Cuestionario 2

Learning styles and strategies

GENERAL AND SPECIFIC QUESTIONS

1.    After analyzing the definitions of learning styles given in the lecture, make
your own interpretation of each of them, and finally write your personal
definition, based on your professional experience. 

Here’s my overview of all four learning style types.

 Visual - Visual learners are better able to retain information when it’s
presented to them in a graphic depiction, such as arrows, charts, diagrams,
symbols, and more. Similar to how designers use visual hierarchy to
emphasize specific design elements, visual learners thrive with clear pictures
of information hierarchy.

 Auditory - Sometimes referred to as “aural” learners, auditory learners prefer

listening to information that is presented to them vocally. These learners work
well in group settings where vocal collaboration is present and may enjoy
reading aloud to themselves, too.

 Reading & Writing - Focusing on the written word, reading and writing
learners succeed with written information on worksheets, presentations, and
other text-heavy resources. These learners are note-takers and perform
strongly when they can reference written text. 

 Kinesthetic - Taking a physically active role, kinesthetic learners are hands-

on and thrive when engaging all of their senses during course work. These
learners tend to work well in scientific studies due to the hands-on lab
component of the course.

2.    How do you generally identify your student’s learning styles? Be ready to

illustrate the techniques you use to identify the different learning styles.
-       Make a brief classification of the different styles identified in your group.
-       How does the diagnostic test you are applying help you identify such
learning styles?
the idea that learning styles are the best way to learn for a student has been
debunked. However, learning styles are widely accepted in education as a
way to promote the idea that every student learns differently. Learning styles
are not a prescription for teaching students, but they help a teacher
recognize the preferential way in which a student processes and retains
information.

Recognizing visual learners: The visual learners in my classroom like to see

and observe the things that they are learning about. Visual learners like to
use pictures, diagrams and written directions to access information. This
learning style has also been known as “spatial.” The students who are visual
or spatial learners might draw, make lists or take notes in order to interact
with and process information.

Supporting visual learners: Some of the more traditional styles of my

teaching support visual learners, such as whiteboards or projecting
information onto a screen. Assignments could ask learners to make pictures
or diagrams. In addition, providing class notes or handouts that students can
follow along with are a great way to integrate visual learning into my
curriculum. Visual learners may have a tough time with lectures and could
need more time to process information that they hear auditorily.

Recognizing auditory learners: The auditory learners in my class learn best

by listening and relating information to sound. These are students who prefer
listening to a lecture or a recording rather than taking written notes. They
may also be students who think out loud and speak through a concept in
order to dive into it. Your auditory learners are most likely your most vocal
students in class. They may also be the ones who read out loud to
themselves. Auditory learners often repeat what a teacher has said to
process what the directions are.

Supporting auditory learners: Including a lot of time for discussion can

support the auditory learners in my classroom. They want to hear what
others have to say and share their own ideas in order to learn and process
information. When you are giving a lecture, ask auditory learners to repeat
what they have learned back to you. Call and response or question-and-
answer processes can also benefit auditory learners. In addition, auditory
learners appreciate watching videos about a topic and listening to
audiobooks or recordings.

Recognizing reading/writing learners: This learning style is often confused

with visual learning because reading/writing learners like to learn using the
written word. This may seem like visual learning, but reading/writing
preference learners can be discerned as those who express themselves
through writing. They also enjoy reading articles and writing in diaries or
journals. Your reading/writing learners may be experts with search engines
and even old-school encyclopedias. They hunger for knowledge that they
gather through reading.
Supporting reading/writing learners: Most of the traditional educational
system caters toward this type of learner. The reading/writing learner learns
by researching, reading books and writing. They will usually be content to
write an essay or create a written project. While these students may not be
as vocal as auditory learners, they can express themselves well with the
written word. I try to give the reading/writing learner time to write their
answers and work through their thoughts on paper.

Recognizing kinesthetic learners: They learn by experiencing and doing.

They like to use their hands and bodies as learning instruments, often acting
out events and using their hands when they talk. A kinesthetic learner may
seem wiggly in the classroom. Students who are particularly good athletes or
dancers may be kinesthetic learners because they are adept at following the
directions of a game or a dance using their body. With latter characteristics I
use to recognize them.

