أﻧﻤﺎط /أﺳﺎﻟﯿﺐ اﻟﺘﻌﻠﻢ
Learning
Styles
Learning Styles
Related terms: Cognitive style, multiple intelligences
اﻟﺬﻛﺎءات اﻟﻤﺘﻌﺪدة، اﻟﻨﻤﻂ اﻟﻤﻌﺮﻓﻲ:اﻟﻤﺼﻄﻠﺤﺎت ذات اﻟﺼﻠﺔ
➔ It is a theory that
explains how a person
process information.
إﻧﮭﺎ ﻧﻈﺮﯾﺔ ﺗﺸﺮح ﻛﯿﻔﯿﺔ ﻣﻌﺎﻟﺠﺔ
اﻟﺸﺨﺺ ﻟﻠﻤﻌﻠﻮﻣﺎت
➔ Anindividual's preferred
means of acquiring
knowledge and skills.
(the best way to learn.).
اﻟﻮﺳﺎﺋﻞ اﻟﻤﻔﻀﻠﺔ ﻟﻠﻔﺮد ﻻﻛﺘﺴﺎب اﻟﻤﻌﺮﻓﺔ
(. )أﻓﻀﻞ طﺮﯾﻘﺔ ﻟﻠﺘﻌﻠﻢ.واﻟﻤﮭﺎرات
اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻓﻲ أﻧﻤﺎط اﻟﺘﻌﻠﻢ
Factors Affecting Learning Styles
اﻟﺘﺪرﯾﺲ اﻟﻤﺴﺘﺨﺪﻣﺔ/ ﺗﻌﻠﯿﻢ/طﺮق اﻟﺪراﺳﺔ
Personality traits and Instructional/Teaching
ﺳﻤﺎتfactors methods used
وﻋﻮاﻣﻞ
اﻟﺸﺨﺼﯿﺔ
Learning Style
Environmental factors
Other’s expectations
اﻟﻌﻮاﻣﻞ اﻟﺒﯿﺌﯿﺔ
ﺗﻮﻗﻌﺎت اﻵﺧﺮﯾﻦ
Benefits of Understanding ﻓﻮاﺋﺪ ﻓﮭﻢ أﻧﻤﺎط اﻟﺘﻌﻠﻢ
Learning Styles
There are many advantages to understanding the way in which you are able to process
information most efficiently.
ھﻨﺎك اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﺰاﯾﺎ ﻟﻔﮭﻢ اﻟﻄﺮﯾﻘﺔ اﻟﺘﻲ ﯾﻤﻜﻨﻚ ﻣﻦ ﺧﻼﻟﮭﺎ ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت ﺑﻜﻔﺎءة أﻛﺒﺮ
Some of these benefits/ advantages include:
: اﻟﻤﺰاﯾﺎ ﻣﺎ ﯾﻠﻲ/ ﺗﺘﻀﻤﻦ ﺑﻌﺾ ھﺬه اﻟﻔﻮاﺋﺪ
Maximizing your learning potential.
زﯾﺎدة إﻣﻜﺎﻧﺎت اﻟﺘﻌﻠﻢ اﻟﺨﺎﺻﺔ ﺑﻚ/ﺗﻌﻈﯿﻢ
Understand how to best study and score better on exams and tests.
ﻓﮭﻢ أﻓﻀﻞ طﺮﯾﻘﺔ ﻟﻠﺪراﺳﺔ واﻟﺤﺼﻮل ﻋﻠﻰ درﺟﺎت أﻓﻀﻞ ﻓﻲ اﻻﻣﺘﺤﺎﻧﺎت واﻻﺧﺘﺒﺎرات
Gain insight into your own strengths as well as weaknesses.
