How to Identify Different Types of Learners

How to Identify Different Types of LearnersHow does a instructor identify the different types of learners in a talking to classroom and how best curriculum for this afterwards?plan, t severally / act, observe and reflect(Sue Davidoff and Owen van den Berg, 1990)The ObservationMy observation was undertaken at the British Council in capital of Kuwait/Gulf Regionej1. The observation class was of mixed nationality Arabic quarrel speakers at Intermediate level. There were twenty assimilators in total, 80% males to 20% females. The class comprises of 30% schoolchilds, 60% working or professional people 10% homemakers others. The age range is between 20 to 55 years. The class is halfway through a 6 months language course. I observed and was involved in a 90 minute lesson foc victimisation on vocabulary, reading and speaking. At the end the instructor answered my prepared questionnaire (see Appendix)ej2.The pursuance essay consists of a brief theoretical, analytical and practical e xamination of learning styles and typologies in a language classroom and how best to plan for them. It includes an analysis of specific elements from the observed lesson (see Appendix for a copyej3) put in the context of theory and intended future rehearse.To support the lesson, the teacher used the fair board, an overhead projector with one transparence and three handouts. Whole class work focused on provision of vocabulary and contextualisation of the material. The material was real and relevant to modern interests and cultures. The teacher used discussion starters to motivate and assist student interest and involvement (as Allwright and Bailey advise, 1991) Responses were elicited from the class and supported through teacher modelling of pronunciation and writing on the white board. Individual work was limited. The teacher had established small pigeonholings (three to four students) aimed at balancing ethnic background and gender.Research channelises the greatness of tas te and catering for different learning styles and cognitive strategies. When a learning style is non catered for, the student can easily become bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects (Zhenhui, 2001). Various parameters have been constructed for defining students preferred way of learning, much(prenominal) as Knowles (1982) concrete, analytical, communicative and authority-orientated learning styles (cited in Richards, 1994). Another defines the groups as auditory, visual and kinaesthetic learning styles (Krause et al, 2003, pp154-155) whilst figure 1 gives a representation of student and teacher inter-reactions dependent on learning styles. Some researchers such as Richards (1994, pp.59-77) consider an individuals culture as vital to understanding learning styles. Ladson-Billings (1995) advocates a method of Culturally Responsive Teaching which integrates cultural points of reference thro ugh out the learning process. Others disagree (Kubes, 1998, cited in Krause) and cite more(prenominal) universal forms of learning.This class was both interested and engaged in its learning. However, during the interview, the teacher expressed a wish that there was more time for individual tailoring. The teacher acknowledged that this would better cater for the range of learning styles. More concrete resources (actual materials eg fruit, etc) and increased use of visual aids (magazines, more transparencies, laminated pictures) may also attention to convey understanding and increase retention.Two tests were used during the class one was a linking exercise and one a reading exercise. The teacher finished the lesson with each student expressing an opinion on an article using the lessons language. Whilst these were not formal tests, they involved assessment strategies. As Nunan points out (1990, p62) assessment contributes part of the information for student evaluation. As this infer s, the tools for student assessment, be they observational, formative or summative, need to balance with an understanding of the bigger picture. For example, the goal may be to allow students to understand, practise and develop their give language and learning strategies (see Hismanoglus exploration of lecture Learning Strategies, 2000) be they direct or indirect strategies (Oxford, 1990, p9). Most students require build and precise scaffolding (Vygotsky, in Krause, 2003, pp60-65) to develop their metacognitive practises for making meaning. Assessment can act as a benchmark to the success of the learning process and show the teacher areas that need to be covered again or in a different way.There is no space here to do full-of-the-moon justice to the impact of the learning environment upon students yet it needs inclusion for a balanced understanding of students learning styles. Suffice it to say that, as Nunan and give birth say (1996), the teacher needs to aim for a safe, posit ive and progressive environment that encourages student participation, thinking and risk-taking. Much as assessment is an end outlet of reflection upon what one wants to define, the learning environment should be based upon a thorough understanding of theoretical aspects. For example, traditional tenet methods tended towards a unitary hail to intelligence. Contemporary theories, such as Gardners work on multiple intelligences (cited in Krause et al, 2003) allow for the inclusion of variable factors that define a students strengths and weaknesses. Many agree with Wilsons (1998) assertion that Gardners MI theory helps teachers createmore personalized and diversified instructional experiences and develops empowered learners (http//www.newhorizons.org/strategies/mi/wilson1.htm) look 2. Adapted from Huitt, 2004, http//chiron.valdosta.edu/whuitt/col/regsys/maslow.htmlThis holistic approach agrees with an understanding of other influences upon learning, Maslows hierarchy of needs for ex ample (see Figure 2), or