Theory Review - Learning Styles by Cameron Bopp

 

Theory Review - Learning Styles

Cameron Bopp

 

EDAC 635: Strategies for Teaching Adults

Dr. Bo Chang 

September 20, 2024

Name	Commented On
Cameron Bopp	Tim Xeriland
	Julia Davenport

Introduction to Learning Styles

Learning is defined as “the acquisition of knowledge or skills through experience, study, or by being taught.”  The way individuals learn most effectively can be attributed to their preferred learning style.  These preferences are viewed through the whole aspect of an individual, and can be broken down into one's cognitive, physiological, interpersonal and affective style.  While most learners can adapt to different teaching methods, they typically gravitate toward those whose style aligns with their natural preferences (MacKeracher, 2004).  

This review will explore several prominent theories regarding learner preferences including the VARK model and Kolb’s Learning Cycle and Styles  Each of these theories will attempt to understand how learners react to different modalities of learning as well as provide pragmatic strategies for implementing these theories in real-world educational settings. Effective facilitators aware of their own learning style, and those of their students, may formatively differentiate their lessons to be tailored to each individual learner's preferences.  

Theoretical Points

VARK Model 

The VARK model, developed by Neil Fleming, categorizes learners into four distinct styles.  The VARK modalities aim to identify general sensory categories which an active learner would prefer, or identify with most.  The acronym VARK, refers to these styles, which stand for Visual, Auditory, Reading/Writing, and Kinesthetic.  Learners with a Visual preference will gravitate toward maps, charts or signs.  The visuals most associated with this category are symbols or graphics that represent something which could have been represented alternatively in words.  

Students who lean towards a preference to the Reading and Writing modality tend to prefer information presented in a worded format, such as manuals, reports or essays.  Aural or Auditory learning styles compliment learners who report learning best through listening to lectures, participating in discussions, and receiving information verbally.  Conversation based learning activities such as through class discussions or debate are effective ways to engage these students (Fleming, 2001).  

Kinesthetic learning, a multi-modal style, involves learning through experience and practice. While it can involve all senses, it's often associated with hands-on activities and physical movement.  Individuals who associate more with the Kinesthetic modality may struggle in a more heavily lecture-based classroom (Fleming & Mills, 1992).  

The sensory categories of Visual, Auditory, Reading/Writing and Kinesthetic provide defining modalities for reported preferences.  However, most individuals will not find themselves receiving information through one medium, or singularly preferring one modality over another.  Individuals who don't have a clear preference for one learning style over another and score similarly across different modalities are considered multimodal learners. (Fleming, 2001).  

Kolb’s Learning Cycle and Styles 

Kolb's Learning Cycle is a four-stage model that explains how people learn effectively from an experience. It emphasizes that learning is a cyclical process involving experience, reflection, abstract conceptualization, and active experimentation.  David Kolb proposed that observation alone is not sufficient for learning (MacKeracher, 2004, p.83).  In Kolb’s learning cycle, taking in a new experience, or re-engaging in a previous experience with a newer perspective is the first step of a four part process to begin new learning.  

The initial experience is referred to as a concrete experience.  This could be listening to a lecture or reading a paper on a particular topic.  The natural progression of this experience is to engage in what is called reflective observation.  Here, a learner may reflect on the topic they just experienced.  They may decide to agree or disagree with the ideas presented, and check them against information they already know.  The learner is beginning to understand where this new information fits within their existing knowledge framework (MacKeracher, 2004).  Once the learner begins to make plans based on this new knowledge, such as independently working out new ways to understand the ideas presented, then it said the learner has entered into the stage of abstract conceptualization.  These ideas may then be played with, with the learner engaging in debates and discussions, or developing new experiments regarding theories they have.  This final stage is known as active experimentation.  

A learner can enter the cycle at any stage of this cycle, but must follow these steps in order.  Furthermore, while each dimension of the cycle is necessary, a learner may not necessarily be equally skilled in activities related to each stage (MacKeracher, 2004).

