How an understanding of different learning styles and learning cycles might be

of benefit in teaching a year 9 set

John Aikeremiokha

Abstract
This study will attempt to focus on improving targets set following the OFSTED inspection to
my school. The report stresses on raising the quality of teaching and learning, particularly in
science and ICT, by ensuring that expectations are high and that learning activities are
appropriately challenging in all lessons

I was employed to teach ICT two years after the OFSTED report. I reflected on ways I can
impart on the quality of learning within my subject. However, this study provides me with an
opportunity.

The study will explore different learning styles in relation to its influence in my practise as a
teacher and also attempt to use findings to answer questions and challenges I have reflected
upon in my teaching. These questions are:

how can I incorporate findings in a learning activity?

is it practicable applying different learning style?

would the use of different learning styles improve behaviour during a learning activity?

would applying different learning styles develop learners?

The study will carry out a survey of a year 9 set, with practical activities on understanding the
meaning of learning, its methodology, learning cycles and will then attempt to use findings to
answer the above questions.

Introduction

Although not everybody will agree with me that there is not an effective use of learning styles
to inform planning within a classroom setting.

Teachers are more concerned about teaching strategies that conforms to their learning
styles rather than the learners themselves.

It is also surprising that lesson templates in most schools do not accommodate learning
preferences for learners.

Teachers do not really understand the concept of differentiation. I until now understand the
concept to mean teacher being aware of “Some will.....less able will... the more able will.....”
whereas in actual fact, it is to understand that pupils learn differently, and it is just as
important to provide teaching resources to address this.

Too much concern on assessment for learning and paying less emphasis on training
teachers on the use of learning styles, helping and supporting teachers to implement
findings in classroom

1
As this is my tenth year of teaching in the UK, until my undertaking of this module, I have
always focused on developing a teaching style of adherence to lesson formats given to me
in different schools I worked at. On reflection, upon taken this module, I started to focus on
learners; I began to ask questions of how to develop learners as well as my teaching? I
began to wonder how well “assessment in learning” and “assessment for learning” will give a
good understanding of how children learn or understand in my lessons. I see a learning
activity as an opportunity for learners to make connection of what is being learnt to other
things relevant to them. To this end, I believe that the measure of understanding is not
evidenced in the use of formative and summative assessment. It is more effective in
recognising the natural way of children’s learning. Agreeing with john Holt (1982a)

Children have a style of learning that fits their condition and which they use naturally...he
believes that schools setting does not encourage this natural and powerful way of thinking
instead it makes children feels that where words or symbols or abstract thought are
concerned they can’t think at all. They think of themselves as “stupid” and incapable of
learning or understanding anything that is complicated, or hard or simply new.

In a learning situation, learning directors should create an atmosphere where children can
create a connection with their learning, so that not only few will become good at learning in
the way we try to make them learn, those that get frightened, humiliated and discouraged will
also see the essence of the activity to participate and become more involved in the learning
activity. Children as John Holts (1983b) puts it will no longer use their minds not to learn or
get out of doing the things we tell them to do. When we teachers better understand the
ways, conditions and spirit in which children do their best in learning, and are able to make
school into a place where they can use and improve the style of thinking and learning natural
to them, school may then become a place in which all children grow, not just in size, not
even in knowledge, but in curiosity, courage, confidence, independence, resourcefulness,
resilience, patience, competence and understanding.

What are the types of learning styles?

The mystery behind why one pupil perform better under one teacher versus another in the
same subject lies in the way the teacher presents the information and the type of learning
style that best meets the needs of the pupils. The fact that everyone has a different learning
style and learns better through different means shows that an understanding of different
learning styles by teachers will help improve the learning of pupils.

As the DfES (2004) will suggest, successful learning takes place when teachers play to
pupils’ strengths and build their capacity to learn in a range of styles. For this to happen,
teachers need to:

• have an understanding of the different learning styles within the class;

• create learning opportunities through a variety of teaching strategies and

techniques.