اﻛﺘﺴﺎب ﻧﻈﺮة ﺛﺎﻗﺒﺔ ﻋﻠﻰ ﻧﻘﺎط ﻗﻮﺗﻚ وﻧﻘﺎط ﺿﻌﻔﻚ
ﻧﻤﺎذج أﻧﻤﺎط اﻟﺘﻌﻠﻢ
Learning Styles Models
1.VARK model (Neil Fleming)
(ﻧﻤﻮذج ﻓﺎرك )ﻧﯿﻞ ﻓﻠﯿﻤﻨﺞ
2.Experiential Learning model (David Kolb)
(ﻧﻤﻮذج اﻟﺘﻌﻠﻢ اﻟﺘﺠﺮﯾﺒﻲ )دﯾﻔﯿﺪ ﻛﻮﻟﺐ
1.VARK model ( Neil Fleming )
Learning Styles
اﻟﻤﺘﻌﻠﻤﻮن ﻣﻦ
ﺧﻼل اﻟﻘﺮاءة
Auditory اﻟﻤﺘﻌﻠﻤﻮن واﻟﻜﺘﺎﺑﺔ
Learners اﻟﺴﻤﻌﯿﻮن Read/write
(A)
Learners:
Visual اﻟﻤﺘﻌﻠﻤﻮن اﻟﺤﺮﻛﯿﻮن
Learners اﻟﻤﺘﻌﻠﻤﻮن
(V) اﻟﺒﺼﺮﯾﯿًﻦ Kinesthetic
اﻟﻤﺘﻌﻠﻢLearners (K)
ﻣﺘﻌﺪد
Multi- اﻷﺑﻌﺎد
Dimensional
Learners (M)
اﻟﻤﺘﻌﻠﻤﻮن اﻟﺒﺼﺮﯾﻮن
1) Visual Learners (V)
Individuals who fall into this category typically learn
through what they are able to see with their own
eyes. ﻋﺎدةً ﻣﺎ ﯾﺘﻌﻠﻢ اﻷﻓﺮاد اﻟﺬﯾﻦ ﯾﻘﻌﻮن ﻓﻲ ھﺬه اﻟﻔﺌﺔ
ﻣﻦ ﺧﻼل ﻣﺎ ﯾﻤﻜﻨﮭﻢ رؤﯾﺘﮫ ﺑﺄﻋﯿﻨﮭﻢ
Visual learners are those students who compete for the
positions at the front of the class, must have front row
seats and love to be right up front in order to obtain the
best view. اﻟﻤﺘﻌﻠﻤﻮن اﻟﺒﺼﺮﯾﻮن ھﻢ ھﺆﻻء اﻟﻄﻼب اﻟﺬﯾﻦ ﯾﺘﻨﺎﻓﺴﻮن ﻋﻠﻰ
وﯾﺠﺐ أن ﯾﻜﻮن ﻟﺪﯾﮭﻢ ﻣﻘﺎﻋﺪ ﻓﻲ، اﻟﻤﻨﺎﺻﺐ ﻓﻲ ﻣﻘﺪﻣﺔ اﻟﻔﺼﻞ
اﻟﺼﻒ اﻷﻣﺎﻣﻲ وﯾﺤﺒﻮن أن ﯾﻜﻮﻧﻮا ﻓﻲ اﻟﻤﻘﺪﻣﺔ ﻣﺒﺎﺷﺮة ﻣﻦ أﺟﻞ
اﻟﺤﺼﻮل ﻋﻠﻰ أﻓﻀﻞ رؤﯾﺔ
1) Visual Learners (V)
1.Need to look at person while talking ﺑﺤﺎﺟﺔ ﻟﻠﻨﻈﺮ إﻟﻰ اﻟﺸﺨﺺ أﺛﻨﺎء اﻟﺤﺪﯾﺚ
2.Use hands while talking اﺳﺘﺨﺪام اﻟﯿﺪ أﺛﻨﺎء اﻟﺤﺪﯾﺚ
3.Hold images in head ﺗﻌﻠﻖ اﻟﺼﻮر ﻓﻲ اﻟﺮأس
4.Need quiet study time ﺑﺤﺎﺟﺔ إﻟﻰ وﻗﺖ دراﺳﺔ ھﺎدئ
5.Have to think before understanding ﯾﺠﺐ أن ﯾﻔﻜّﺮ ﻗﺒﻞ اﻟﻔﮭﻢ
6.Like color and fashion ﺷﻜﻞ/ﯾﺤﺐ اﻟﻠﻮن واﻟﻤﻮﺿﮫ
7.Like graphs/charts/photo اﻟﺼﻮرة/ ﻣﺨﻄﻂ- ﺟﺪول/ ﯾﺤﺐ اﻟﺮﺳﻮم اﻟﺒﯿﺎﻧﯿﺔ
8.Good with sign language ﺟﯿﺪ ﻣﻊ ﻟﻐﺔ اﻹﺷﺎرة
2) Auditory Learners (A) اﻟﻤﺘﻌﻠﻢ اﻟﺴﻤﻌﻲ
Auditory learners are very good listeners. They tend to gather
information through sounds, music, discussions, etc.