Kolb ordered the four stages in a way where they can be represented by opposing poles along two axes.  Depending on the learning style of an individual, they may show preference towards two stages of the cycle, and fall within any quadrant of these two axes.  For example those who rely on abstract conceptualization tend to be logical when approaching a learning situation.  They seek generalizations and theories (Joy & Kolb, 2009).  Those with a style labeled as assimilative or convergent share these preferred methods, as they find it easiest to start learning by setting clear goals (convergent) and reading up on the given topic (assimilative).  This Kolb’s Learning Style represents their placement within these axes, and groups individual learning preferences within assimilative, convergent, accommodative and divergent styles.  These styles refer to how a learner likes to begin entering the cycle described earlier (McIeod, 2017).   Accommodative learners want to learn by doing, they would rather figure something out as they go rather than develop a concrete plan first.  Alternatively, convergent learners like to begin by defining criteria, constraints and setting goals for themselves.  Assimilative learners prefer to gather information on a topic through research before experimenting while divergent learners prefer to discuss and listen to a new topic first.  

Understanding how people prefer to begin learning about a subject helps aid in developing a lesson plan, as well as understand how to become a better learner, as anyone can improve on the skills associated with their least preferred style (MacKeracher, 2004).  Conversely, forcing learners to enter learning new content through a non-favored axis of Kolb’s learning cycle may present them with additional frustrations and challenges (MacKeracher, 2004, p.87).

Applications

The VARK learning styles can be a valuable tool for teachers to create more inclusive and effective learning environments. By understanding their students' preferences for visual, aural, reading/writing, and kinesthetic learning, teachers can differentiate their instruction to meet the diverse needs of their class. This can involve using visual aids like diagrams and infographics for visual learners, incorporating discussions and lectures for auditory learners, providing written materials and writing assignments for reading/writing learners, and offering hands-on activities and experiments for kinesthetic learners. By tailoring their teaching methods to align with students' learning styles, teachers can enhance student engagement, motivation, and overall comprehension.  

One strategy to help identify which modality a student would prefer would be to offer a questionnaire.  A study aimed at targeting individual students’ learning style had students take one such questionnaire.  The result gave insight to the professors teaching those classes.  The results of the questionnaire can be used to provide individual counseling to develop new strategies to foster learning.  They can be used at a classroom level to provide feedback on lesson planning, or at a larger faculty level to develop ways to address under-represented modalities. One professor noted that the study made them realize that they were primarily requesting examples through a reading and writing approach (Fleming & Mills, 1992).  The study by Fleming and Mills also gives recommendations for how to structure a questionnaire.  They stress the importance of brevity with the questions, only opting for 13 in total as well as discretion when choosing questions.  They structured the questionnaire as a multiple choice which students gave their opinions on how they would decide to go about doing something.  This allowed the students to freely give an answer without fully knowing what they were being assessed on as they believed that when the students understood the objective of the questionnaire beforehand, it influenced how they responded to it t the technique as a whole is an effective way of promoting active reflection by students on their learning activities (Fleming & Mills, 1992).  

Kolb’s Learning Cycle and Styles can also be used to inform effective learning strategies.  I particularly agree with the Mackeracher’s statement that ‘mature learning groups function best when different individuals can take leadership for different aspects of the learning cycle’ (MacKeracher, 2004, p.87).  Providing opportunities for collaborative learning can allow groups of students to differentiate leader roles based on their preferred style.  

It is important for a teacher to be aware of their audience, and their own preferred learning style.  For instance, as a tech ed teacher I am keenly aware that I lean towards being a mix between an accommodative learner as well as a convergent learner, and many of my students are drawn to these electives because they also have a similar matrix of preferred learning styles.  This means that I like to set goals but I also don’t prefer to spend a lot of time in the planning stages of learning, I prefer to learn through troubleshooting, trial and error or active experimentation. This information on your students should be used to inform you on how to introduce a subject, and where you may need to spend additional time teaching strategies to overcome frustrations with parts of the learning cycle where students are not yet as skilled. 