Pupils are then more likely to:

• access easily the activities presented to them;

• be enthusiastic and committed to the subject they are studying;

2
 • remain on-task and focused during group or practical activities

Understanding these learning styles and how best to meet the needs of these learning
styles by teachers is necessary in helping pupil learn better. However, Alan Pritchard (1983
believes that it is difficult understanding how each child learns, given that there are different
theories of learning, and he argued, that teachers in the secondary schools will find it a huge
task trying to understand ways every child learns. I think it is important to explore different
theories of learning, Keira Sewell (2008) provides a good guide to different proponents of
learning

Co constructed learning Accelerated learning

Learning designed jointly by teacher and Enabling student learn more naturally, more
student through negotiation effective and faster Alister smith advocated
a four stage learning circle connect, activate,
demonstrate n consolidate

Differentiated learning Constructivism

Learning that are tailored to individuals Features in the national strategies{black and
needs, ability etc William from kings college} giving students
regular, diagnostic, precise, actionable,
written or verbal feedback to improve
performance, However, i am of the opinion
that this can discourage creativity, too much
help sheets and elements of challenge is
weak!

learning to learn Assessment for learning

Developing thinking skills needed to become Clarifying learning outcomes, self

effective and independent learners, pupils assessment, probing questioning etc
reflecting on, learning about and learning for
learning process itself

Personalized learning Emotional intelligence

Tailoring education to individual needs For learning to succeed, teachers and

students b familiar with these influences

Multiples intelligences: Alan Pritchard

Identified 8 discrete intelligences identified four learning styles

Logical ( use of number and critical thinking) Activist: as those who prefer to learn by

1
Spatial (use of pictures, diagram, graphs) doing rather than by reading or listening

Intrapersonal (Personal Learning time and Reflection : stand back and observe, collect
choice) as much information before making a
decision
Interpersonal (Group work)
Theorist :try to connect understanding to
Kinaesthetic ( Movement) existing frame work
Musical ( Sound) Pragmatist : try to seek out and make use of
new ideas and seek practical implications
Verbal Linguistic ( Reading, Writing,
Speaking)

As will be shown in this study, I have adapted the four learning styles and made a learning
circle out of it. However, the understanding of many researchers that learners have
characteristic from all the four learning styles indicates that for effective learning to be
achieved, efforts be made at improving pupils in all the four styles, hence the introduction of
the Visual, Audio, kinaesthetic which is theoretically practised in many schools but know
measures in place to test its effectiveness. I believe this to be the case because teachers
are not confident in integrating learning styles into classroom that will support learning
activities, and more so, school management have not made real effort at supporting
teachers or giving training on how to apply VAK. There are big talks about assessment for
learning, assessment in learning but I will argue that identifying learning preferences and
using that to plan and teach lessons should be given the same attention in our education.

This study will explore VAK as a follow up to the understanding of different theories of
learning. Using Ldpride (2007) as a guide to exploring VAK, it explains VAK as learners in
each channels exhibiting certain traits

Visual Learners

Are people who learn through seeing, these learners need to see the teacher’s body
language and facial expression and to fully understand what is being taught. Visual learners
prefers sitting in front in avoidance of visual obstructions. They think more in pictures and
learn better from visual displays including diagrams, illustrated text books, over head
transparencies, videos, flipcharts, and hand outs. Visual learner prefers the taking of notes
during either classroom activities or group discussions.

Auditory Learners

Are people whose learning is more effective through verbal lectures, discussions, talking
things through and listening to what others have to say. Written information may have very
little meaning until it is heard. These learners often benefit from reading text a loud. Auditory
learners interpret the underlying meaning of speeches through listening to tone of voice,
pitch, speed

Kinaesthetic learners

1
Are learners that learn through moving, doing and touching, learning becomes more
effective through a more active hands-on approach. These set of learners may find it hard to
sit still for long periods and may become distracted by their need for activity and exploration.