إﻧﮭﻢ ﯾﻤﯿﻠﻮن إﻟﻰ ﺟﻤﻊ اﻟﻤﻌﻠﻮﻣﺎت ﻣﻦ.اﻟﻤﺘﻌﻠﻤﻮن اﻟﺴﻤﻌﯿﻮن ﻣﺴﺘﻤﻌﻮن ﺟﯿﺪون ﺟﺪًا
ﺧﻼل اﻷﺻﻮات واﻟﻤﻮﺳﯿﻘﻰ واﻟﻤﻨﺎﻗﺸﺎت وﻣﺎ إﻟﻰ ذﻟﻚ
Auditory learners rely on hearing. They may say, 'I hear
you' or 'Sounds good' when they understand.
"أﻧﺎ، ﻗﺪ ﯾﻘﻮﻟﻮن.ﯾﻌﺘﻤﺪ اﻟﻤﺘﻌﻠﻤﻮن اﻟﺴﻤﻌﯿﻮن ﻋﻠﻰ اﻟﺴﻤﻊ
أﺳﻤﻌﻚ" أو "ﺗﺒﺪو ﺟﯿﺪة" ﻋﻨﺪﻣﺎ ﯾﻔﮭﻤﻮن
Auditory learners appreciate books on tape and may find that
reading aloud will help them to retain information rather than
written reports. ﯾﻘﺪر اﻟﻤﺘﻌﻠﻤﻮن اﻟﺴﻤﻌﯿﻮن اﻟﻜﺘﺐ اﻟﻤﺴﺠﻠﺔ وﻗﺪ ﯾﺠﺪون أن اﻟﻘﺮاءة
ﺑﺼﻮت ﻋﺎلٍ ﺳﺘﺴﺎﻋﺪھﻢ ﻋﻠﻰ اﻻﺣﺘﻔﺎظ ﺑﺎﻟﻤﻌﻠﻮﻣﺎت ﺑﺪﻻً ﻣﻦ اﻟﺘﻘﺎرﯾﺮ
اﻟﻤﻜﺘﻮﺑﺔ
2) Auditory Learner (A)
1. Often talks to himself ﻛﺜﯿﺮا ﻣﺎ ﯾﺘﺤﺪث ﻣﻊ ﻧﻔﺴﮫ
2. Has trouble with writing notes اﺿﻄﺮاب ﻓﻲ ﻛﺘﺎﺑﺔ اﻟﻤﻼﺣﻈﺎت/ﻋﻨﺎء/ﻟﺪﯾﮫ ﻣﺸﻜﻠﺔ
3. Is very socialھﻮ اﺟﺘﻤﺎﻋﻲ ﺟﺪا
4. Asks questions ﯾﺴﺄل أﺳﺌﻠﺔ
5. Is noisier than most ﯾﺴﺒﺐ ﺿﻮﺿﺎء أﻛﺜﺮ/ﻣﺰﻋﺞ ﻛﺜﯿﺮًا
6. Likes to read to self out loud ﯾﺤﺐ اﻟﻘﺮاءة ﺑﺼﻮت ﻋﺎل
7. Is not afraid to speak in class ﻻ ﯾﺨﺸﻰ اﻟﻜﻼم ﻓﻲ اﻟﺼﻒ
8. Notices sound effects ﯾُﻼﺣﻆ اﻟﻤﺆﺛﺮات اﻟﺼﻮﺗﯿﺔ
9. Can’t keep quiet for long time. ﻻ ﯾﺴﺘﻄﯿﻊ اﻟﺼﻤﺖ
ﻟﻔﺘﺮة طﻮﯾﻠﺔ
3) Read/write Learners: (R) اﻟﻤﺘﻌﻠﻤﻮن ﻣﻦ ﺧﻼل اﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ
This preference is for information ھﺬا اﻟﺘﻔﻀﯿﻞ ﻟﻠﻤﻌﻠﻮﻣﺎت
displayed as words. many academics ﯾﻔﻀﻞ.اﻟﻤﻌﺮوﺿﺔ ﻛﻜﻠﻤﺎت
اﻟﻌﺪﯾﺪ ﻣﻦ اﻷﻛﺎدﯾﻤﯿﯿﻦ ﺑﺸﺪة
have a strong preference for this style. ھﺬا اﻷﺳﻠﻮب
This preference emphasizes
ﯾﺆﻛﺪ ھﺬا اﻟﺘﻔﻀﯿﻞ ﻋﻠﻰ اﻟﻤﺪﺧﻼت
text-based input and output – - واﻟﻤﺨﺮﺟﺎت اﻟﻤﺴﺘﻨﺪة إﻟﻰ اﻟﻨﺺ
اﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ ﺑﺠﻤﯿﻊ أﺷﻜﺎﻟﮭﺎ
reading and writing in all its forms.