Bronfenbrenners (1979) bionomic systems theory. These ecological factors encourage more integrated forms of assessment and are particularly useful in understanding various forms of washback (see Cushing Weigle, 2002) that may result. Other more structured tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place.The teacher used gender and ethnic background to balance the groups. The groups worked well together in a pro-social manner. However, Woods encourages conscious examination of an educators own attitudes, especially when the may cause subconscious actions and opinions to form (Woods, 1996). Should the two parameters of gender and ethnicity become constraints, then they are not valid means of group construction. Sometimes is waited that not all group members contribute in their cooperative learning. However, research has shown that even those who do not appear to be so communicative do benefit to a deg ree from the listening and processing that this format provides. It may be that they are better at working individually and as such should have the opportunity to do so.The teacher used elements of the 3 Ps approach presentation, practise, production. However, as the lesson transcript shows, the language was expanded in what became more of a Harmer-style engage study activate method.I would like to list the implications for my own teaching under the following pointsUse a wide range of teaching strategies and styles to ensure comprehension eg support spoken material with writing on the white board, leave the transparency up on the overhead projector, bring in concrete materials, provide visual clues, model your required responses, set short, realistic goals and review and recycle often. (Antonaros, 2005 ), role play, use song.Use methods according to the area you wish to cover, the materials you have prepared and present concisely and precisely. If the area is suited best to dire ct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal.Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development.Take an action research approach to (for example Wrights, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes.Use active listening to understand, modelling to improve and discussion to encourage communicationUse teacher modelling strategies to develop the students self-reliant language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn.Providing a positive learning environment where mistakes are not deridedAssign readiness that re-caps and therefore re-enforces the issues covered in the lesson.Ensure equity in communication make sure everyone has a chance to speak.Every teacher who has taught a group of grown-ups knows that some individuals may be reluctant to speak, especially when they realize or assume that other students are more fluent.(Turula, 2002)ReferencesAllwright, D. Bailey, K. (1991). Focus on the language Classroom. Cambridge, UK Cambridge University Press.Antonaros, S. (no date) face Inside and Out for the Answer to Motivating Our Learners http//www.tesolgreece.com/nl/75/7505.html) Accessed 7th February 2006Davidoff, S., Van Den Berg, O. (1990) Changing Your Teaching. The challenge of the classroom. Pietermaritzburg Centaur PublicationsGardner, H. (1983) Frames of Mind. New York Basic Books,Harmer, J (1998) How to Teach English. Harlow, UK LongmanHismanoglu, M. (2000) Language Learning Strategies in Foreign Language Learning and Teaching, The Internet TESL Journal, Vol. VI, No. 8, August 2000Knowles, L (1982) Teaching and Reading. London, UK National Council on Industrial Language Training.Krause, K., Bochner, S., Duchesne, S. (2003) Educati onal Psychology for learning and teaching. Southbank, Victoria Thomson.Kubes, M (1998) Adaptors and innovators in Slovakia Cognitive style and social culture. European Journal of Personality, 12(3), pp.187-198Ladson-Billings, G. (1995). But thats just good teaching The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.Lowes, R. Target, F. (1998). Helping Students to Learn. London Richmond.Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UK Oxford University Press.Nunan, D., Lamb, C. (1996). The Self-Directed Teacher. Cambridge, UK Cambridge University Press.Oxford, R. (1990). Language Learning Strategies What Every Teacher Should Know. New York, USA Newbury kinsperson Publishers.Richards, J.C., Lockhart, C.L. (1994). Reflective Teaching in Second Language Classrooms. Cambridge, UK Cambridge University Press.Richards, J.C. Nunan, D. (eds.). Second Language Teacher Education. Cambridge, UK Cambridge University Press.Turula, A (2002) Language Anx iety and Classroom Dynamics A report card of Adult Learners. Forum English Teaching Online, US Dept of State, Vol. 40 (2). http//exchanges.state.gov/forum/vols/vol40/no2/p28.htmtopWilson, L (1998). Whats the big attraction? Why teachers are drawn to using Multiple Intelligence Theory in their classrooms? http//www.newhorizons.org/strategies/mi/wilson1.htm Accessed 7 February 2006Woods, D. (1996) Teacher Cognition in Language Education. Cambridge, UK Cambridge University PressWright, T. (1987). Classroom Management in Language Education. Hampshire, UK Palgrave MacmillanWright, T. (1987). Roles of Teachers and Learners. Oxford, UK Oxford University Press.Zhenhui, R. (2001) Matching Teaching Styles with Learning Styles in East Asian Contexts, The Internet TESL Journal, Vol. VII, No. 7, July 2001WebsitesMatching teaching styles http//iteslj.org/Techniques/Zhenhui-TeachingStyles.html accessed 3 February 2006.Language Learning Strategies http//iteslj.org/Articles/Hismanoglu-Strategies.ht ml accessed 3 February 2006Maslows Heirarchy of Needs, Huitt, 2004, http//chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Accessed 7 February 2006Language Teaching http//www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdf accessed 5 February 2006ej1Where exactly, or does this remain hypothetical?ej2Need to verify and add reckonej3Need to verify and add number