Teaching towards primary students’ learning styles

However, currently thisteaching approach has not really got the desired results for manysubjective and objective reasons.From the above reasons, the study on "Teaching towards primary st

1 Rationale for the study

The Resolution No 29 - NQ/TW of the 8th Plenum of the 11thParty Central Committee issued requirements for radical andcomprehensive innovation of education and training to meet thedemands of industrialization and modernization in the context ofsocialist-oriented market economy and international integration Therequired tasks are: "To continue the innovation of teaching andlearning methods towards modernization and promotion of students’costiveness, activeness and creativeness in knowledge and skillapplication to overcome traditional teacher-based approach withstudents’ unconscious memory It is crucial to “focus on teaching

students’ learning and thinking strategies to encourage their

self-study; thereby they can update and develop their own knowledge,skills and capacity"

To perform the ordered tasks, the Ministry of Education andTraining has been implementing plans to build a general schooleducation program after 2015 The mission of the program is not only

to provide students with important knowledge and skills but also todevelop their necessary capacities so that they can succeed in currentand lifelong learning tasks as well as can lead their lives and makesignificant contributions to society

One of the teaching approaches which can meet theeducational trend after 2015 is differentiation-oriented teaching.Differentiation requires the teaching process to optimize eachstudent's capacity by creating situations that best suit them Thisstrategy can be implemented based on students’ capacity, interest andlearning styles (LS)

The teaching models based on students’ LS help teachers makelesson plans and curriculum which best access to students, soteachers can support students achieve better academic results andimprove their attitudes towards learning However, currently thisteaching approach has not really got the desired results for manysubjective and objective reasons.

From the above reasons, the study on "Teaching towards primary students’ learning styles" is necessary in order to determine

a theoretical model of teaching based on learning styles, therebydetermining basic orientations for applying in teaching practice inprimary schools

2 Research Objectives

To build a teaching process based on students’ learning styles

to improve the teaching quality in primary schools

3 Research subjects and objects

3.1 The subject of the study: The teaching process in primary schools 3.2 The objects of the study: The relationship between

teaching and learning styles of primary school students

5.3 Apply the constructed process in designing lesson plans for thesubjects of Science, History and Geography in primary schools.

5.4 Conduct pedagogical experiments to check and confirmthe feasibility of the proposed process

6 Scope of the research

6.1 Content: Study learning style-based teaching model

according to VARK model (Neil Fleming) and its application inteaching History, Geography and Science in primary schools

6.2 Location: Surveys for teachers were conducted in 6

provinces including Yen Bai, Thai Nguyen, Phu Tho, Thai Binh, BacKan, Cao Bang and experiments were carried out in three primaryschools in the area of Northeast of Vietnam, namely Hop Thanh Primaryschool - Hop Thanh commune - Phu Luong district - Thai Nguyenprovince; Le Loi Primary School - Bac Giang city - Bac Giang provinceand Be Van Dan Primary School - Nghia Lo district, Yen Bai province

6.3 Experimental subjects: Experiments were conducted with

73 students in grade 4 (control group of 71 students) and 75 students

in grade 5 (control group of 72 students)

7 The methodology and research methods

7.1 Methodology

Operation theory-based approach; Structure-based approach;Capacity-based approach

7.2 Research Methods

Theoretical research methods; Empirical research methods

7.3 Other research methods

8 Supporting arguments

8.1 Teaching based on students’ learning styles is a teaching

approach with certain principles, processes and techniques to helpstudents develop their strengths in the learning process and maximizetheir learning capacity, thereby improving the quality andeffectiveness of the teaching process

8.2 There are many teaching models based on students’ LS but

VARK is the best suitable for primary students because it fits the students’physiological characteristics and conditions for implementation inVietnam primary schools

8.3 VARK-based models can be defined by a toolkit

consisting of 16 questions which are adjusted to fit the characteristics

of Vietnamese primary students

8.4 VARK-based teaching models should be designed

according to the following principles and requirements: Ensurestudents’ special personalities; Ensure standards and disciplines ofthe subjects; Develop students’ capacity and ensure practicality

8.5 VARK-based teaching models will be effective if they are

designed reasonably, scientifically and specifically

9 The contributions of the thesis

9.1 In terms of theory

Based on the analysis, systematization and inheritance of theprevious studies on learning styles, the thesis has supplemented andclarified further concepts, classification, importance and theoreticalbackground of learning styles and teaching based on students’learning styles in order to make contributions to the theoreticalsystem of teaching based on students’ learning styles in Vietnam.The thesis studied and evaluated available learning-style-basedmodels to select the most suitable one for Vietnamese primarystudents It also determined the principles of teaching based onstudents’ LS, applied and adjusted the toolkit identifying learningstyles of Vietnamese primary students In addition, the thesisconstructed a teaching process based on students’ LS which consists

of 3 stages with 6 specific steps

9.2 In terms of practice

The thesis has analyzed and clarified the status of primarystudents’ LS and teaching activities based on students’ LS in someprimary schools; identified the factors affecting the quality of the

teaching process based on students’ LS The obtained results showedthat teachers had not been really interested in designing lesson plansbased on learners’ styles, so students did not have opportunities topromote their own strengths.