People who prefer this modality are often ﻏﺎﻟﺒًﺎ ﻣﺎ ﯾﻜﻮن اﻷﺷﺨﺎص اﻟﺬﯾﻦ ﯾﻔﻀﻠﻮن ھﺬه
addicted to PowerPoint, the Internet, اﻟﻄﺮﯾﻘﺔ ﻣﺪﻣﻨﯿﻦ ﻋﻠﻰ اﻟﺒﻮرﺑﻮﯾﻨﺖ واﻹﻧﺘﺮﻧﺖ
dictionaries, quotations and words, words, واﻟﻘﻮاﻣﯿﺲ واﻻﻗﺘﺒﺎﺳﺎت واﻟﻜﻠﻤﺎت واﻟﻜﻠﻤﺎت
words... ... واﻟﻜﻠﻤﺎت
4) Kinesthetic Learners (K) اﻟﻤُﺘﻌﻠﻢ اﻟﺤﺮﻛﻲ
Kinesthetic learners are physical learners.
This means that they learn best through
moving, doing, acting out and touching.
ھﺬا ﯾﻌﻨﻲ أﻧﮭﻢ ﯾﺘﻌﻠﻤﻮن.اﻟﻤﺘﻌﻠﻤﻮن اﻟﺤﺮﻛﯿﻮن ھﻢ ﻣﺘﻌﻠﻤﻮن ﺟﺴﺪﯾﻮن
ﺑﺸﻜﻞ أﻓﻀﻞ ﻣﻦ ﺧﻼل اﻟﺤﺮﻛﺔ واﻟﻘﯿﺎم ﺑﺎﻟﺘﻤﺜﯿﻞ واﻟﻠﻤﺲ
Kinesthetic learners tend to become
frustrated when they must sit for
long periods of time.
ﯾﻤﯿﻞ اﻟﻤﺘﻌﻠﻤﻮن اﻟﺤﺮﻛﯿﻮن إﻟﻰ اﻟﺸﻌﻮر ﺑﺎﻹﺣﺒﺎط ﻋﻨﺪﻣﺎ ﯾﺘﻌﯿﻦ
ﻋﻠﯿﮭﻢ اﻟﺠﻠﻮس ﻟﻔﺘﺮات طﻮﯾﻠﺔ ﻣﻦ اﻟﺰﻣﻦ
They enjoy conducting
experiments, exploring and
performing tasks.
