Study theoretical and practical backgrounds of teaching based on students’ learning styles in primary schools; build a teaching process based on students’ learning styles in primary schools; apply the constructed process in designing lesson plans for the subjects of Science, History and Geography in primary schools; conduct pedagogical experiments to check and confirm the feasibility of the proposed process.
Trang 11. Rationale for the study
The Resolution No. 29 NQ/TW of the 8th Plenum of the 11th Party Central Committee issued requirements for radical and comprehensive innovation of education and training to meet the demands of industrialization and modernization in the context of socialistoriented market economy and international integration. The required tasks are: "To continue the innovation of teaching and learning methods towards modernization and promotion of students’ costiveness, activeness and creativeness in knowledge and skill application to overcome traditional teacherbased approach with students’ 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 and Training has been implementing plans to build a general school education program after 2015. The mission of the program is not only
to provide students with important knowledge and skills but also to develop their necessary capacities so that they can succeed in current and lifelong learning tasks as well as can lead their lives and make significant contributions to society
One of the teaching approaches which can meet the educational trend after 2015 is differentiationoriented teaching. Differentiation requires the teaching process to optimize each student's capacity by creating situations that best suit them This strategy can be implemented based on students’ capacity, interest and learning styles (LS)
Trang 2The teaching models based on students’ LS help teachers make lesson plans and curriculum which best access to students, so teachers can support students achieve better academic results and improve their attitudes towards learning However, currently this teaching approach has not really got the desired results for many subjective 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, thereby determining basic orientations for applying in teaching practice in primary schools
teaching and learning styles of primary school students
4. Hypothesis
If a teaching process based on students’ LS which is logical, scientific and consistent with characteristics of primary students can
be constructed, it will promote students’ strengths in receiving, processing, searching and analyzing information and knowledge, thereby enhancing their learning capacity
5. Research tasks
5.1. Study theoretical and practical backgrounds of teaching based on students’ learning styles in primary schools
5.2. Build a teaching process based on students’ learning styles
in primary schools
Trang 35.4. Conduct pedagogical experiments to check and confirm the feasibility of the proposed process
6. Scope of the research
6.1 Content: Study learning stylebased teaching model
according to VARK model (Neil Fleming) and its application in teaching 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, Bac Kan, Cao Bang and experiments were carried out in three primary schools in the area of Northeast of Vietnam, namely Hop Thanh Primary school Hop Thanh commune Phu Luong district Thai Nguyen province; Le Loi Primary School Bac Giang city Bac Giang province and Be Van Dan Primary School Nghia Lo district, Yen Bai province
Trang 4their learning capacity, thereby improving the quality and effectiveness 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 in Vietnam primary schools
8.3. VARKbased models can be defined by a toolkit consisting of 16 questions which are adjusted to fit the characteristics
of Vietnamese primary students
8.4. VARKbased teaching models should be designed according to the following principles and requirements: Ensure students’ special personalities; Ensure standards and disciplines of the subjects; Develop students’ capacity and ensure practicality.8.5. VARKbased 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 the previous studies on learning styles, the thesis has supplemented and clarified further concepts, classification, importance and theoretical background of learning styles and teaching based on students’ learning styles in order to make contributions to the theoretical system of teaching based on students’ learning styles in Vietnam.The thesis studied and evaluated available learningstylebased models to select the most suitable one for Vietnamese primary students It also determined the principles of teaching based on students’ LS, applied and adjusted the toolkit identifying learning styles of Vietnamese primary students In addition, the thesis constructed a teaching process based on students’ LS which consists
of 3 stages with 6 specific steps
9.2. In terms of practice
Trang 5The thesis has analyzed and clarified the status of primary students’ LS and teaching activities based on students’ LS in some primary schools; identified the factors affecting the quality of the teaching process based on students’ LS. The obtained results showed that teachers had not been really interested in designing lesson plans based on learners’ styles, so students did not have opportunities to promote their own strengths.
The thesis could provide teachers with effective methods and strategies 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:
OF TEACHING BASED ON STUDENTS’ LEARNING
STYLES IN PRIMARY SCHOOLS1.1. Literature review
Since the appearance of the term "learning styles" (LS), there have been many studies on the learning styles according to the following 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
Trang 6The second trend is the studies on applications of LS in
Lastly, the differences of characteristics of students’ LS at
different grades and the factors affecting their formation and development have not been determined
From the literature review presented above, the dissertation should deal with some issues expressed in the following questions: 1) What teaching approach should be followed by teaching towards learning styles? 2) What classification should be used to study the status
of primary students’ learning styles? 3) What are the characteristics of primary students’ learning styles? 4) What principles should teaching towardsprimary students’ learning styles follow? 5) What teaching methods, forms and techniques are effective and suitable?
1.2. Learning styles
1.2.1. Definition of learning styles
a) Style
According to the Vietnamese dictionary, style is "the way of living, working, acting and behaving to create a unique manner of each person or a certain kind of people”
b) Learning styles
Trang 7Learning styles (LS) are distinctive, outstanding and relatively stable expressions of each student during the reception, processing, research and analysis of information and knowledge in learning activities in a specific environment.