Reflection 

Highlights

My favorite part about reflecting on learning styles through this theory review was gaining a better understanding of the application of Kolb’s learning cycle and how the styles that people gravitate towards impacts their learning and decisions.  This was particularly interesting because it made me realize the importance of teaching strategies for students to increase their aptitude in the areas that they may not prefer.  This is because learning only happens through the whole cycle, each stage is an important part of taking in and constructing new knowledge.  While allowing differentiation and tailoring instruction to match a person’s preferred learning style is important, in my role it’s also important to develop skills to build a person’s theoretical learning toolbox.  Many of my engineering students are individuals split between assimilative learners who like to read, reflect and plan based on information, but are hesitant to begin active experimentation and try out their ideas.  Others are the opposite, and would prefer to try out a half-cooked idea without sufficient planning and research. The two groups compliment each other, but it’s important that one gains the skills and discipline to read, research and plan during the reflective observation and abstract conceptualization stages, and the other gains the skills to take a leap into potential deconstruction of their plans during the active experimentation stage.

Process

I began our assignment by purveying the provided links, references, example pieces, as well as re-reading the topical sections from our class book .  I then used that information to create a template I could follow for the assignment.  To find references, I primarily used an online library database to find articles I thought would be useful in writing my theory review on learning styles.  I decided to look at each section as an individual assignment, and made several drafts before I would move on to begin the following section.  Having done the research on the topics beforehand made it easier to write about, while the outline kept me on track to finish.  I looked at the APA formatting at the end as I thought it would be easier to format after drafting the review.  

Table 1

Theoretical Points and Practical Applications

 

Theoretical Idea	Application
Kolb’s Learning Styles: create lessons that cater to visual, aural, reading/writing, and kinesthetic learners. This approach ensures that all students have opportunities to engage with the material in ways that resonate with their unique learning preferences.	Diverging: begin learning by looking at outside sources and reflecting on the information. Assimilating: Begin learning by reading from an authoritative source. Converging: Begin learning by defining the learning task, and setting goals.  Accommodating: Begin learning by doing something, provide immediate action.
VARK Model: Develop a lesson plan structure to meet the needs of each preferred learning modality: Visual, Aural, Reading/Writing and Kinesthetic.	Visual: Use of graphics and symbols such as charts, maps, diagrams, etc.  Aural: Use of conversation such as discussions, debate and stories. Read/Write: Use of written sources, textbooks, text-heavy visuals such as slideshows.   Kinesthetic: Use of hands-on learning, movement and experimentation.

References

 

Fleming, Neil D. Teaching and Learning Styles: VARK Strategies. Christchurch, N.Z., Neil D.                  Fleming, November, 2001.

Fleming, Neil, and Colleen Mills. “Not Another Inventory, Rather a Catalyst for Reflection.” To Improve the Academy, vol. 11, 1992, p. 137, vark-learn.com/wp-content/uploads/2014/08/not_another_inventory.pdf.

Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style? International Journal of Intercultural Relations, 33(1), 69–85. https://doi.org/10.1016/j.ijintrel.2008.11.002

MacKeracher, D. (2004). Making sense of adult learning. University of Toronto Press.

McIeod, S. (2023, June 16). Kolb’s learning styles and experiential learning cycle. Simply Psychology. 

https://www.simplypsychology.org/learning-kolb.html

Learning Through Social Relationships A Theory Review( Andrea McMurtry)

