# data[].attributes.body
Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers. Although there is some overlap between them they are defined as follows.

# data[].attributes.body
This preference includes the depiction of information in:

maps,

spider diagrams,

charts,

graphs,

flow charts,

labelled diagrams,

and all the symbolic arrows, circles, hierarchies and other devices, that people use to represent what could have been presented in words.
This mode could have been called Graphic (G) as that better explains what it covers. It does NOT include still pictures or photographs of reality, movies, videos or PowerPoint. It does include designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey information. When a whiteboard is used to draw a diagram with meaningful symbols for the relationship between different things that will be helpful for those with a Visual preference. It must be more than mere words in boxes that would be helpful to those who have a Read/write preference.

# data[].attributes.body
Link to the Grasha & Reichmann learning style

# data[].attributes.attachment_link.readable_text
The Grasha-Riechmann Student Learning Styles Scale
Introduction
Studies in learning styles initially developed as a result of interest in individual differences. These issues were very much in vogue within investigatory psychology during the 1960's, enjoyed a continuing popularity during the early 1970's but have unfortunately past from vogue since then due to our society's changed focus or an evolution of professional interest. (Curry, 1983)
What is Learning?
Curry (1983) states that learning is both a process and a product.

" The process is adaptive, future focused; and holistic; affecting an individual's cognitive; affective; social, and moral volitional skills.
The product is observable as a relatively permanent change in behaviour, or potential behaviour.
The process is observable in the improved ability of the individual to adapt to environmental stimuli."

A literature review by Curry of 46 citations of various concepts of learning styles in general education, and 16 additional citation in education profession, indicated....

" when positive results are found they generally indicate that student learning can be improved by tailoring instructional Modality as much as possible to each student's preference or style " (Curry, 1983)

King (2011) in his article highlights that " There is a significant body of literature that suggests that different students have different styles of learning in which they learn more effectively " and outlines how cultural differences can play a part in learning styles and that "if there is a mismatch between the teaching style of the teacher and the learning style of the student then the teaching/learning process can be less effective" (King, 2011).
Learning Styles.
A learning style can be defined as the application, within a learning situation, of an individual's typical mode of problem solving, thinking, perceiving and remembering (Cassidy, 2004), good overviews of the literature can be found in Cassidy (2004) and Swanson (1995) and is not the intention to review and research these in detail but to look at the work of Grasha-Riechmann.

It focuses on students' interactions amongst their peers, the instructors, and learning in general. The GRSLSS also has a teaching styles survey that instructors can complete to see how their instruction matches or conflicts with their learners so they can adapt and diversify to meet more learner's needs, which is an interesting area for future study. The learning styles scale itself consists of six primary learning styles, a variety of which are present in each learner, though to varying degrees.

The six learning styles are:

1. Avoidant,

2. Collaborative,

3. Competitive,

4. Dependent,

5. Independent, and

6. Participant.

The survey itself consists of 60 items, with ten questions each that are averaged together to measure dominance in one or more of the six measured learning styles. (Lewis, 2014)

The Grasha-Reichmann model focuses on student attitudes toward learning, classroom activities, teachers, and peers; rather than studying the relationships among methods, student style, and achievement, Grasha and Reichmann emphasize the increased ability to problem-solve, communicate with others, and organize materials.
Learning Styles Diagnostic and Suggested Preferences.

1. Competitive.
Students who learn material In order to perform better than others in the class. They feel they must compete with other students in a course for the rewards that are offered. Preferences: Become a group leader in discussions... Teacher centered instructional procedures... Singled out in class for doing a good job... Like to dominate discussions... Class activities where they can do better than others.

2. Collaborative.
Typical of students who feel they can learn by sharing ideas and talents... They cooperate with teacher and peers and like to work with others. Preferences: Lectures with class discussions in small groups... Small seminars... Student-designed aspects of courses... Group rather than individual projects.

3. Avoidant.
Not enthusiastic about learning content and attending class... Do not participate with students and teachers in the classroom... They are uninterested and overwhelmed by what goes on in class. Preferences: Generally turned off by most classroom activities... Would prefer no tests... Blanket grades where everyone gets a passing grade...Does not like enthusiastic teachers.

4. Participant,
Good citizens in class. They enjoy going to class and take responsibility for getting the most out of a course. Want to take part in as much of the course activity as possible. Preferences: Lectures with discussion... Opportunities to discuss material... Class reading assignments... Teachers who can analyse and synthesize information well.

