Global Learning Styles

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Knowledge of learning styles gives insight into training development. Each individual has their own learning style, and these styles shape not only how we absorb new information, but what information format facilitates retention. The results from an online survey showed that my learning styles are highly reflective, moderately intuitive, moderately verbal, and moderately global. (NCSU) The following is a brief summary of each style reflected in my survey results.
These styles have many interesting aspects, first, reflective learning indicates a need to contemplate the material in order to understand and retain it. Reflective’s use this approach in most aspects of life and learning, preferring consideration before action. This approach often
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Even with this advantage, visual aids are often helpful when dealing with complex material, and appropriate visuals help to break the text information into relatable portions of data. Also, since very few individuals are solely verbal combining, both aspects will provide better understanding of learning resources.
Finally, global learners tend to grasp the concept as a whole, and fill the details in after. This style is organic, natural, and learning may seem spontaneous, but allows rapid assimilation of the information that they have grasped. Because many processes are similar, global learners that have a large experience or knowledge base are able to adapt existing frameworks and relating them to new information. However, this learning style may require additional effort to understand completely new information, until the new information becomes relatable, or enough raw data is taken in and
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Encourage study or discussion groups to complement active learners outside of class or training, and if possible incorporate a few of these sessions into class or training time. This will help actives learn in class, and may also allow reflectives to implement an additional learning style. For reflectives, an instructor might include a few thought provoking in class assignments, such as have the class write a two or three paragraphs that summarizes the main topics covered in class that day. For sensing and intuitive learners, relate information in concepts for sensors, if possible minimize rote-memory material for intuitives. The media for the course should be well written and easy to follow for verbals, but with adequate media for visuals, and for sequential and global learners, create and follow an outline to help sensors, but illustrate how each sequence relates to the whole for

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