{"content":[{"text":"Learning Style Awareness \n A Basis For Developing Teaching and Learning Strategies","bbox":{"left":0.147059,"top":0.08858,"width":0.567572,"height":0.042954000000000006}},{"text":"Annette Vincent and Dianne Ross \n University of Louisiana at Lafayette","bbox":{"left":0.147059,"top":0.146076,"width":0.283384,"height":0.03733299999999998}},{"text":"Abstract \n This research is intended to provide an overview of learning style theories and show how \n being aware of learning styles can benefit both teachers and students. Although a variety \n of learning styles currently appear in the literature, a case study involving students at the \n University of Louisiana indicated a prevalence of auditory learners. Despite this finding, \n educators must be prepared to accommodate all learning styles, even those being used by \n a minority of students. Our research concludes with a summary of teaching strategies \n applicable to a broad range of students.","bbox":{"left":0.147059,"top":0.198182,"width":0.7036470000000001,"height":0.14227200000000004}},{"text":"According to Keefe (1991), learning is a change in learner behavior resulting from what \n has been experienced. Experiencing pain after touching a hot stove, for example, teaches \n us to be more careful in the future. Our behavior thus modified, we are said to have \n “learned.” Learning is more than just the sum of our life experiences, however. There are \n certain principles hidden deep within our minds that control the way we learn in unique \n ways.","bbox":{"left":0.147059,"top":0.355333,"width":0.6997450000000001,"height":0.10740899999999998}},{"text":"Whether we wish to acknowledge them consciously, these governing principles establish \n our style of learning and define us as individuals. For educators, it is important to note \n that learning styles can be determined through direct student observation. What we \n discover is that learning styles function as teaching blueprints in some respects. They \n indicate a student’s preferred method of learning and guide the development of \n instructional strategies that incorporate the appropriate content and context.","bbox":{"left":0.147059,"top":0.47753,"width":0.6974940000000001,"height":0.10740899999999998}},{"text":"Throughout history, teachers have used techniques that focus on methods of learning. \n Today, these techniques are being validated by an ever-increasing number of modern \n scientific studies (Instructional Strategies, 2001). As a result of this explosion of \n research, educators interested in producing teaching materials for their students can now \n look for general guidelines from accepted theories of learning. The professional literature \n abounds with these theories, which can be categorized as follows (Madhumita & Kumar, \n 1995):","bbox":{"left":0.147059,"top":0.599803,"width":0.701486,"height":0.12483300000000008}},{"text":"1. \n 2. \n 3.","bbox":{"left":0.176471,"top":0.739424,"width":0.014705999999999997,"height":0.055136000000000074}},{"text":"cognitive or organizational \n neuropsychological or neuron \n behavior or associationist","bbox":{"left":0.205882,"top":0.739424,"width":0.23425599999999996,"height":0.055136000000000074}},{"text":"Although this increased emphasis is welcomed, the sheer number of learning theories \n currently being researched has posed problems for educators simply looking to \n implement practical classroom strategies. Because learning theories are not mutually \n exclusive or necessarily complementary, educators are forced to borrow from many","bbox":{"left":0.147059,"top":0.809349,"width":0.669829,"height":0.07248399999999999}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}