It is crucial to incorporate all three learning styles, cognitive aspects, affective/personality, and physiological/perceptual in teaching. James & Maher noted that physiological/perceptual aspects of learning style include, “…sensory-based perceptual modes of reception that are dependent on the physical environment,” including light and time of day rhythms (as cited in Galbraith, 2004, 123). Student strategies include identifying with the sensory-based perceptual modes (para. 134).
James & Maher commented on cognitive aspects of learning style, “…relate to information-processing habits representing the learner’s typical mode of perceiving, thinking, problem solving, and remembering” (as cited in Galbraith, 2004, p123). Learner strategies include writing orderly directions, prioritizing steps to a task or assignment, review notes for missing information, prioritize responses, determine the role within a group, turn assignment into a game, take ten minute break for every thirty minutes worked, underline key words in assignments, and locate the relevance in the assignment. (para. p. 135).
According to James & Maher the affective/personality aspects of learning style are, “…encompass aspects of personality that are related to motivation, emotion, and valuing are the learner’s typical mode of arousing, directing, and sustaining behavior (as cited in Galbraith, 2004, p.123). The student strategies include recognizing social learning preferences, don’t take negative feedback personally, identify environments that support more independent learning and determine the level of student preferences (para. 136).
In understanding the aspects of physiological/perceptual learning I will be able to apply this knowledge to learning activities that incorporate a holistic foundation and offer various sensory choices, sensation options, and rely on a perspective of kinesthetic, visual and auditory methods (para. 134). Knowing of cognitive aspects I will be able to apply this knowledge in using hands on assignments, repeat and review detailed directions, give extra time for trial and error process, provide samples of projects, incorporate independent activities, and encourage student-generated assignment ideas. I will be able to apply this new knowledge of affective/personality by providing opportunities for various social learning preferences, incorporate emotional aspects including feedback and recognition (para. 136).
In commenting on the authors contention, a student builds knowledge from prior experience and reflects to make meaning of the new experiences, teachers guide students to the new experiences utilizing their past experiences and learning styles. The implications this has for educators is that a student will learn in their own way and it is the responsibility of the teacher to match their learning style and incorporate it into their teaching style.