An accommodating learning style

you tend to see the environment as a whole which, for you, is difficult to analyse into separate components.

On the other hand, if you can more easily screen out features which are not part of what you are concentrating on, you tend to be field-independent.

One thing that has been worrying me in developing and using materials is the fact that individual students and whole classes respond to tasks in very different ways, so that the same strategy (for example, using inductive questions to become more aware of grammar points) has a different appeal to different students and therefore meets with various degrees of acceptance or rejection in the class.

In a way, this means that a student s general approach to learning is perhaps even more important than his or her use of a particular strategy or technique.

It also means that it may be interesting and valuable to investigate not just how students go about learning in terms of strategies, but also how students use their more general preferences about learning.

A second motivation to investigate learning styles came from the idea that by understanding more about our own learning styles we can probably understand more about our own teaching styles.

These individual differences are obviously related, but I felt the need to concentrate on one - learning styles - as the focus of my project.

I believe that a basic component of what we do as teachers and why we do it reflects what we did in the past and would do even now as learners.

Learning styles are one of the many kinds of individual differences which affect learning - age, aptitude, general intelligence, modality preferences (e.g.

1): At the very top we might place personality - the very general basic individual character structure.

Further down the line we meet learning styles - how personality works in a learning context, for example in the classroom; styles reflect the individual s consistent and preferred learning approach, an approach which he or she exhibits time and time again, in a wide range of situations and contexts - and not necessarily in school contexts.

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