Exploring learning Circle

The big question is how do we know more about learning?, according to john holt many think
the best way is by doing research on the brain itself in order to understand the right-brain
left-brain theory which holds that for some kinds of thinking we use one side of our brain,
while for other kinds we use the other. I wanted to use this theory to balance the
understanding of the learning circle, although I have my reservations just as john holt
(1983c) also stresses in his book about Omni magazine in an article called
“brainstorms”....”the new right-left brain theory has already been disproved and that different
kinds of mental activities cannot be precisely located in either one side or the order”

Still, I thought it was important to test my year 9 set to find out how this theory will be
applicable towards helping out in understanding how they learn and how I can use it to raise
level of my teaching. It became particularly useful using the DCS training handout (2008)

Pupils are to put a tick where applicable in opposite each statement, count up the ticks within
each style section and put the total in the appropriate box

Logical Learning Style Tick

(Left Brain)

I work systematically on subjects I don’t enjoy as well as on ones I do

I check through everything I write to ensure its flow and accuracy

I pay great attention to detail in all I do

I like to understand how things work and how ideas have been developed

I enjoy solving problems and posing new questions

I like tackling one task and completing it before undertaking another

I am a good critic, asking searching questions and raising doubts

I prefer to work through problems for myself

I like to make lists, work out timetables and have clear action plans

I prefer to listen to ideas rather than talk

I rework any project until I get it right

I stick to timetables and action plans I have made

1
I learn best by studying things for myself

I like reading for ideas and coming to my own conclusions

Total

Imaginative Learning Style

(Right Brain) Tick

I would not describe my approach to work or learning as systematic

I like to spend a lot of time just thinking

I enjoy making connections between different topics, and enjoy finding out how ideas
link together

I can spend a lot of time thinking about work without actually getting down to it

I prefer thinking and talking to written assignments

I like to find new and original ways of completing and presenting work

I like to work in bursts of energy

I like to float ideas with other people

I am comfortable working without timetables or plans

I enjoy working out new questions and alternatives

I would rather work from, and produce, creative diagrams than straightforward lists

I don’t like detail; I prefer seeing the whole picture

I enjoy challenging ideas

I like daydreaming. For me it’s fruitful

Total

Practical Learning Style Tick Enthusiastic Learning Style Tick

(left Brain) (Right Brain)

I like clear purpose and direction I get bored easily and enjoy
moving on to new things

I like planning my work I enjoy working in groups

1
I like to know exactly what is I am not interested in detail
required or expected before starting
a project

I know what is important to me and I learn by talking ideas through

what I want to achieve with other people

I like working on my own I like variety and prefer to flit from

task to task

I like to get on with a task and not be When I’m interested I get totally
sidetracked by new approaches and involved; when I’m not I shy away
alternatives from topics

I respect deadlines and am I prefer to skip read; trying to

impatient with those who don’t absorb everything is a waste of
time

I am usually very well organised I enjoy writing freely, letting ideas

flow rather than thinking through
things first

I think in advance about equipment I don’t read through or check my

and resources I need for work work once its completed

I use lists, charts and graphs that I like asking lots of questions to
give data rather than attempt to be find out all I need to know
works of art

I enjoy getting down to work I like new ideas and approaches

I read instructions carefully and work I like to take life as it comes and
methodically like timetables and be spontaneous

Total Total

The essence of this exercise was to build an awareness of the learning circle, help pupils
understand their learning preference, and based on scores, effort will be made to build on
strength and perhaps help area of weaknesses. The exercise is also to reinforce the
understanding that a combination of these learning styles will help make pupils better
learners

How did I develop the learning circle with the year 9 set?

The introductory exercise I gave examines how different types of learning are carried out by
different sides of the brain; the exercise was to explore pupil’s perceptions of learning and
how they learn, and to give pupils the opportunity to use the continuous cycle of learning. To
this end, I developed an activity to test how practicable this assumption is.

I started by explaining that the left and right sides of the brain are used for different sorts of
learning, and that we usually have preferences for using one side or the other. We learn
effectively when the two sides work together. For example, when we meet someone new,

1
the left side of the brain is used to remember the name and the right side to remember the
face.

Using the “snowball” exercise I asked pupils to write down

What is learning?

How do we learn?

What helps you learn effectively?

Interestingly the following response came up:

Some sort of change about behaviour.

Something one does for oneself.

Involves practice and experience.

Includes self-checking and questioning

How do we learn?

