploration. A high drive to explore leads to dysfunctional learning consequences unless cognitions such as goal orientation, conscientiousness, deep learning and emotional intelligence re-express it in more complex ways to achieve functional outcomes such as high work performance. The model aims to explain many forms of functional behaviour (such as entrepreneurial activity, work performance, educational success) as well as dysfunctional behaviour (such as delinquency and anti-social behaviour). The wide applicability of the model and its strong grounding in the academic literature suggests that this evidence based model of learning has much potential. Latest research is summarized here.
[20]
Evidence for this model is allegedly impressive.
[21][22][23][24][25][26]
Siadaty and Taghiyareh
(2007) [27] report that training based on Conscientious Achievement increases performance but that training based on Sensation Seeking does not. These results strongly support Jackson's model since the model proposes that Conscientious Achievement will respond to intervention whereas Sensation Seeking (with its biological basis) will not. Jackson's papers can be downloaded here .
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The Seven Learning Styles
 Visual (spatial):You prefer using pictures, images, and spatial understanding.
 Aural (auditory-musical): You prefer using sound and music.
 Verbal (linguistic): You prefer using words, both in speech and writing.
 Physical (kinesthetic): You prefer using your body, hands and sense of touch.

 Logical (mathematical): You prefer using logic, reasoning and systems.
 Social (interpersonal): You prefer to learn in groups or with other people.
 Solitary (intrapersonal): You prefer to work alone and use self
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
 If you use the visual style, you prefer using images, pictures, colors, and maps to organize information and communicate with others. You can easily visualize objects, plans and outcomes in your mind's eye.
You also have a good spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely get lost. When you walk out of an elevator, you instinctively know which way to turn.
 The whiteboard is a best friend (or would be if you had access to one). You love drawing, scribbling and doodling, especially with colors. You typically have a good dress sense and color balance (although not always!).
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 If you use the aural style, you like to work with sound and music. You have a good sense of pitch and rhythm. You typically can sing, play a musical instrument, or identify the sounds of different instruments.
Certain music invokes strong emotions. You notice the music playing in the background of movies, TV shows and other media. You often find yourself humming or tapping a song or jingle, or a theme or jingle pops into your head without prompting.

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
 The verbal style involves both the written and spoken word. If you use this style, you find it easy to express yourself, both in writing and verbally. You love reading and writing. You like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. You know the meaning of many words, and regularly make an effort to find the meaning of new words. You use these words, as well as phrases you have picked up recently, when talking to others.
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 If the physical style is more like you, it's likely that you use your body and sense of touch to learn about the world around you. It's likely you like sports and exercise, and other physical activities such as gardening or woodworking. You like to think out issues, ideas and problems while you exercise. You would rather go for a run or walk if something is bothering you, rather than sitting at home.
 You are more sensitive to the physical world around you. You notice and appreciate textures, for example in clothes or furniture. You like 'getting your hands dirty,' or making models, or working out jigsaws.
 You typically use larger hand gestures and other body language to communicate. You probably don't mind getting up and dancing either, at least when the time is right. You either love the physical action of theme park rides, or they upset your inner body sense too much and so you avoid them altogether.
 When you are learning a new skill or topic, you would prefer to 'jump in' and play with the physical parts as soon as possible. You would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works.

 The thought of sitting in a lecture listening to someone else talk is repulsive. In those circumstances, you fidget or can't sit still for long. You want to get up and move around.
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
 If you use the logical style, you like using your brain for logical and mathematical reasoning. You can recognize patterns easily, as well as connections between seemingly meaningless content. This also leads you to classify and group information to help you learn or understand it.
 You work well with numbers and you can perform complex calculations. You remember the basics of trigonometry and algebra, and you can do moderately complex calculations in your head.
 You typically work through problems and issues in a systematic way, and you like to create procedures for future use. You are happy setting numerical targets and budgets, and you track your progress towards these. You like creating agendas, itineraries, and to-do lists, and you typically number and rank them before putting them into action.
 Your scientific approach to thinking means you often support your points with logical examples or statistics. You pick up logic flaws in other peoples words, writing or actions, and you may point these out to people (not always to everyone's amusement).
 You like working out strategies and using simulation. You may like games such as brainteasers, backgammon, and chess. You may also like PC games such as Dune II, Starcraft, Age of Empires, Sid
Meier games and others.



 If you have a strong social style, you communicate well with people, both verbally and non-verbally.
People listen to you or come to you for advice, and you are sensitive to their motivations, feelings or moods. You listen well and understand other's views. You may enjoy mentoring or counseling others.
 You typically prefer learning in groups or classes, or you like to spend much one-on-one time with a teacher or an instructor. You heighten your learning by bouncing your thoughts off other people and listening to how they respond. You prefer to work through issues, ideas and problems with a group. You thoroughly enjoy working with a 'clicking' or synergistic group of people.
 You prefer to stay around after class and talk with others. You prefer social activities, rather than doing your own thing. You typically like games that involve other people, such as card games and board games.
The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey.
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
 If you have a solitary style, you are more private, introspective and independent. You can concentrate well, focusing your thoughts and feelings on your current topic. You are aware of your own thinking, and you may analyze the different ways you think and feel.
 You spend time on self-analysis, and often reflect on past events and the way you approached them. You take time to ponder and assess your own accomplishments or challenges. You may keep a journal, diary or personal log to record your personal thoughts and events.
 You like to spend time alone. You may have a personal hobby. You prefer traveling or holidaying in remote or places, away from crowds.
 You feel that you know yourself. You think independently, and you know your mind. You may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of yourself.
 You prefer to work on problems by retreating to somewhere quiet and working through possible solutions.
You may sometimes spend too much time trying to solve a problem that you could more easily solve by talking to someone.
 You like to make plans and set goals. You know your direction in life and work. You prefer to work for yourself, or have thought a lot about it. If you don't know your current direction in life, you feel a deep sense of dissatisfaction.