 Theoretical Points

When it comes to relationships in learning, many theoretical perspectives emphasize the influence of social connections on cognitive and emotional development. Educational theories widely recognize the crucial role of relationships in facilitating learning. Vygotsky’s (1978) sociocultural theory positions relationships at the core of learning, emphasizing that knowledge is constructed through social interaction. His concept of the Zone of Proximal Development (ZPD) illustrates that learners can achieve higher understanding when guided by more knowledgeable peers or teachers, with relationships acting as the scaffolding for cognitive growth. Similarly, Piaget’s (1972) constructivist theory views relationships as a medium for co-constructing knowledge through shared experiences. In Bandura’s (1977) social learning theory, observation within social contexts plays a critical role, with relationships providing essential models for behavior. Rogers’ (1969) humanistic approach to education stresses the importance of empathetic relationships, where trust between teacher and student fosters personal growth. Finally, Bowlby’s (1969) attachment theory suggests that early caregiver relationships shape students' social and emotional development, influencing how they engage in educational environments.

Application

In physical education, relationships are not just a complement to learning, they are essential to it. Social interactions play a vital role in the educational process, particularly in courses that rely heavily on teamwork, and real-time feedback, such as physical education. In my experience as a teacher, the bonds students form with their peers and instructors directly impact their growth in the affective domain which involves the emotional and social aspects of learning. The face-to-face interactions that occur in this setting are irreplaceable, and cannot be replicated in an online modality.

Vygotsky’s concept of the Zone of Proximal Development (ZPD) highlights why relationships are so crucial in learning, especially in environments like physical education. The ZPD refers to the difference between what learners can achieve independently and what they can accomplish with the guidance of a more knowledgeable mentor. This shows that learning is inherently a social process and highlights the need for quality instruction delivered in personalized settings. Students need the support of their instructors and peers to move beyond their current abilities. In physical education, this social support often comes through group work and instructor guidance, which necessitate in-person interaction to foster this type of learning. 

Similarly, Constructivist Theories, especially Piaget’s, focus on the importance of relationships in learning by emphasizing the construction of knowledge. In classrooms, students often engage in collaborative learning activities where they share ideas. One of the most common approaches is through Kagan learning structures. These peer interactions in small group discussions enable students to deepen their understanding of the meaning of the content and refine their thoughts. These shared experiences make learning more interactive and promote deeper understanding, as knowledge is not simply transmitted but constructed through discussions. These Collaborative Learning Modelsemphasize how learning is enhanced when students work together.

Bandura’s Social Learning Theory further illustrates the role of relationships in learning through the process of observational learning. Students learn behaviors and skills by watching others, especially those they respect or admire. For example, a student might observe a classmate who excels at public speaking and, over time, adopt similar strategies to improve their own performance. The social relationship between the model and the observer is critical in shaping the learner’s behavior.

In Humanistic Approaches to education, relationships grounded in trust are seen as essential for fostering personal growth and development. Carl Rogers’ person-centered education model suggests that teachers who build supportive relationships with their students create an environment where learners feel valued. This emotional safety is crucial for students to take risks and achieve their full potential. For example, if a teacher encourages open communication and listens to students’ concerns, they create a climate that promotes both academic and emotional well-being, and make learning a more holistic experience.

Attachment Theory, developed by John Bowlby, underscores the importance of early relationships in shaping a student’s approach to learning. Secure attachments with early educators provide students with the confidence needed to explore new ideas and take academic risks. A student who feels safe and supported in the classroom is more likely to engage in challenging tasks and develop resilience in the face of difficulties. This theory highlights that the quality of relationships students form with their teachers can significantly influence their motivation for learning.

As we increasingly shift toward online education, it becomes critical to recognize that certain disciplines, like physical education, demand a social and interactive environment that online learning struggles to provide. During COVID-19, many students faced significant setbacks in their learning due to the loss of in-person social interactions, highlighting the importance of maintaining these connections in education. Vygotsky’s theories support the idea that this kind of learning, rooted in social interaction and immediate feedback, is crucial for students’ development, and why online learning cannot fully substitute the benefits of in-person education.

