Adapting Teaching to the Learning Styles of Native Indian Students.Report as inadecuate




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Learning styles are the mental processes and instructional settings a student uses most effectively while learning. Five dimensions of learning style related to cognitive processes are global-analytic, verbal-imaginal, concrete-abstract, trial and error plus feedback versus reflective, and modality (preferred sense for input). In addition, there are learning style dimensions external to the learner, such as cooperative versus competitive instructional setting, group versus individual learning, and variations in physical setting. Cognitive learning styles are usually learned and used unconsciously, and are related to cultural teaching patterns used by parents and elders. Indian students tend to have strengths in the visual modality and toward the global, imaginal, reflective, and concrete ends of learning-style continuums. However, there is considerable diversity among Indian cultures and among individuals in the same culture. Teaching style is best defined as providing a teaching situation that emphasizes a certain learning style. Teachers can incorporate learning styles into their classroom strategies by identifying the learning styles of each of their students, matching teaching style to learning style for difficult tasks, strengthening weaker learning styles through easier tasks and drill, and teaching students learning-style selection strategies. Examples are given. Appendices include identification scales for student learning style and teacher's own teaching style, behavioral indicators of learning styles, and observation techniques. (SV)

Descriptors: American Indian Education, Canada Natives, Cognitive Style, Cultural Differences, Cultural Influences, Elementary School Students, Elementary Secondary Education, Foreign Countries, Individual Differences, Learning Strategies, Secondary School Students, Teaching Methods, Teaching Styles











Author: More, Arthur J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11281&id=ED366493







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