The thesis could provide teachers with effective methods andstrategies for teaching based on students’ LS

10 The organization of the dissertation

In addition to the introduction, conclusion and recommendations,the thesis included three chapters:

Chapter 1 Theoretical and practical background of teaching

based on students’ learning styles in primary schools

Chapter 2 The teaching process based on students’ learning

styles in primary schools

Chapter 3 Pedagogical experiments

Chapter 1 THEORETICAL AND PRACTICAL BACKGROUND

OF TEACHING BASED ON STUDENTS’ LEARNING

STYLES IN PRIMARY SCHOOLS 1.1 Literature review

Since the appearance of the term "learning styles" (LS), therehave been many studies on the learning styles according to thefollowing basic trends:

First of all, theoretical studies have been conducted in the UK,

the US and Western Europe since the twentieth century and resulted

in different concepts and measuring tools

The second trend is the studies on applications of LS in

teaching and learning

The final one is the studies on the development of measuring

tools; statistics and exploration of types of LS

The previous studies on teaching based on students’ LSremained some limitations as follows:

Firstly, analysis and clarification of the basis of teaching based

on students’ LS was not solved

Secondly, there has been a lack of identical classifications of

students’ LS in each stage of development (of different grades)according to a suitable model

Thirdly, the importance of LS in the teaching process has not

been analyzed clearly and evaluated specifically and systematically

Fourthly, the construction of teaching processes and teaching

strategies based on students’ LS has not been studied systematically,deeply and thoroughly

Lastly, the differences of characteristics of students’ LS at

different grades and the factors affecting their formation anddevelopment have not been determined

From the literature review presented above, the dissertationshould deal with some issues expressed in the following questions: 1)What teaching approach should be followed by teaching towardslearning styles? 2) What classification should be used to study the status

of primary students’ learning styles? 3) What are the characteristics ofprimary students’ learning styles? 4) What principles should teachingtowardsprimary students’ learning styles follow? 5) What teachingmethods, forms and techniques are effective and suitable?

b) Learning styles

Learning styles (LS) are distinctive, outstanding andrelatively stable expressions of each student during the reception,processing, research and analysis of information and knowledge inlearning activities in a specific environment

1.2.2 Classification of learning styles

According to Coffield, learning styles can be classified into 5groups: Classification based on senses - related to genetic – environmentfactors; LS reflecting the internal characteristics of the cognitivestructures; LS reflecting stable personalities; learning styles as flexibleadvantages in learning; LS as learning strategies and approaches

In addition, Cynthia Ulrich Tobias categorized LS into 5different models based on specific factors: the methods of the brains– to recognize how the brains operate; Priority to learningenvironment – to design ideal learning environments; Types ofmemory – to build effective memorization strategies; Informationprocessing based on analysis and synthesis – to distinguish effectivestudying methods and skills; Theory of multiple intelligences – todistinguish 7 types of intelligences

1.2.3 VARK learning style model

Neil Fleming’s VARK model was formed in 1987

- VARK model is easy to understand and apply, so it has beenworld-widely used in education, especially for little students

- VARK model belongs to the group of LS related to senseswith stable neurophysiological basis - it is closely related to specificpsychological function corresponding to each lobe (area) in thecerebral cortex

- At primary schools, it is difficult for students to define theirown LS Therefore, it is convenient to use VARK model to apply andadjust the available toolkits surveying learning styles in accordancewith the characteristics of Vietnamese primary students, therebyproviding them with the most effective learning strategy

- The studied objects in primary schools are often natural andsocial things and phenomena which are familiar and closed tostudents’ daily life so that they can perceive those objects in aparticular way

- In recent years, many organizations and research centers havedesigned software exploring students’ learning styles based on VARKmodel which have been used widely and received positive feedbacks.

1.3 Teaching towards students’ learning styles

1.3.1 The importance of teaching towards students’ learning styles

a) For learning process

- Promote most of learners’ learning potential;

- Define appropriate learning methods to achieve the bestlearning performance and to get better scores in exams;

- To reduce stress of learners;

- To provide learners with additional effective learning strategies

b) For individual learners

- To improve students’ self-confidence and self-esteem;

- To promote most of students’ cognitive abilities and skills;

- To fully exploit the brain power of each individual;

- To acutely aware of their own strengths and weaknesses,thereby promoting the positives and overcoming the drawbacks;

- To form positive motivation for learning

1.3.2 Factors affecting students’ learning styles

Factors affecting students’ learning styles includeenvironment, feeling, society, physiology and psychology

1.3.3 Educational and physiological bases of teaching towards students’ learning styles

a) Educational bases: differentiated teaching approach

b) Neurophysiological bases:

1.4 Characteristics of the senior students of primary schools

1.4.1 Characteristics of cognitive process

1.4.2 Physiological characteristics

1.4.3 Characteristics of types of primary students’ learning styles

1.4.3.1 Visual learning style

Students enjoy observing facial expressions and bodylanguages of the teachers to understand the lessons They like to sit inthe front position in the classroom and to work with the learningmaterials in colors, images, charts, graphs or maps They usuallymake learning plans by writing their task lists in sticky notes Theyhave ability to think in pictures and remember visual things quickly.