1.2.2. Classification of learning styles
According to Coffield, learning styles can be classified into 5 groups: Classification based on senses related to genetic – environment factors; LS reflecting the internal characteristics of the cognitive structures; LS reflecting stable personalities; learning styles as flexible advantages in learning; LS as learning strategies and approaches
In addition, Cynthia Ulrich Tobias categorized LS into 5 different models based on specific factors: the methods of the brains – to recognize how the brains operate; Priority to learning environment – to design ideal learning environments; Types of memory – to build effective memorization strategies; Information processing based on analysis and synthesis – to distinguish effective studying methods and skills; Theory of multiple intelligences – to distinguish 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 been worldwidely used in education, especially for little students.
VARK model belongs to the group of LS related to senses with stable neurophysiological basis it is closely related to specific psychological function corresponding to each lobe (area) in the cerebral cortex
At primary schools, it is difficult for students to define their own LS. Therefore, it is convenient to use VARK model to apply and adjust the available toolkits surveying learning styles in accordance with the characteristics of Vietnamese primary students, thereby providing them with the most effective learning strategy
Trang 8 The studied objects in primary schools are often natural and social things and phenomena which are familiar and closed to students’ daily life so that they can perceive those objects in a particular way.
In recent years, many organizations and research centers have designed software exploring students’ learning styles based on VARK model 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
Trang 91.4.2. 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 body languages of the teachers to understand the lessons. They like to sit in the front position in the classroom and to work with the learning materials in colors, images, charts, graphs or maps. They usually make learning plans by writing their task lists in sticky notes. They have ability to think in pictures and remember visual things quickly.
To give feedback to teachers, they prefer displaying information to expressing in words
1.4.3.2. Auditory learning style
Students prefer direct oral exchange; they are sensitive to voice, volume and intonation. They can remember and understand information more deeply if it is read out. They would rather listen to the verbal instructions rather than view pictures and maps. They are interested in using rhythm to memorize information, listening to teachers’ 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 it deeper. They prefer to write down their ideas, feelings, and attitudes; they like reading to acquire new information They would like teachers to use the projector with the letter channels
1.4.3.4. Kinesthetic learning styles
Trang 10Students like to participate in practical learning activities, experiments, field observations; to use their hands during learning task performance (touch, operate, etc.); to discover the world around them. They also enjoy learning games, roleplay games and physical activities such as running, jumping and dancing. They like to hold their friends’ shoulders when learning in groups They prefer to combine body languages with gestures and facial expressions to address certain information content and often move fingers through words when reading texts To memorize information, they often rewrite it many times and move during study.
The characteristics of each type of learning styles above are the 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 650 pupils in grades 4 and 5 in the primary schools of 4 provinces, namely Bac Kan, Bac Giang, Thai Nguyen and Yen Bai. The statistical results showed that there were three types of learning styles of primary schools, including visual learners, auditory learners and kinesthetic learners; each student had a dominant style or mixed many styles to create a unique combination between their strengths and innate ability
+ The surveys on 1000 teachers got relatively homogeneous results of teachers’ rather accurate perceptions about students’ learning styles. However, the application into their teaching process was limited and ineffective because there had not been a specific instruction for teaching based on students’ learning styles and teachers did not know which teaching methods and strategies were appropriate and effective
Trang 111. There have been many scientific studies on theoretical issues
of LS, construction of toolkits to investigate students’ LS, thereby offering suggestions of appropriate methods to enhance the quality of learning. However, these studies mainly focused on adults instead of primary students
2. Learning styles are distinctive, outstanding and relatively stable characteristics of individual students during the reception, processing and analysis of information in learning situations. The attempt to determine students’ learning styles as well as to recognize individual strengths in order to help students take full advantages in receiving and applying knowledge in the learning process contributes
to maximize students' learning capacity
3. The cognitive characteristics of senior students in primary schools are described as follows: Cognitive activities become purposeful, complex and differentiated; intentional attention gradually dominates; intuitive and visual memory is remained; intentional memory starts to develop but its effect depends on the attractiveness of the documents and students’ favorite forms; creative imagination begins to develop; analytical thinking and synthesis are also formed Generally, all cognitive activities of students at this stage are much affected by emotion. In addition, their personalities and 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 of development. Primary students’ learning styles are being formed and have a certain relationship with their cognitive and personality characteristics. Therefore, this thesis chose the learning style model
Trang 124. The knowledge and application of students’ learning styles play a very important role in helping teachers adjust teaching activities to fit students’ characteristics, contributing to maximize their academic potential; in addition, students can adjust their learning methods to promote the strengths and overcome the weaknesses. 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 that teachers are not fully aware of students’ learning styles, their application as well as do not know how to design teaching aids based
on the students’ learning styles; the necessary conditions for teaching based on learning styles are limited
Chapter 2TEACHING 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
Trang 132)Stage 2: Organizing teaching process (6 steps)
3)Stage 3: Evaluating (Evaluating the learning process and the learning result)