Reflection 

Highlights and Process of Theory Review

This theoretical review focuses on the critical role that relationships play in the learning process, drawing on established educational theories such as Vygotsky's Sociocultural Theory, Piaget’s Constructivism, Bandura’s Social Learning Theory, and Humanistic Approaches, all of which emphasize that learning is an inherently social activity. One key highlight is how relationships serve as the foundation for both cognitive and emotional development, providing the scaffolding necessary for deeper learning and critical thinking. Additionally, this review highlights the importance of emotionally supportive environments, where teachers act as facilitators and mentors, not only transmitting knowledge but also nurturing students' emotional well-being. The review also emphasizes practical applications of these theories in classroom settings. These applications demonstrate how building strong relationships among students and between students and teachers can significantly enhance academic engagement, emotional growth, and overall learning outcomes.

To write this theoretical review, an extensive review of educational psychology literature was conducted, focusing on prominent theories that address the role of relationships in learning. Key sources included foundational works such as Vygotsky’s Mind in Society (1978), Bandura’s Social Learning Theory (1977), and Carl Rogers’ Freedom to Learn(1969). These works provided theoretical grounding for understanding the importance of interpersonal connections in the learning process. The first step in this process involved a thorough review of academic literature focused on the intersection of social relationships and learning. Key journal articles and research papers provided foundational knowledge on how these relationships foster learning. For instance, the work by Wentzel and Watkins (2002) demonstrated how positive teacher-student relationships contribute to increased motivation and academic performance in students. Similarly, O'Connor and McCartney (2007) explored how early teacher-child relationships impact long-term academic success, highlighting the importance of secure, trusting relationships.

After understanding the key theoretical points, I synthesized them into common themes and explored their practical applications in various educational settings, focusing on how relationships shape learning. I also focused on how teachers can apply these concepts in educational practice, particularly emphasizing the importance of collaborative learning environments. For example, Johnson, Johnson, and Roseth (2010) found that cooperative learning structures significantly improve student achievement, largely due to the positive interdependence and social bonds formed during collaborative activities. I ensured that each theory was linked to real-world classroom practices and provided examples where social relationships directly impacted student engagement especially in regards to physical education and the impact of COVID-19 and online learning. 

 

References

Bandura, A. (1977). Social Learning Theory. Prentice Hall.

• Bandura’s explanation of observational learning and the importance of modeling behaviors within social relationships was used to explore how students learn through observing teachers and peers.

Bowlby, J. (1969). Attachment and Loss: Volume I. Attachment. Basic Books.

• Bowlby’s attachment theory was discussed to show how early relationships form the foundation for learning behaviors and emotional resilience in educational settings.

Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197-213.

o   This study demonstrated the cognitive benefits of cooperative learning in promoting higher-order thinking skills through structured peer interactions and social collaboration.

Johnson, D. W., Johnson, R. T., & Roseth, C. J. (2010). The impact of cooperative, competitive, and individualistic learning environments on students' achievement: A meta-analysis. Educational Research Review, 5(1), 44-61.

• This meta-analysis provided evidence that cooperative learning enhances student achievement by fostering positive relationships and social interdependence.

O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340-369.

·      O'Connor and McCartney's research showed that early teacher-student relationships have a long-term impact on students' academic success and emotional development.

Piaget, J. (1972). The psychology of the child. Basic Books.

• Piaget’s constructivist ideas around co-constructing knowledge through relationships were central to the discussion of how peer interactions promote deeper learning.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Handbook of Research on Student Engagement, 365-386.

• Pianta et al. discussed the significance of teacher-student relationships and how training can improve the quality of these interactions, ultimately enhancing student engagement and learning outcomes.

Rogers, C. R. (1969). Freedom to Learn: A View of What Education Might Become. Charles Merrill Publishing Company.

• Carl Rogers’ humanistic approach highlighted the significance of empathetic teacher-student relationships in creating emotionally supportive learning environments where students thrive.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

• This work provided the basis for discussing the Zone of Proximal Development and how relationships between learners and more knowledgeable individuals facilitate cognitive development.