ﯾﺴﺘﻤﺘﻌﻮن ﺑﺈﺟﺮاء اﻟﺘﺠﺎرب واﺳﺘﻜﺸﺎف اﻟﻤﮭﺎم وﺗﻨﻔﯿﺬھﺎ
4) Kinesthetic Learners (K)
1. Good at sports ﺟﯿﺪون ﻓﻲ اﻟﺮﯾﺎﺿﺔ
2. Can’t sit long ﻻ ﯾﺴﺘﻄﯿﻌﻮن اﻟﺤﻠﻮس ﻟﻮﻗﺖ طﻮﯾﻞ
3. Likes labs (ﯾﺤﺐ اﻟﻤﻌﺎﻣﻞ)ﻣﺨﺘﺒﺮات
4. Studies with music ﯾﺪرس ﻣﻊ اﻟﻤﻮﺳﯿﻘﻰ
5. Likes adventure books ﯾﺤﺐ ﻛﺘﺐ اﻟﻤﻐﺎﻣﺮات
6. Role playing ﯾﻠﻌﺐ اﻟﺪور
7. Takes breaks while studying ﯾﺄﺧﺬ ﻓﺘﺮات راﺣﺔ أﺛﻨﺎء اﻟﺪراﺳﺔ
8. Lay on floor while studyingﯾﺴﺘﻠﻘﻲ ﻋﻠﻰ اﻷرض أﺛﻨﺎء اﻟﺪراﺳﺔ
9. Restless during lectures or story timeﻣﻀﻄﺮب أﺛﻨﺎء اﻟﻤﺤﺎﺿﺮات أو وﻗﺖ اﻟﻘﺼﺔ/ ﻗﻠﻖ
5) Multidimensional learners (M) اﻟﻤﺘﻌﻠﻤﯿﻦ ﻣﺘﻌﺪدي اﻷﺑﻌﺎد
There are seldom instances where
some learners have multiple/
or more than one preference
for learning style.
أو أﻛﺜﺮ ﻣﻦ/ ﻧﺎدرًا ﻣﺎ ﯾﻜﻮن ﻟﺒﻌﺾ اﻟﻤﺘﻌﻠﻤﯿﻦ ﺗﻔﻀﯿﻞ ﻣﺘﻌﺪد
أﺳﻠﻮب ﻟﻠﺘﻌﻠﻢ
As a result, these learners are
called multidimensional learners.
ﯾُﻄﻠﻖ ﻋﻠﻰ ھﺆﻻء اﻟﻤﺘﻌﻠﻤﯿﻦ اﺳﻢ، وﻧﺘﯿﺠﺔ ﻟﺬﻟﻚ
اﻟﻤﺘﻌﻠﻤﯿﻦ ﻣﺘﻌﺪدي اﻷﺑﻌﺎد
For example you may have two strong preferencesV
andA or R and K, or you may have three strong
preferences such asVAR orARK.
، K وR أوA وV ﻗﺪ ﯾﻜﻮن ﻟﺪﯾﻚ ﺧﯿﺎران ﻗﻮﯾﺎن ﻣﻦ اﻟﺘﻔﻀﯿﻼت، ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل
.ARK أوVAR أو ﻗﺪ ﯾﻜﻮن ﻟﺪﯾﻚ ﺛﻼﺛﺔ ﺗﻔﻀﯿﻼت ﻗﻮﯾﺔ ﻣﺜﻞ
.... وھﻜﺬاVisual learner = V * ﻛﻞ ﺣﺮف اﺧﺘﺼﺎر اﻟﻰ أول ﻛﻠﻤﺔ ﻣﻦ أﻧﻤﺎط اﻟﺘﻌﻠﯿﻢ ﻣﺜﻼً ﻧﻤﻂ اﻟﻤﺘﻌﻠﻢ اﻟﺒﺼﺮي ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ
2) Kolb’s learning styles أﺳﺎﻟﯿﺐ ﻛﻮﻟﺐ ﻟﻠﺘﻌﻠﻢ
1) Concrete experience
learner (if) ﻣﺘﻌﻠﻢ ﺧﺒﺮة ﻣﻠﻤﻮﺳﺔ
()إذا
One who enjoys being involved in
experiences and works well when
engaged in field work, laboratories
and observations.
ﻣﻦ ﯾﺴﺘﻤﺘﻊ ﺑﺎﻟﻤﺸﺎرﻛﺔ ﻓﻲ اﻟﺨﺒﺮات وﯾﻌﻤﻞ ﺑﺸﻜﻞ
ﺟﯿﺪ ﻋﻨﺪ اﻻﻧﺨﺮاط ﻓﻲ اﻟﻌﻤﻞ اﻟﻤﯿﺪاﻧﻲ واﻟﻤﺨﺘﺒﺮات
واﻟﻤﻼﺣﻈﺎت
2) Kolb’s learning styles
2) Reflective observation ﻣﺘﻌﻠﻢ اﻟﻤﻼﺣﻈﺔ اﻟﺘﺄﻣﻠﯿﺔ
learner (why) ()ﻟﻤﺎذا
Enjoys watching others and
developing observation about his
experience.