Supporting kinesthetic learners: Since kinesthetic learners learn through

movement, we as a teachers may ask them to act out scenes from a book or
use movement in other ways during the learning process. For example, a
kinesthetic learner can benefit by walking in place or pacing in a small area
while trying to memorize facts. Additionally, when learning can be associated
with movement of some kind, such as teaching vocabulary using the total
physical response method, kinesthetic learners may retain that information
more readily. The kinesthetic learner who connects with something physically
can use that information to understand more abstract and theoretical
concepts.

Finally, for helping me to identify which learner style a student has, the
diagnostic test is vital because in that test is been used activities or tasks, which
helps to identify learning styles.

3.   Concerning the strategies studied, which ones are the most employed by
your students?  Give some examples. You may refer to some other strategies,
according to your knowledge and professional experiences.  
The most ones are metacognitive strategies and cognitives, perhaps
aocioaffective not so much. For instances, some examples of metacognitive
activities include: planning how to perform a learning task, applying appropriate
strategies and skills to solve a problem, self-assessment and self-correction as
a result of evaluating one's own progress toward completing a task.

Other strategies could be Spaced Practice. Space out your studying over time.
Retrieval Practice. Practice bringing information to mind without the help of
materials

4. How do learning styles and strategies influence on second language

acquisition. Substantiate.
Teachers should be aware of the ways their students acquire, retain, and
retrieve information. This enables them to follow certain teaching strategies that
can enhance the abilities and the attitudes of their students, especially in
learning another language. Learning styles can be dichotomous in terms of
dimensions

5. How do multiple intelligences relate to second language acquisition? Mention

them and explain their role in developing language skills.

Multiple Intelligences Theory has proved that intelligence, as an individual

cognitive factor, has a significant influence on the process of SLA and can
account for the learners’ variation in second language learning. The theory of
Multiple Intelligences has caused some educators and language researchers
to reassess classroom practices both in education in general and in many
areas of language teaching and learning in specific. Before investigating the
effect of this important factor, a comprehensive understanding of the term
seems to be essential. The application of the theory of multiple intelligences
varies widely. It runs the gamut from a teacher who, when confronted with a
student having difficulties, uses a different approach to teach the material, to
an entire school using MI as a framework. When humanism started to have a
decisive impact on education in the 1960s, the conventional, authoritative
teacher-centered instruction gave way to the learner-centered mode of
instruction. Educators began paying more attention to the impact of
affective factors such as feelings, emotions, anxiety, frustration,
motivation…
The intelligences are:
Types of Multiple Intelligences
 Visual / Spatial Intelligence. Ability to perceive the visual. ... 
 Verbal / Linguistic Intelligence. Ability to use words and language. ... 
 Logical / Mathematical Intelligence. ... 
 Bodily / Kinesthetic Intelligence. ... 
 Musical / Rhythmic Intelligence. ... 
 Interpersonal Intelligence. ... 
 Intrapersonal Intelligence.

6. What does the planning of activities represent in language knowledge and its
use?
- How many types of activities are required for developing linguistic skills?
- Which ones do you use the most in your classes?
- Which ones do your students enjoy the most? And the least?  Explain

In particular, it enables you to reflect on how the lesson is going whilst it is in

progress, and to think about whether and how small adjustments might need to
be made, and time to think about how well each pupil's learning experience is
being optimized.
Generally speaking there are 4 main linguistic skills: oral production and
comprehension, relating to the oral medium, and written production and
comprehension relating to the visual medium. Speech and Writing involve
production on the part of the language user, which is why they are called
productive skills.
I used more often Speech and also comprehension relating to language
learning on my classes.
I guess the ones more enjoyable are the activities which involves social skills
and communication among people. The less enjoyable are the written because
for most of the students is kind of boring.

7. Plan some activities, according to your students´ personal styles and

strategies:
- Explain the objectives
- Procedures
- Necessary aids

Role Playing:
The objective is to communicate with others about a specifically situation in
life.
Procedures: "each student takes the role of a person affected by an Earth
science issue, such as a volcano or a polluted lake and studies the impacts
of Earth science issues on human life and/or the effects of human activities
on the world around us from the perspective of that person."
The necessary aids should be the equal level of language abilities of the
participants.