Wentzel, K. R., & Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. Journal of Educational Psychology, 94(2), 282-295.

• This article explored how peer relationships in the classroom foster student engagement and improve learning outcomes through positive social interactions.

Emotions and Learning A Theory Review ( Samiaya Thomas)

 Main theoretical points

 

The emotional and mental intellect of a person will have an overall impact on our learning. The connection made by MacKeracher (2004) breaks this concept down into the emotional development of the learner and how that can impact motivation. Learning is an action which means it requires energy which leads to increase of motivation. We are all motivated to grow and learn based on our own reasons one way or another (p.123). This idea leads into the elements that build up our learning abilities such as arousal, emotions, and stress (MacKeracher , 2004, p.124). The levels of these three factors build up the brain's direct connection to learning and retaining information. As a result we are taught to cope and adapt and establish what we ultimately want to learn (Schuwirth, 2010, p.14). 

The association between stress and emotions can lead to friction due to arousal state. This friction comes from the feeling of being pushed outside of the comfort zone and countering the desire to learn in some situations. On the other hand the emotion behind learning also teaches a learner what they don't want to learn or know (Schuwirth, 2010. p.15). We often see this with students who are challenged in a particularly more difficult topic may often drop the course and even avoid doing assignments until the last minute. Additionally if there are positive emotions connecting a learner to a specific topic they are more likely to remember and apply information (Schuwirth, 2010. p.15). In the text Hebb (1972) mentioned that throughout one's lifespan they are going to experience stress. This does affect those from different age groups as it is known that levels of stress heighten with  intellectual ability and age(MacKeracher, 2004, p.124. 

 

Prolonging any stressful situation or stress reaction could result in shutdown or reduced competence. The reduction in competence could ultimately result in poor communication such as repetitive language, unfinished discussion, no listening, excessive talking as well as silence, and much more under different circumstances (MacKeracher, 2004, p.125). 

            In general, there has been agreement in the fact that motivation, cognitive ability, and emotion are all fundamental in the operation of the human brain (Trigwell et al., 2012.p.812) Furthermore referring to the Self- Regulated learning system within the research history have always included the focus on students emotional response within a learning setting. This could include but not be limited to their response to context and achievement of set goals. The connection is emotionally charged from the perspective of learning strategies and learning achievement and the emotions attached to both (Trigwell et al., 2012.p.813). There have been instruments created in the past such as the Academic Emotion Questionnaire which specifically targets and summarizes the students emotions. Trugwell et al., (2012) mentioned this instrument and the evidence in the connection being the emotional mental state of the students and their overall educational motivation, self regulation, learning strategies, and academic achievement (p.813). 

            Moreover there has been education research that focused on the role of emotions brokedown in terms of positive and negative feelings (Rowe et al., 2013, p.2). There has been an emphasis on the benefit of positive emotions within enhancing attention, memory, information procession, achievement, and problem solving. The opposite being true for the effects of negative emotions leading to possible and often certain regression in all previous mentioned areas. 

 

 

Practical Application for this Theory

The awareness of this as a teacher is very important because ethical as mentioned within there is a goal to not cause harm or damage to our students (Schuwirth, 2010, p.14).   The emotions don't only affect the way we learn but why we want to learn in general. It would be wise for any educator or facilitator to spend some time trying to lower stress levels. This may mean deliberately avoiding initial challenges and complicated tasks, and focus on more confidence building tasks. Within this strategy they are being diligent about lowering anxiety and enforcing more manageable less arousal and emotion in a learning setting (MacKeracher (2004). The use of the systems that are modeled after the conceptualization of emotional knowledge, concepts, and scripts are used and highly supported in empirical findings (Rowe et a;., 2013.p.2). These prototypes are formatted to form a hierarchy of rated emotions and feelings on a scale of measurement of occurrences of either positive or negative feelings. The evidence found from these have been used to form assessments, training, and protocols on educating individuals with awareness. 