ﯾﺴﺘﻤﺘﻊ ﺑﻤﺸﺎھﺪة اﻵﺧﺮﯾﻦ وﺗﻄﻮﯾﺮ اﻟﻤﻼﺣﻈﺔ ﺣﻮل ﺗﺠﺮﺑﺘﮫ
Works well with journals, logs and
brainstorming.
ﯾﻌﻤﻞ ﺑﺸﻜﻞ ﺟﯿﺪ ﻣﻊ اﻟﻤﺠﻼت واﻟﺴﺠﻼت واﻟﻌﺼﻒ اﻟﺬھﻨﻲ
2) Kolb’s learning styles
3)Abstract conceptual learner
(what) (اﻟﻤﺘﻌﻠﻢ اﻟﻤﻔﺎھﯿﻤﻲ اﻟﻤﺠﺮد )ﻣﺎذا
Enjoys creating theories and works
well with lectures , papers and
analyzing.
ﯾﺘﻤﺘﻊ ﺑﺨﻠﻖ اﻟﻨﻈﺮﯾﺎت وﯾﻌﻤﻞ ﺑﺸﻜﻞ ﺟﯿﺪ ﻣﻊ
اﻟﻤﺤﺎﺿﺮات واﻷوراق واﻟﺘﺤﻠﯿﻞ
2) Kolb’s learning styles
4)Active experimentation
learner (how) (ﻣﺘﻌﻠﻢ اﻟﺘﺠﺮﯾﺐ اﻟﻨﺸﻂ )ﻛﯿﻒ
Enjoys using theories to make
decision and solve problems and
works well with case studies,
simulations and homework.
ﯾﺴﺘﻤﺘﻊ ﺑﺎﺳﺘﺨﺪام اﻟﻨﻈﺮﯾﺎت ﻻﺗﺨﺎذ اﻟﻘﺮار وﺣﻞ
اﻟﻤﺸﻜﻼت وﯾﻌﻤﻞ ﺑﺸﻜﻞ ﺟﯿﺪ ﻣﻊ دراﺳﺎت اﻟﺤﺎﻟﺔ
واﻟﻤﺤﺎﻛﺎة واﻟﻮاﺟﺒﺎت اﻟﻤﻨﺰﻟﯿﺔ
Ability Grouping ﺗﺠﻤﯿﻊ اﻟﻘﺪرة
The process of placing students of similar abilities into groups and attempt to match
instruction to the need to these groups.
ﻋﻤﻠﯿﺔ وﺿﻊ اﻟﻄﻼب ذوي اﻟﻘﺪرات اﻟﻤﺘﺸﺎﺑﮭﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎت وﻣﺤﺎوﻟﺔ
ﺗﻄﺎﺑﻖ ﺑﯿﻦ اﻟﺘﻌﻠﯿﻤﺎت واﻟﺤﺎﺟﺔ إﻟﻰ ھﺬه اﻟﻤﺠﻤﻮﻋﺎت/ اﻟﺘﻮﻓﯿﻖ
Many educators view ability grouping as a sensible response to the
students’ academic diversity to provides an opportunity for the
teachers to modify their instructional approaches to the students’
abilities.
ﯾﺮى اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ أن اﻟﺘﺠﻤﯿﻊ اﻟﻘﺎﺋﻢ ﻋﻠﻰ اﻟﻘﺪرات ﺑﻤﺜﺎﺑﺔ اﺳﺘﺠﺎﺑﺔ ﻣﻌﻘﻮﻟﺔ
ﻟﻠﺘﻨﻮع اﻷﻛﺎدﯾﻤﻲ ﻟﻠﻄﻼب ﻟﺘﻮﻓﯿﺮ ﻓﺮﺻﺔ ﻟﻠﻤﻌﻠﻤﯿﻦ ﻟﺘﻌﺪﯾﻞ ﻣﻨﺎھﺠﮭﻢ اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﻤﺎ
ﯾﺘﻨﺎﺳﺐ ﻣﻊ ﻗﺪرات اﻟﻄﻼب
اﻟﻤﺘﻌﻠﻢ اﻟﻨﺸﻂ و اﻟﺴﻠﺒﻲActive And Passive Learners
ﻧﻘﺎط اﻟﻘﻮة واﻟﻘﯿﻮد ﻓﻲ ﻧﻈﺮﯾﺔ أﻧﻤﺎط اﻟﺘﻌﻠﻢ
Strengths and Limitations of Learning StylesTheory
Strengths: ﻧﻘﺎط اﻟﻘﻮة
are the same as the benefits of learning styles
ھﻲ ﻧﻔﺲ ﻓﻮاﺋﺪ أﻧﻤﺎط اﻟﺘﻌﻠﻢ
Weaknesses: ﻧﻘﺎط اﻟﻀﻌﻒ
First, they may fail to recognize how styles vary in different content
areas and disciplines.
