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Learning Styles

post #1 of 9
Thread Starter 

This may be a bit over generalized. But awhile ago we had a thread on teaching styles. It would be interesting to compare how people teach with how people learn.

Be Braver in your body, or your luck will leave you. DH Lawrence
post #2 of 9
Learning styles are tied to the senses and are all interlinked on an individual basis. If we are totally ignorant about something, we must learn about it, and that is through prceptions and cognotation.We must somehow receive some information so we can progress to acheiving a new understanding about something,and/ or make the appropriate physical action.

For example, when someone speaks to you, even though you might not be a lip reader, by looking at them as they speak they seem to be more understandable. You are listening, but also are picking up visual messages that enhance your comprehension.

So to simplify the learning methods:

1. See monkey.... do
2. Hear monkey say ....then do
3. Have Monkey physically show you, or position you....then do

1.is through visualization
2.is through hearing
3.is by feeling how it feels

Learning to ski by sense of taste or pain is probably of little use to making progress.Of course sampling wines and fine foods are the exception to when the sense of taste may be appropriate.

Learning can be exclusively one way, but more than likely a combination of two or more methods as to how we absorb information. Then we translate that information into appropriate physical action, or further cognitation.

Now I understand why people ware those T- shirts that say: "Shut up, and ski."
post #3 of 9
Thread Starter 
Yeah, the neurolinguistic thing has been around for a long time. An interesting thing I've found about that, is since when teaching, I need to appeal to all styles, I now learn by all styles.

One of the major challenges of teaching Pilates based mat is that it is mostly done lying down. Since the neck needs to be lined up with the spine, people who are completely visual learners have a really hard time with it. They need to be taught to LISTEN.

I have often joked about the fact that the reason I have so much trouble learning to ski is that I can't see it in the mirror!

But I once had this teacher, very bright and perceptive, but on a freezing cold day in Vermont, we would ski for maybe 4 minutes before she stopped us to talk about it for 10 minutes! ARRGGHHHHH! Without the kinesthetic practice of the sport the talk can sometimes be close to meaningless!

I've also noticed, much to my extreme frustration that its a bit harder to follow the highly technical discussions on this board in the summertime.

I found this link interesting because it went beyond the realm of the senses into an exploration of personality, as it pertains to learning style.

Be Braver in your body, or your luck will leave you. DH Lawrence
post #4 of 9

I posted response to your thread, in Hyperchange Cafe, earlier today. JR has also posted a reponse.

In my response, I outlined learning styles. Wink pretty well laid them out, but here it is again:
physical, auditory, tactile, visual. There are five areas of human growth that affect learning. They are the physical, affective, social, cognitive and moral domains. Then there are teaching styles that are designed to meet the needs of these domains.

We, as ski teachers, are exactly that, teachers. If we are going to have quality teaching and learning experiences, we must learn to teach. I have settled in on one aspect of teaching; teaching styles. There is a lot to be learned about the teaching styles that are available. I have been reading Mosston & Ashcroft's "The Spectrum of Teaching Styles: From Command to Discovery". It goes into the different styles in depth and points out the pros and cons of each style.

I hope that I have been of help.

post #5 of 9
You can find more on learning styles from these links. Some of it's interesting.

http://www.newhorizons.org/trm_gardner.html <FONT size="1">

[This message has been edited by BillA (edited August 26, 2001).]</FONT><FONT size="1">

[This message has been edited by BillA (edited August 26, 2001).]</FONT>
post #6 of 9

This is a group that has good KNOWLEGE.

LisaMarie, maybe you saw or heard of GO.


This team of learning warriors seem to have the common belief in GO.

To GO as you pinted out in an article, onw needs to be comfortable if they are going to get the most out of the experience.

ZONE is about that and MORE.

Each of us also need to be in the right place at the righ time to recieve the message. A good example would be the new recruit in a movie where the commander says "If I say it is safe to SURF this beach ...." and the poor guy with bombs going off and all of the Viet Cong shooting at him is jumping up and down into the fox hole and out. It appears to me he is not READY TO RECIEVE THE INSTRUCTION.

(I have actualy seen simular instructor student relationships out east, where skiers are flying by on the crowded slopes and the NEW students are in the FRAY as the instructor and you diescribed talks and talks)

So TIME and ZONE are imortant to good GO.

post #7 of 9
I find it important to remember that more than teaching I'm guiding someones learning. If I developing a relationship with the student that address thier needs, desires and goals learining is allowed to happen. If not then I'm just spewing unwanted information.

If you need and example just check out my spewing on 'Tip lead when schussing ' thread. Question was asked about straightrun tip lead. I jumped right into a discription that had to do with turning. It was unwanted information. No oportunity for learning.
post #8 of 9
Thread Starter 
Oh, no, no no no!! You are way too hard on yourself Hapski! First of all, The Art of Carving is my most favorite ski instruction book! Even have a thread about it somewhere in here.

Secondly, you just described your own learning style. Association. PM wrote about something, but that made you think about something related, even if it was not completely relevant.
We all do that some time.
post #9 of 9
No I'm a seer doer. If I'm your student show me, get out of my way, and let me do it.

As an instructor it is my obligation to listen to my students and facilitate their needs and desires.

P.M. asked about a straight run. I was so eager to share information that I missed his point and started talking about movements that were turn based. He even came on later in the thread and told us we missed the point of his question.

I thought my disertation was the correct answer to the wrong question.
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