W1_Reading

VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship.

John G. Sharp, Rob Bowker, and Jenny Byrne tackle the somewhat controversial topic of learning styles in the article, “VAK or VAK-uous? Towards the trivialization of learning and the death of scholarship.” The article begins with the acknowledgement that the concept of learning styles is a hot commodity in the schools today. It is also commented that there are valid learning theories as well as those that have yet to be proven.

In England and Wales’ primary schools there is a tendency to follow a learning styles program, VAK, which according to the authors tends to simplify the very complex and multi-faceted concept of learning styles. In this program, students are given simple surveys and then labels as to the learning style defined by their answers as visual (V), auditory (A), or kinesthetic (K) learners. The survey is simplistic and over-emphasis this one factor in learning which is the presentation method.

The concern the authors have is in the over-simplification of such a highly complex process as learning. The fear is that the gravity pulling education towards this simplification may actually harm the students in the long run. Educators need to be aware of the unsavory reality that all programs are not created equal so they need to check for validity in the programs being adopted. All educators also need to be aware that heavy reliance on this single factor of learning may do more damage than good.

Sharp, J., Bowker, R., & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education, 23(3), 293-314. doi:10.1080/02671520701755416.

Brain-based Learning and Student-centrism on curriculum

Integrating content into a rich environment where students are the focus is the idea presented in this article. Using rich stimulus and allowing acquirement time is essential to a student’s ability to learn.

Özel, A., Bayindir, N., Özel, E., & Çıftçıoğlu, İ. (2008). BRAIN-BASED LEARNING AND STUDENT-CENTRISM ON CURRICULUM. Ekev Academic Review, 12(35), 343-350. Retrieved from Academic Search Premier database.

The principles of Brain-based learning and Constructivist Models in education

The article provides a good summary of what Brain Based Learning involves. The summary of necessary 12 steps re-iterates the key factors in successful Brain Based learning programs.

There are 3 inseparable elements to be included for optimal learning to take place. The first is the learning environment. It is critical to prepare the student’s mind for learning by providing a relaxing atmosphere that can also challenge students without threatening them. Provisions for social interactions must be taken into account. The second element involves utilizing realistic experiences where learners can connect information together and make connections to real life. This learning experience must allow time for students to make the connections to background information as well as construct new connections. The third step is to engage learners in continuous mental activity. This allows the processing time to be extended and carry over into other activities, which enhances the learning.

Assessment must also undergo changes with the recommendations made in this article. Authentic assessment is the only way to ensure being able to see all the necessary steps involved in the learning process.

Gülpinar, M. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice, 5(2), 299-306. Retrieved from Academic Search Premier database.