Instruction and Learning Styles Essay Example | Topics and Well Written Essays - 1000 words

Instruction and Learning Styles - Essay ExampleAt this level of higher encyclopedism, I would say that auditory learning style is dominant over the other styles which are only apply in some subjects. To enhance that the auditory method is effective there are various learning habits tailored to get much out of the dissect time. These study habits whitethorn include recording of lectures for after hearing, group discussions, reading out lecture notes softly to you, tutoring others and participating in classroom discussions. Not each of the menti unrivaledd habits may be effective to me since some like taping the lecture for later hearing may lead to time wa constitute and poor attention during the actual lecture. I would prefer reading quietly sooner than reading loudly except for exercises to enhance reading skills. The other three study habits facilitate quick learning, and by this, different points missed during the individual study time are shared. After an individual study, o ne may tutor others so as to instill knowledge and enhance understanding for a lifetime. .The study habits to enhance effective usage of time in visual learning may include draft copy diagrams relevant to the study contents. Mind mapping may also be effective in cases of silken materials, chains, processes and may used to link related information. Others may include use of flash cards, creation of mental pictures and rewriting of lecture notes in own words. The last style, kinesthetic, is the use of concepts given in a practical environment. It includes study habits such as underlining and highlighting key points in the notes. Answers to various exercises to be used in a lifetime such as of multiplication tables, squares and square roots may be ingeminate during other activities such as jogging and walking. One may also create own reading tests and teach the learnt topics to your group again. Reflective judgment Reflective judgment is a model that describes the development of think from adolescence to adulthood. It looks into the thinking where knowledge is obtained by solving problems from both the certainty and uncertainty. The model describes a dimension of cognitive development gathered from theoretical work of the scholars John Dewey (1933, 1938), Piaget (1960, 1970 1956, 1974), Flavell (1963, 1971, 1977), Perry (1968, 1981), Broughton (1975, 1978), Fischer (1980 Lamborn & Fischer, 1988) and Kegan (1982, 1994). The model is featured in seven developmentally related stages of assumptions on how knowledge is acquired. The seven stages are summarized into three levels of reasoning namely pre- reflective (Stages 1-3), quasi-reflective (Stages 4 and 5), and reflective (Stages 6 and 7). The pre-reflective reasoning involves the belief that knowledge is certain if only it is acquired through direct observation or from an authority figure. It is divided into three stages i.e. stage 1 to 3. In stage 1, assumption is that, knowledge is despotic and concrete . Knowledge is obtained from direct observation and beliefs need no justification. In this stage, a belief is true if is the taken as the truth. In stage 2, assumption is that knowledge is absolutely certain though not straightway available since it can also be obtained from authority figures other than through direct observation. Justification of the beliefs comes from accord to those of an authority figure such as a teacher or a parent. In stage 3, the assumption is tha