Learning styles
The Solomon-Felder model of learning styles outlines the different approaches to learning which should be considered when designing learning content. Felder emphasised the following when understanding and applying learning styles:
- Learning styles are not pairs of strict either-or categories. Learners can shift between preferences depending on the context and how strong their preference is.
- Learning styles are not fixed and can change over time alongside lived and professional experiences.
- All learning style preferences are likely represented in your classroom. Instruction should routinely address all categories of the learning style model rather than focus on only one.
- Learning styles should not be used to determine a students' major or profession. Learning style preferences provide no indication of what students are or are not capable of.[21]
The Solomon-Felder model highlights the following learning styles represented by two opposite preferences.[21]
Active / Reflective
- Active learners prefer to process information by talking about it and trying it out.
- Reflective learners prefer to think things through and understand things before trying it out.
Sensing / Intuitive
- Sensing learners prefer to take in information that is concrete and practical. They are oriented towards details, facts, and figures and prefer to use proven procedures.
- Intuitive learners prefer to take in information that is abstract, original, and oriented towards theory. They look at the big picture and try to grasp overall patterns.
Visual / Verbal
- Visual learners prefer visual presentations of material – diagrams, charts, graphs, pictures.
- Verbal learners prefer explanations with words – both written and spoken.
Sequential / Global
- Sequential learners prefer to organize information in a linear, orderly fashion. They learn in logically sequenced steps and work with information in an organized and systematic way.
- Global learners prefer to organize information more holistically and in a seemingly random manner without seeing connections. They often appear scattered and disorganised in their thinking yet often arrive at a creative or correct end product.