Listening and taking in information from a teacher

Thinking about the information

Use the information

Share the information

Apply the information

Pupils’ responses led me to introducing the learning circle using the Fenman training
example: carrying out an action, reflection on what happened, adding concepts and theory to
make sense, applying it next time.

I explained further that learning a new skills requires a conscious effort to get it to completion
and that there is a dreaded disease on the way which is known as the action trap: many of
us carry out an action, but do not move to the next stage of The Learning Cycle. We just
continue to the next action, so we fail to complete our learning. To avoid the action trap we
must strive to complete the learning process.

I applied the concept constructively using a classroom teaching structure and plotted the
below graph as illustration

To represent graphically:

Experience (carrying out an action pupils

work individually) Teacher give help sheets
to help
Teachers to give probing and challenging questions within the taught activities to

2
 help pupils round the circles

Reflect and share Ideas whilst Apply context in new

working in groups ( Teacher will situation (pupils link
give pupils questions within a understanding to new
learning activity to probe their situations ( Teacher apply
understanding home work or Q n A
sessions)

Forming concepts and generalisation.( Teacher introduces lesson

activities, explain topic and design questions with, how! what! and
why!

What make you learn effectively?

Below are the responses from pupils

participation is encouraged

differences are recognised

feedback is given and received

there is a good teacher

clear objectives or goals are agreed

a variety of methods is used

there is interest in the subject

success is achieved

you feel valued

you feel involved

there is time to reflect

there is a chance to put it into practice

there is an opportunity to share and compare

with others

it is clear how new learning fits with real world

1
there is a chance to try it out in safety.

Is it practicable?

The exercise looked good on paper, I could not measure the full effectiveness because it
was a one off lesson. I had the feeling from my observation that students were engaged with
very little or no disruption. Pupil completed the task. As it was an exercise I practised on my
own, I suspected a possible mismatch between the learning opportunities I presented to
pupils, maybe because of not having enough time to conduct a thorough understanding of
the range of learning preference within the classroom, I had the temptation of steering more
into my preferred style rather than the learners, the concern about behaviour management
when applying the kinaesthetic activities and more importantly the time constraints.

Would applying different learning styles develop learners?

In Paul Ginnis’s tool kit it states that

• students can take ownership of learning and make them better learners.

• Student will have an understanding of the bigger picture and know the purpose of the
lesson and how it fits in with what has gone on before.

• Raises self esteem, recognising the social and emotional needs of student

However, Alan Pritchard (2005) added that applying VAK will encourages learners to find
things out themselves, from experience , I found out that pupils are more likely to access the
activities presented to them, and display enthusiasm and commitment to the subject they are
studying, remain on task and focused during group or practical activities.

The human mind is a mystery, getting far in education is a delusion if we think we can
measure, know, and control what goes on in children’s mind. To this extent I agree with John
Holt (1983d) who believes we cannot do much but to guide and support

In my mind’s ear I can hear the anxious voices of hundred of teacher asking me,

“How can you tell, how can you be sure what the children are learning? Or even that the
children are learning anything?” the answer is simple. We can’t tell. We can’t be sure. We do
not need to “motivate” children into learning, by wheedling, bribing, or bullying. We do not
need to keep picking away at their minds to make sure they are learning. What we need to
do and all we need to do, is bring as much of the world as much into school and classroom;
give children as much help and guidance as they need and ask for; listen respectively when
they feel like talking; and then get out of the way. We can trust them to do the rest. However,
sharing the same understanding with Holt, the use of VAK will empower the children to take
control, and If students feel they are in control over their learning and can attribute success
or failure to factors they have control over, then they will be motivated to work to improve
their learning and achievements. If, however, they attribute success or failure to factors
beyond their control they will lose the sense of power to influence this. Applying the learning
circle, I found out that pupils showed more willingness to participate in the learning process,
the probing questions I prepared and shared with the pupils served as guide. Pupils showed
a lot of enthusiasm all through the circle. The time constraint did not allow me enough time
to measure impact, however, it was a method worth trying.