5. Dependent.
Characteristic of students who show little intellectual curiosity and who learn only what is required. They view teacher and peers as sources of structure and support and look to authority figures for specific guidelines on what to do and how to do it. Preferences: Outlines or notes on the board... Clear deadlines and instructions for assignments... Teacher centered classroom methods... As little ambiguity as possible in all aspects of course.

6. Independent.
Students who like to think for themselves.They prefer to work on their own but will listen to the ideas of others in the classroom. Learn the content they feel is important and are confident in their learning abilities. Preferences: Independent study... Prefer to work alone... Self paced instruction... Assignments that give students a chance to think independently... Projects that students can design... Student-centered rather than a teacher-centered course designs.

References

Cassidy, S. 2004 Learning styles: An overview of theories, models, and measures, Educational Psychology,24(4), 419-444

Curry, A., 1983. An Organization of Learning Styles Theory and Constructs. American Educational Research Association , pp. 1-25.

King, A., 2011. Culture, Learning and Development: A Case Study on the Ethiopian Higher Education System.

Lewis, M. A., 2014. Learning Styles, Motivations, and Resource Needs of Students, s.l.: Chapel Hill, North Carolina.

Markus, H.R. & Kitayama, S., H. R. & Kitayama, S., 1991. Culture and the self: implications for cognition, emotion and motivation.. Psychological Review, Volume 2, p. 98.

Grasha-Riechmann Student Learning Style Scales

Swanson, L.J. 1995 Learning styles: A review of the literature, Educational Research Information Centre document no. ED 387 067

# data[].attributes.attachment_link.title
Learning Style Diagnostics: The Grasha-Riechmann Student Learning Styles Scale

# data[].attributes.attachment_link.description
Learning Style Diagnostics: The Grasha-Riechmann Student Learning Styles Scale was developed to measure learning preferences of adults, undergrads and above

# data[].attributes.body
can be used for students to know how they learn best, teachers to understand what ways they commonly teach and adapt this for lessons to suit other better. can be used in a work environment for a boss to be able to show staff new information in a way to keep them engaged and focused.

# data[].attributes.body
Kennedy, B, R and Kennedy, A, D. (2004). Using the Myers-Briggs type indicator in career counseling. Journal of Employment Counseling. Vol 41, (1). pp 38-43

The focus of this journal was to describe the use of the Myers-Briggs method within the career counseling process, it was found to be useful to professionals and allowed them to strategize with clients as well as consider the psychological and potential employment opportunities.

# data[].attributes.body
This preference is for information displayed as words. Not surprisingly, many teachers and students have a strong preference for this mode. Being able to write well and read widely are attributes sought by employers of graduates. This preference emphasizes text-based input and output – reading and writing in all its forms but especially
manuals
reports
essays
assignments.
People who prefer this modality are often addicted to:

PowerPoint

the Internet

lists

diaries

dictionaries

thesauri

quotations and words, words, words…

Note that most PowerPoint presentations and the Internet, GOOGLE and Wikipedia are essentially suited to those with this preference as there is seldom an auditory channel or a presentation that uses Visual symbols.

# data[].attributes.body
The theory relating to the personality of the individual and psychological types. The individual whom is taking the test could be one of the personality traits or could be in the middle showing they are equal between the two. It Is useful to indicate how an individual handles a situation through their personality.

The four difference sections to the theory and to pick between are:

1. Extraversion= People and things or Introversion= ideas and information

2. Sensing= Facts and reality or Intuition= possibilities and potential

3. Thinking=Logic and truth or Feeling= values and relationships

4. Judgment= well-structured or Perception= goes with the flow

# data[].attributes.body
Activists
Reflectors
Theorist
Pragmatist

# data[].attributes.attachment_link.title
What Is Your Myers Briggs Personality Type?

# data[].attributes.body
I took the Grasha and Reichmann survey and my results were as follows:
Independent - Moderate (2.9)
Avoidant - Moderate (2.4)
Collaborative - Low (2)
Dependent - High (4.5)
Competitive - High (3.2)
Participant - Moderate (3.1)

These results make sense to me, as I like to work on my own but depend on my tutors/coaches to tell me exactly what to do.

# data[].attributes.body
Mike’s Survey Result

# data[].attributes.body
This perceptual mode describes a preference for information that is “heard or spoken.” Learners who have this as their main preference report that they learn best from:

lectures,

group discussion,

radio,

email, using mobile phones,

speaking,

web-chat and talking things through.

Email is included here because; although it is text and could be included in the Read/write category (below), it is often written in chat-style with abbreviations, colloquial terms, slang and non-formal language. The Aural preference includes talking out loud as well as talking to oneself. Often people with this preference want to sort things out by speaking first, rather than sorting out their ideas and then speaking. They may say again what has already been said, or ask an obvious and previously answered question. They have need to say it themselves and they learn through saying it – their way.

