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Learning Styles - 14300_41
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Summary - 14300_43
drawing   conclusions. They   learn   best   from   lectures,   films,   and   reading.   Reflective   learners prefer  to  play  the  role  of  the  impartial  observer  while  watching  others.  To  operate  the  fire pump,  reflective  learners  would  watch  others  operate  the  pump  and  reflect  (think)  about  the different  ways  of  operation.  They  would  then  analyze  their  observations  before  attempting  to operate  the  pump  themselves. Abstract   learners   refer   a   theory-based,   analytical   approach   to   learning.   They   learn   best   from lectures  by  experts,  theoretical  reading,  case  studies,  and  activities  that  require  solitary  thinking. Abstract  learners  like  to  find  the  “theory”  behind  the  subject  matter  and  analyze  the  approach to   discover   what   concepts   are   involved.   In   operating   the   fire   pump,   they   would   prefer   to   read about  its  principles  of  operation  and  to  analyze  the  concepts  involved  in  its  operation  before attempting  to  operate  it. Research  has  shown  that  students  learn  best  and  retain  information  longer  when  they  are exposed  to  learning  situations  that  include  all  four  learning  styles.  That  research  found  that group  retention  of  information  improved  dramatically  when  instruction  employed  methods designed   to   involve   more   than   one   learning   style.   This   is   shown   by   the   following   percentages: m  Abstract  =  20%  retained H   Abstract   and   reflective   =   50%   retained n   Abstract,   reflective,   and   concrete   =   70%   retained n   Abstract,   reflective,   concrete,   and   active   =   90%   retained REASONS   FOR   FORGETTING You  can  easily  understand  the  problem  of  forgetting,  since  we  all  forget  at  times.  However, as  an  instructor,  you  need  to  know  how  you  can  help  decrease  the  forgetfulness  of  your students. One  of  the  most  common  causes  of  forgetting  is  disuse.  People  tend  to  forget  what  they  don’t use.  What  we  forget  with  ease  is  factual  information. That’s  why  we  write  down  telephone numbers.   People   have   both   long-   and   short-term   memories.   For   example,   short   order   cooks who  receive  verbal  orders  from  waiters  and  waitresses  place  those  orders  in  short-term  memory and   as   they   till   the   orders,   forgets   them. So,  too,  we  forget  the  telephone  numbers  we  just looked   up   a   short   time   ago.   However,   factual   information   important   to   daily   functioning   goes into   our   long-term   memory,   so   we   usually   retain   it. Data   in   that   category   includes   Social Security  numbers,  personal  identification  numbers  for  bank  cards,  frequently  called  telephone numbers,  certain  addresses,  and  so  forth. Since  your  students  won’t  remember  factual  information  very  long,  plan  their  learning  around conceptual   bases.   Give   students   a   concept   and   the   knowledge   of   how   to   research   and   retrieve facts  about  that  concept  and  you  give  them  permanent  learning.  Concentrate  on  concept building  by  reviewing  frequently,  providing  examples,  and  providing  time  for  students  to practice   what   they   are   learning. Another  cause  of  forgetting  is  interference. Interference   occurs   when   the   memory   of   one 30

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