1
Would it improve behaviour?

Using the VAK to plan and teach lessons, I discovered that it brought me closer to
understanding the needs of pupils; it encouraged a connection with pupils who initially were
unconnected with the work. The fact that I moved around, and the proximity to pupils helped
their emotional attachment with the activity, and during the learning circle, I constantly
reinforced the behaviours that I considered acceptable and rewarded those who did well with
praise and attention. In this way, the suggestion of behavioural Theorist John B Watson,
that rewards inform of written comments in books, stamps, stickers, formal commendation,
can add value to children, improve their behaviour and add value to the activity being done
in class, Alan Pritchard (2005c), reinforces the same view by suggesting that learning is
about changing behaviour, schools should encourage a reward system that will add value to
children and effect a change in their behaviours. Although I believe that this may not have a
direct impact in a learning activity as it does to establishing a pattern of behaviour within a
classroom. It is more to make children behave well rather than have a direct impact to
learning.

Alan Pritchard (2005d) also acknowledged that researchers also believe that it may also
have a negative effect. However, it proved motivating to the pupils in my lessons, everyone
wanted to participate, behave well, and contribute to the learning process.

How can I relate findings to practice in a classroom?

Having explored the theories and styles of learning, the challenge was to put into practice
my findings in a classroom. In order to do that, I introduced a lesson about learning, and
from observation I found out the percentage of pupils in relation to learning styles. Visuals
and Auditory had more number of pupils, with kinaesthetic having a fewer number. The
challenge for me was to put this finding into planning, so as to adjust teaching strategies to
meet the needs of pupils.

Task one : Watched my self

I reflected on my teaching, listened to my recorded lesson to find out how balanced and
flexible I was. The essence was to ascertain the level of my awareness and response to
pupils exhibiting traits of VAK

Task two. Self awareness

How I spoke in class? Fast (V) medium (A) Slowly(K)

How I moved in class? I checked on how expressive I was, as a lot of gestures will appeal to
visual learners, and whilst I moved amongst students giving assistance with, appealed more
to kinaesthetic as those learners appreciated proximity and the hands on help

What do I look at in class? The student faces (V)

Giving out new information what form do I prefer? I tell them (A ) but the V and the K will
benefit if I gave them to read on paper and or give a task for them to discover the
information (k), How I wonder if time constraints will allow me do this every lesson.

Task 3 Awareness of student

1
 I paid attention to the challenging and the quieter ones. Seeking how they sit and which
remain upright and still listening to me (V) which students move about(K) who takes the front
row without an uninterrupted view of the teacher (V) which pupils talk a lot (A) who looks up
a lot(V) who looks down a lot?(K) which pupils fidget, fiddle, wriggle or tap?(K)

Task 4 Materials

I examined the type of activities students do to ascertain whether the learning channels were
well represented, as I only teach functional ICT skills in year 9, some activities and units
have videos and some interactive. I could not vary much of the materials, because it will
slow the pace of my classes in comparison with the pace of other classes from my
colleagues. Moreover, it will be more effective if the exercise was a whole departmental
approach in support from the school management.

Task 5

I took out my lesson plan, annotated each stage according to which channel the pupils will
be using, and also inserted activities that helps in balancing up the learning channel. Below
is the example of the lesson plan

ICT and VAK

Introduction / starter: ICT – This is (15 min)

an ICT lesson

Welcome students

Explain this is the first lesson on the health and safety associated with 3 mins
using computers (A)

10 mins
Load presentation and explain the basics (V) (A)

Send out work sheets and handouts around the class and Take
register. (K) (A) 2 mins

Development: (45 min)

10 mins

1
Ask students to work on the computers start on Task 2 on the
worksheet handout. Inform students they are to look at hand out to
identify health hazards. (K)

Go around the room assisted any students who require help (K)

35 mins

ASSESSMENT EVENT: Progress will be noted on the assessment

sheet and comments will be placed in the comments box. This will
help to highlight strengths / weaknesses. This will be performed whilst
patrolling the class to assist students.

approx
25 mins

Conclusion: (15
mins)

Do a recap on the lesson and what we have learnt. Give an indication

on what we will be doing next time. 8 mins

Hand out self assessment questionnaire for students to reflect on

what they have found difficult in the lesson
1 min

Set home work – See Continuity Task “”Thoroughly explain that these
tasks, whilst optional, will greatly assist them in their work for Task B“”
6 mins

Dismiss class.