ﻗﺪ ﯾﻔﺸﻠﻮا ﻓﻲ اﻟﺘﻌﺮف ﻋﻠﻰ ﻛﯿﻔﯿﺔ اﺧﺘﻼف اﻷﻧﻤﺎط ﻓﻲ ﻣﺠﺎﻻت اﻟﻤﺤﺘﻮى، ًأوﻻ
واﻟﺘﺨﺼﺼﺎت اﻟﻤﺨﺘﻠﻔﺔ
Second, these models lead to limit some students learning
potentials, abilities and flexibility to learn beyond their learning
style.
ﺗﺆدي ھﺬه اﻟﻨﻤﺎذج إﻟﻰ اﻟﺤﺪ ﻣﻦ إﻣﻜﺎﻧﺎت ﺗﻌﻠﻢ ﺑﻌﺾ اﻟﻄﻼب وﻗﺪراﺗﮭﻢ وﻣﺮوﻧﺘﮭﻢ، ﺛﺎﻧﯿًﺎ
ﻓﻲ اﻟﺘﻌﻠﻢ ﺑﻤﺎ ﯾﺘﺠﺎوز أﺳﻠﻮب اﻟﺘﻌﻠﻢ اﻟﺨﺎص ﺑﮭﻢ
Types of Ability Grouping
أﻧﻮاع ﺗﺠﻤﯿﻊ اﻟﻘﺪرة ﻓﻲ اﻟﻤﺪارس اﻻﺑﺘﺪاﺋﯿﺔ
in Elementary schools
Sections:A, B, C .. etc.
Right, Left, Middle, or
back, front groups.
Based on Students’
abilities, levels or needs.
What are the Pros and Cons of ability
grouping ?
ﻣﺎ ھﻲ إﯾﺠﺎﺑﯿﺎت وﺳﻠﺒﯿﺎت اﻟﺘﺠﻤﯿﻊ ﺣﺴﺐ اﻟﻘﺪرات؟
أوﺟﮫ اﻟﺘﺸﺎﺑﮫ واﻻﺧﺘﻼف:أﻧﻤﺎط اﻟﺘﻌﻠﻢ واﻟﺬﻛﺎء اﻟﻤﺘﻌﺪد
Learning Styles and Multiple Intelligences: Similarities & Differences
❖ Both learning styles and Multiple Intelligences
emphasize on individual differences.
ﺗﺆﻛﺪ ﻛﻞ ﻣﻦ أﻧﻤﺎط اﻟﺘﻌﻠﻢ واﻟﺬﻛﺎء اﻟﻤﺘﻌﺪد ﻋﻠﻰ اﻟﻔﺮوق اﻟﻔﺮدﯾﺔ
❖ Learning Styles are concerned with differences in the
process of learning, Whereas, Multiple Intelligences
center on the products of learning.
ﺑﯿﻨﻤﺎ ﺗﺮﻛﺰ اﻟﺬﻛﺎءات اﻟﻤﺘﻌﺪدة ﻋﻠﻰ، ﺗﮭﺘﻢ أﻧﻤﺎط اﻟﺘﻌﻠﻢ ﺑﺎﻻﺧﺘﻼﻓﺎت ﻓﻲ ﻋﻤﻠﯿﺔ اﻟﺘﻌﻠﻢ
ﻣﻨﺘﺠﺎت اﻟﺘﻌﻠﻢ
