Translating Learning Style Theory into Developmental Education Practice: An Article Based on Gregorc's Cognitive Learning Styles

Abstract

The concept of learning style has gained credibility as a construct that affects individual students' learning preferences and respective successes and failures in schooling situations. Because student success in developmental education programs relies heavily on learning performance in a variety of large-group, small-group, and individual learning situations, it behooves developmental education instructors and learning assistants to examine the relationships between student learning styles and these instructional contexts. This article uses the Gregorc Style Delineator (1982) as the basis for translating learning style theory into the following developmental education teaching practices: teacher-led lesson presentations, student group discussions and projects, independent assignments, and testing situations.

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Notes on contributors

Marion Terry

Marion Terry is the Learning Skills Specialist responsible for Brandon University's Writing Centre (in Manitoba, Canada). Marion has 24 years of experience as an elementary, high school, community college, and university educator. She has an M.Ed. from the University of Manitoba, and is currently completing a Ph.D. from the University of Regina.