Conclusion

1
The learning style and learning circles should be combined together as element that can be
used to improved the teaching and learning in a classroom.

The learning circle will involve the use of VAK and other constructive methods as highlighted
by pupils. It is important that every teacher recognises different learning styles of pupils and
apply strategies to implement them. Pupils will learn more effectively and be able to connect
their understanding of task to other areas of their lives.

Teachers will need to be trained to apply VAK in the planning of lessons, and identifying
learning styles of people should be a whole school priority rather than departments or
teachers.

I have been applying these strategies in my lesson, it is effective, although my target

following my observation is to get all year 9 to level one in functional skills, with improve
progress in understanding and participation, I am considering entering all year 9 for level 2.

In reflection, if I am to plan the integration of the learning styles and learning circle again

I will work with other teachers to:

Undertake an audit of the learning styles of the pupils either in a year group, or even key
stage,

review the schemes of work in the light of that audit to determine how well to accommodate
the range of learning styles that has identified (maybe audit the schemes of work from the
perspective of a chosen theory, either VAK, multiple intelligences or Gregorc’s four styles of
thinking)

work collaboratively to modify those schemes of work to take account of findings, providing
both range and choice in learning opportunities and outcomes.

With another teacher, create an observation schedule which focuses on the way in which the
lesson accommodates different learning preferences and the impact of this upon the pupils’
learning. Use this schedule with one or more of each other’s lessons and give feedback.

Investigate the impact on motivation of changes in teaching to accommodate different

learning styles. Prepare a report of your findings for distribution to colleagues

However, time constraints and who will assume responsibility for implementation, and
whether management will give support, are challenges that needs to be worked out.

1
References

Alan Pritchard Learning (2005a) Theories and Learning Styles in the Classroom, Great
Britain: David Fulton Publishers.

Alan Pritchard Learning (2005b) Theories and Learning Styles in the Classroom, Great
Britain: David Fulton Publishers

Alan Pritchard Learning (2005c) Theories and Learning Styles in the Classroom, Great
Britain: David Fulton Publishers

DCS(2008) Learning styles Handout, [Online] Available at:

http//www.srds.co.uk/cedtraining/handouts/hand01.htm [ Accessed 26 Dec, 2009

DfES (2004), Teaching and Learning in Secondary Schools, ‘available at’

http://www.publications.dscf.gov.uk (Ref: DfES 0442-2004 G) [Accessed: 19 December

2009]..

Hergenhahn B.R. and Mathew H.Olson ( 2001) An Introduction to Theories of Learning

USA :Prentice Hall.

2
John Holt (1983a), How Children Learn, USA: Da Capo Press.

John Holt (1983b), How Children Learn, USA: Da Capo Press.

John Nisbet and JanetShucksmith (1986)’ Learning Strategies, London: Routledge and
Kegan Paul.

Jon Nixon, Jane martin, Penny Mckeown, Stewart Ranson, (1996), ‘Encouraging Learning’,
Buckingham: Open University Press.

Keira Sewell (2008) Doing your PGCE at Masters Level, a Guide for Student being
Professional as a Teacher, Great Britain: David Fulton

LDpride.net (2007) An Introduction to understanding Learning Styles. ‘Available at’

:http://www.ldpride.net/ [Accessed: 22 Dec, 2009].

Michael Shayer and Philip Adey, (2002), Learning Intelligence: Cognitive Acceleration
across the Curriculum from 5 to 15 years’, Buckingham: Open University Press

Richard Riding (2000) Understanding Style Differences in Learning and Behaviour, Great
Britain : David Fulton Publishers.

Richard Riding (2002) ‘School Learning and Cognitive style, Great Britain: David Fulton

Ofsted (2006) Nobel School Ofsted Report, [Online], Available at:

http://www.ofsted.gov.uk/oxedu_providers/full/(urn)/117530/(type)/8192/
(typename)/Secondary%20schools [ Accessed 29 Dec, 2009]