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Thinking Styles: Keys to Understanding Student Performance.

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Learning Styles and Cognitive Differences Educational methodologies and cognitive development Neuroscience, Education and Cognitive Function

Abstract

A NYONE WHO has taught or reared children knows that they think and learn in different ways. For ex ample, one child may love structure in learning tasks; another may hate it. One child may welcome new ways of doing things; another may fear them. One child may perform tasks in an orderly and systematic way; another may approach the same tasks in a manner that totally defies systematization. Learning differences are not tied solely to ability levels. Children also differ with respect to styles or the ways in which they pre fer to use their intelligence. Styles are propensities rather than abilities: they are ways of directing the intellect that an in dividual finds comfortable. Much has been written durin.2 the Dast

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2000The Schoolwide Enrichment Model 2010The Schoolwide Enrichment Model: A Focus on Student Strengths and Interests 1993Thinking styles and the gifted 1994Critical thinking and collaborative learning 2003Teaching to students' learning styles: approaches that work 2001Research on learning style: applications in the physics and engineering classrooms 2002Dissecting the Golden Goose: Components of Studying Creative Writers 1996An Investigation of Learning Styles and Perceived Academic Achievement for High School Students.

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