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Cognitive Learning Style Analysis

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A learner is not only limited in one learning style, yet he his govern with a various ways of learning. According to Solano, C. & Cespedes, J. of Psychology and Motivation in Language Learning that there are six learning styles such as visual, auditory, kinaesthetic, tactile, group and individual. They posits the ways on how students learn in the classroom, they learn through group and individual activities by listening to lectures and writing down notes, and engaging themselves in activities or games and manipulating things. I 'm a currently teaching at Holy Child College of Davao as a Senior High School English teacher and I 'm handling six sections with two subjects, I observed that students learn in different ways, there is a section that …show more content…

Cognitive style appears to be a relatively stable trait within an individual that is connected to their personality (Brown, 2000) and may also have a cultural component (Cook, 2001). The three positive effects of knowledge of cognitive styles are the following:
“Style awareness
To avoid possible conflicts and enhance classroom relations and teacher-student rapport, the teacher has to be aware of his/her own cognitive style and how this may be reflected in his/her teaching style and “try to ‘overcome’ their own style tendencies because of the students’ needs” (Oxford et al., 1992, p.450) by consciously planning for the inclusion of different styles within the holistic-analytic and verbal-imagery dimensions.
It is important not just for a teacher to know her own style and the preferred styles of learners, but also for learners to develop an increased awareness of both ‘their style’, and alternative styles.
Style …show more content…

Once students have developed some awareness of their own style, I sometimes work with them on analysing a task’s demand in order to decide what aspects of their cognitive style need to be ‘forged’ or ‘tethered’ (concepts borrowed from Johnston, 1996). I encourage learners to develop tether strategies such as “Don’t try to understand every word” and forge strategies “Listen to the key stressed words to help you get the general meaning”/ “Nod and pretend you understand even if you’re not sure” which they can then evaluate for effectiveness. Further, if all students are aware that all cognitive styles have their strengths and limitations, they can work together cooperatively to encourage and assist each other. In conclusion, knowledge and awareness of cognitive style is most effective when it provides opportunities for ongoing dialogue between teacher-student and student-student regarding the most effective ways for

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