# data[].attributes.body
This theory could be applied to the equine industry when trying to understand how and why people act the way they do, and how best to support their learning to achieve their potential. People who have a high 'avoidance' score are likely to require bigger motivations to complete a task, and so the coach/teacher/mentor/instructor (depending on the context) will need to alter their teaching style to reflect this. Similarly, people who are more 'independent' will not require as much teaching/instructing as they would coaching/mentoring to encourage them to answer their own questions and achieve their goals largely on their own.\

# data[].attributes.body
By definition, this modality refers to the “perceptual preference related to the use of experience and practice (simulated or real).” Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, “either through concrete personal experiences, examples, practice or simulation” [See Fleming & Mills, 1992, pp. 140-141]. It includes:

demonstrations,

simulations,

videos and movies of “real” things

case studies,

practice and applications

The key is the reality or concrete nature of the example. If it can be grasped, held, tasted, or felt it will probably be included. People with this as a strong preference learn from the experience of doing something and they value their own background of experiences and less so, the experiences of others. It is possible to write or speak Kinesthetically if the topic is strongly based in reality. An assignment that requires the details of who will do what and when, is suited to those with this preference, as is a case study or a working example of what is intended or proposed.

# data[].attributes.body
Not likely to be used when dealing with clients as it is time consuming and might be personal to the client.
Bell Equine- Vets normally discuss things with their clients (aurally) and email them with further information (read/write).
It might be seen as unprofessional and patronising to ask a client how they would like the information to be presented to them.
Therapy Centre/yard- When teaching/coaching staff it is likely to be a kinaesthetic or aural learning style as they will show them how to do things and discuss it with them.

# data[].attributes.body
Life is multimodal. There are seldom instances where one mode is used, or is sufficient, so that is why there is a four-part VARK profile. That is why the VARK questionnaire provides four scores and also why there are mixtures of those four modes. Those who do not have a standout mode with one preference score well above other scores, are defined as multimodal.

They are of two types.
Vark Type One

flexible in their communication preferences

who switch from mode to mode depending on what they are working with.

context specific.

choose a single mode to suit the occasion or situation.

If they have to deal with legalities they will apply their Read/write preference.

If they are to watch the demonstration of a technique they will be expressing their Kinesthetic preference.

Vark Type Two:

who are not satisfied until they have had input (or output) in all of their preferred modes. t

take longer to gather information from each mode

they often have a deeper and broader understanding.

may be seen as procrastinators or slow-deliverers but some may be merely gathering all the information before acting – and

their decision making and learning may be better because of that breadth of understanding.

# data[].attributes.body
The advantages of knowing your learning style allows you to cater the way you take information on and gain a real understanding of the subject rather than it just going in one ear and out of the other.

disadvantage to this theory is that not all learners apply to one style, they apply to a couple or even all the categories so its hard to clarify when someone has a high score in all or a few of the categories. how do you define your learning style when your score is high for all categories?

# data[].attributes.body
The test can help the user become self-aware of their personality and be able to self develop using something such a plan.
Help the user of the test be able to avoid conflict with other people and how your personality can overcome conflict if the situation arises.

# data[].attributes.body
The test is very lengthy and long to complete and requires lots of maths skills.
Not practical for an equine setting as you wouldn't always ask someone to complete this test every time a new client came in for therapy.

# data[].attributes.body
Advantages

tailor your learning/revision to your learning style

Provides a list of strategies to aid your learning, broken into input and output

Disadvantages-

the test takes a long time to complete

Restricted answers as multiple choice-might be in-between two answers

not qualitative-  not much detail so not very specific

the questions might be unclear to some people so they may guess an answer- result wont be representative of their style

# data[].attributes.body
There is an importance of the personality traits to coaching and this could be used in the decision making for a career however would not aid massively in the working environment of coaching someone (time it would take to do a test). It could help with coaching but a test might not be appropriate

# data[].attributes.body
Franz, N. (2013). 10 Benefits of Using Myers Briggs Type Indicator. URL: https://www.apexcareerservices.com/10-benefits-of-using-myers-briggs-type-indicator/ Last accessed: 25th January 2018.

# data[].attributes.headline
This is our word document on Honey and Mumford 

# data[].attributes.subject
This is our word document on Honey and Mumford 

# data[].attributes.body
you can save it in your documents for revision !!!!!!!!!!!!!!!! really couldn't figure out how to copy and paste what we did on here :/
Juliana, Elouise, Elise and Alessia