In application, the awareness of the result of handling students with compassion and encouraging learning as well as harnessing positive responses. In order to combat negative associations it is important that educators become the source of the positive emotions in learning. Rowe et al., (2013) highlighted this within their coded categories labeled social environment, passionate injury, and individual variables (p.8).. These categories cover a range of social situations and personal factors that impact each learner. Passionate inquiry covers the way an educator would approach their curriculum as well as their delivery. In fact there has been evidence in research that the focus on passionate inquiry tied to students needs and interest is shown more of a positive impact (Rowe et al., 2013. p.8). Secondly, the delivery being associated with a more friendly, interesting or exciting teaching style has also been shown to increase engagement and intake of information by learners. This encourages a more positive social climate helping to enhance the feelings of supportive student and staff relations. 

Thirdly, the personal factors covering the category of individual variables reinforces the need for educators to always remain aware of the multiple factors that affect one's ability to learn. We all experience life differently based on our cultures, environments, relationships and cognitive abilities and limitations. All affecting someone's emotions in terms of perception of goals, achievement and the overall process of learning (Rowe et al., 2013. p.9). With the use of this practical and functional perspective an educator could frame their curriculum and delivery in the most supportive way. Throughout planning different learning activities the teacher could focus on promoting positive emotions with the use of collaborative, cohesive, and accepting tasks. Thus building up the learner in a way that helps shape their learning pattern to be respective to learning materials and information. 

Reflection 

 

             In review this theory covers the way emotions affect one's ability to learn based on positive versus negative association and personal limitation. The role of the educator is to remain aware of this and actively build their curriculum around the concept. The educator has a responsibility to their learner to actively build up the motivation of the learner and present materials in a way that doesn't promote negative responses. There has been a multitude of research done on the association between emotions and learning and it's a duty of every practitioner to grow with their students. Mackeracher (2004) covered this approach in great detail and provided an outline for future educators. I think even before reading the chapter I was aware of the effects of emotions on one's learning ability. I work in the educational field and I think making sure my learners have a positive mind frame before beginning or proceeding with my session is very important. As working to build motivation and maintain confidence when introducing new materials and concepts. I work with clients to advocate for themself and express any feelings good or bad so we are able to work together. I always try to make sure my learners know I am available for support and further explanation. So covering this topic is refreshing as well as informative for myself and valuable to my role in life currently.  

 

Highlights and Process of Theory Review

 

 

Idea	Major Theoretical Points	Application
1.	Educators need to be aware of the possible emotionally lead response to learning new concepts and actively frame their materials in delivery in a way that promotes positive response.	-       Clear and concise of direction if regards to materials, concepts, and expectations.  -       Set a standard of community and welcome learners without biases.
2.	Educators need to frame their delivery and approach to forma supportive , collaborative, and motivating experience for students.	-       Build up the learners in the different forms of delivery that allow for a more compassionate and safe learning environment.  -       Set a tone of respect and care to lessen the negative emotional outcomes with check ins and open discussions.
3.	With the knowledge of positive and negative emotions associated with the success and achievement and personal factors of the students. The educator should approach each student with the mindsets of individuality.	-       Provide opportunities to create a more communal approach to learning, more opportunity for self expression and cohesiveness between learners and educators.  -       Educators should  consider personal factors when address a leisure, assignment, and communication with each students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

MacKeracher, D. (2010). Making sense of adult learning (2nd ed.). University of Toronto Press. 

Rowe, A. D., Fitness, J., & Wood, L. N. (2013). University student and lecturer perceptions of positive emotions in learning. International Journal of Qualitative Studies in Education, 28(1), 1–20. https://doi.org/10.1080/09518398.2013.847506

Schuwirth, L. (2012). ‘emotions in learning’ is more than merely ‘learning of emotions.’ Medical Education, 47(1), 14–15. https://doi.org/10.1111/medu.12078 

Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811–824. https://doi.org/10.1080/03075079.2010.549220