1. LEARNING STYLES THEORY
emphasizes the fact that individuals perceive & process information in very different ways.
implies children do learn differently, and that teachers had to move from the traditional “left-brain/right-brain theory” in education.
based on research, the result of heredity, upbringing, and current environmental demands, different individuals have a tendency to both perceive and process information differently.

2. “LEFT-BRAIN/RIGHT-BRAIN THEORY
This old theory prompted educators to view students as either left-brained learners or right-brained learners.
Left-Brained Learners  those that tend to approach things in a logical, linear or verbal manner.
Scientist
Politician
Mathematician

3. Right-Brained Learners  those that approached things in a more creative, spatial or holistic manner.
Ballet dancer
Artists
Musicians

4. Today, educators believe in the “whole-brained theory”
That a student can be logical, linear or verbal and at the same time can be creative, spatial and holistic.

5. FELDER – SILVERMAN LEARNING STYLE MODEL
This model classifies learners as:
SENSING AND INTUITIVE LEARNERS
VISUAL AND VERBAL LEARNERS
ACTIVE AND REFLECTIVE LEARNERS
SEQUENTIAL AND GLOBAL LEARNERS

6. SENSING AND INTUITIVE LEARNERS
Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.
Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition.
Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.

7. VISUAL AND VERBAL LEARNERS
Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation very helpful.
If you are verbal learner, you write summaries or outlines of course material in your own words. You gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.

8. ACTIVE AND REFLECTIVE LEARNERS
Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.
"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.
Active learners tend to like group work more than reflective learners, who prefer working alone.

9. SEQUENTIAL AND GLOBAL LEARNERS
Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

10. Implications of Learning Styles in Education
Teachers should design their instructional approaches or teaching strategies to connect with varied learning styles.
Educators can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking etc. to meet learning needs of students.
Teachers should employ a variety of assessment techniques, focusing on the development of the "whole brain" capacity and each of the different learning styles.