To give feedback to teachers, they prefer displaying information toexpressing in words

1.4.3.2 Auditory learning style

Students prefer direct oral exchange; they are sensitive tovoice, volume and intonation They can remember and understandinformation more deeply if it is read out They would rather listen tothe verbal instructions rather than view pictures and maps They areinterested in using rhythm to memorize information, listening toteachers’ explanation and work with audio materials, books

1.4.3.3 Reading/Writing learning style

Students like to exchange and receive information in writing;Information must be presented in words so that they can remember itdeeper They prefer to write down their ideas, feelings, and attitudes;they like reading to acquire new information They would liketeachers to use the projector with the letter channels

1.4.3.4 Kinesthetic learning styles

Students like to participate in practical learning activities,experiments, field observations; to use their hands during learningtask performance (touch, operate, etc.); to discover the world aroundthem They also enjoy learning games, role-play games and physicalactivities such as running, jumping and dancing They like to holdtheir friends’ shoulders when learning in groups They prefer to

combine body languages with gestures and facial expressions toaddress certain information content and often move fingers throughwords when reading texts To memorize information, they oftenrewrite it many times and move during study.

The characteristics of each type of learning styles above arethe direct bases for proposing teaching processes and strategies based

on students’ learning styles in primary schools

1.5 The status of teaching towards students’ learning styles in primary schools

+ The participants in the survey on learning styles comprise 650pupils in grades 4 and 5 in the primary schools of 4 provinces, namelyBac Kan, Bac Giang, Thai Nguyen and Yen Bai The statistical resultsshowed that there were three types of learning styles of primary schools,including visual learners, auditory learners and kinesthetic learners; eachstudent had a dominant style or mixed many styles to create a uniquecombination between their strengths and innate ability

+ The surveys on 1000 teachers got relatively homogeneousresults of teachers’ rather accurate perceptions about students’learning styles However, the application into their teaching processwas limited and ineffective because there had not been a specificinstruction for teaching based on students’ learning styles andteachers did not know which teaching methods and strategies wereappropriate and effective

Conclusion of Chapter 1

1 There have been many scientific studies on theoreticalissues of LS, construction of toolkits to investigate students’ LS,thereby offering suggestions of appropriate methods to enhance thequality of learning However, these studies mainly focused on adultsinstead of primary students

2 Learning styles are distinctive, outstanding and relativelystable characteristics of individual students during the reception,processing and analysis of information in learning situations Theattempt to determine students’ learning styles as well as to recognizeindividual strengths in order to help students take full advantages inreceiving and applying knowledge in the learning process contributes

to maximize students' learning capacity

3 The cognitive characteristics of senior students in primaryschools are described as follows: Cognitive activities becomepurposeful, complex and differentiated; intentional attentiongradually dominates; intuitive and visual memory is remained;intentional memory starts to develop but its effect depends on theattractiveness of the documents and students’ favorite forms; creativeimagination begins to develop; analytical thinking and synthesis arealso formed Generally, all cognitive activities of students at thisstage are much affected by emotion In addition, their personalitiesand abilities are still on potential and will be uncovered and develop

if they are influenced by appropriate factors

Students’ learning styles vary along their stages ofdevelopment Primary students’ learning styles are being formed andhave a certain relationship with their cognitive and personalitycharacteristics Therefore, this thesis chose the learning style modelbased on physical and sense factors, which is appropriate to NeilFleming’s classification

4 The knowledge and application of students’ learning stylesplay a very important role in helping teachers adjust teachingactivities to fit students’ characteristics, contributing to maximizetheir academic potential; in addition, students can adjust theirlearning methods to promote the strengths and overcome theweaknesses However, in fact, teachers have not been interested in

this teaching model and students have not had opportunities to study

in accordance with their own learning styles The reason is thatteachers are not fully aware of students’ learning styles, theirapplication as well as do not know how to design teaching aids based

on the students’ learning styles; the necessary conditions for teachingbased on learning styles are limited

Chapter 2 TEACHING PROCESS AT PRIMARY SCHOOLS BASED ON STUDENTS’ LEARNING STYLES

2.1 The rules of planning teaching process based on learning styles (LS)

1) Making sure to promote students’ strengths

2) Making sure to promote students’ competency

3) Promoting teachers’ roles such as organizing, orientating,supporting and facilitating

4) Making sure of flexibility

5) Making sure of feasibility and effectiveness

2.2 Teaching process towards students’ learning styles according

to VARK

The general process of teaching based on students’ learningstyles includes 3 stages:

1) Stage 1: Preparing

2) Stage 2: Organizing teaching process (6 steps)

3) Stage 3: Evaluating (Evaluating the learning process andthe learning result)