Philosophical Foundation

Definition

As Ken Robinson express We need to make sure that all people have
the chance to do what they should be doing to discover "the element" in
themselves and in their own way." (Robinson, 2009) In the process of
teaching learning, we need to have present that exist many different styles
and everyone uses different intelligence in some degree, we must to discover
which is our natural way to learn allowing the design of teaching learning
strategy that improves our abilities.

Gardner discusses that there are two important bases to his theory.
Not only depends on the language with the brain works, also it depends on
the biological base and cultural language developed. (Gardner, 1995) First,
in neurobiological work connecting to brain organization, work with brain
damaged people, children with talents and others in his subsequent definition
of what intelligences have to be. The second explanation in his theory is the
relationship between intelligences and human cultural contexts inside which
they operate.

Indicators

Gardner makes relation between the ability to perceive the

environment Spatial intelligence is connected to our perception of the world
and how it is formed. (Gardner, 1995) Through it we understand three-
dimensional shape, visual and plastic arts, the seen and the unseen. Gardner
brings to Piaget in terms of the formative attribute of this; it reveals that
spatial ability is not only subject to visual information.

As Gardner explains in his investigation Intelligence in seven steps

Tactile skill is important too, for example, exist people with the ability to
identify objects without see them. Once again, transcendental cultural aspect
is provided, are societies that emphasis on spatial abilities to support their
culture, developing abilities according to their cultures or their physical
possibilities.

Gardner express that Bodily-kinaesthetic intelligence descripts the use

of the body as a form of intelligence may at first jar (Gardner, 1995) But
Gardner goes on to point out that there is a link between use of the body and
other cognitive powers and that the distinction between the mental and
physical is perhaps an artificial one. Movement of the body is controlled by
the brain and dependent upon it. Skilled athletes depend upon senses of
timing and perception.

The work and perception of a poet can demonstrate the linguistic

intelligence. How the language work and the way in which the human brain
prepares language are the topics of study. Gardner takes account of the
importance of language in thought, and also in terms of music.
As Skinner express in his investigation research as turned from experimental
work to concentrate on the philosophical underpinnings of a science of
behavior, his attention naturally turned to human language. (Skinner, 1957)
He solved a vocabulary and theory for working analysis of verbal behavior;
this was clearly attacked by the linguist Noam Chomsky, who presented
arguments for the bankruptcy of Skinner's approach in the domain of
language in general.
 Skinner explain also that Pedagogical implications include the
organization of teaching to allow multimodal delivery and the engagement in
more authentic method (Skinner, 1957) the assessment than traditional
educational is testing organize the theories to manage in classes. In other
words all the work researched has been employed in classes and teachers
and schoolers had applied.

Skinner says that A special field of verbal behavior was defined in

terms of the necessary mediation of reinforcement by another organism
(Skinner, 1957) The educational implications of this have less to do with
restructuring the curriculum around the intelligences and more to do with a
pedagogical shift from teaching through instruction to learning by
construction.

As Skinner says in his work about behavior based in the influence of

verbal process Some of the special achievements of brain behavior are
traditionally considered under the heading of Thought (Skinner, 1957) I came
across no reason, to assign any special advantage to covert behavior nor
even to restrict the field of thinking to the verbal case. All conditioned
behavior may appropriately be called thought, though we may wish to direct
special attention to complex processes.

Psychological Foundation

Definition

As David Kolb express in his searching work Learning Styles are

based on the idea that people learn in different ways, and that each individual
has a natural way of learning (Kolb, 1976) One model of Learning Styles
categorizes people as Visual, Auditory, or Kinesthetic learners. Visual
learners are thought to learn best through visual aids like pictures, watching
movies, or working with graphic organizers. Auditory learners prefer to listen
to a podcast. Kinesthetic learners learn best when they can to touch, feel, and
manipulate objects, perform experiments, or build models.

David Kolb published his learning styles model in 1984 where says
Kolb states that learning involves the acquisition of abstract concepts that
can be applied flexibly in a range of situations (Kolb, 1976) from which he
developed his learning style inventory. His experiential learning theory works
on two levels. In Kolbs theory, the impetus for the development of new
concepts is provided by new experiences.

Proponents of Learning Styles believe that the best educational

results can be achieved by identifying each student's learning style and
tailoring instruction to fit their individual style. These dimensions have been
defined by Kolb as convergences (Kolb, 1976) however, this idea has not
been totally supported by research. Some studies support that the
psychological level in education can vary with the age, and in the same time,
the learning style is attached to this reason.

Indicators
Kolb's experiential learning style theory is typically represented by a four
stages learning cycle in which the learner touches all the bases.

1. Concrete Experience - (a new experience of situation is

encountered, or a reinterpretation of existing experience).
2. Reflective Observation (of the new experience. Of
particular importance are any inconsistencies between
experience and understanding).
 3. Abstract Conceptualization (Reflection gives rise to a new
idea, or a modification of an existing abstract concept).
4. Active Experimentation (the learner applies them to the
world around them to see what results).

Kolbs view of learning is like an integrated process in which each stage being
mutually supportive of and feeding into the next. (Kolb, 1976) It is possible to
enter the cycle at any stage and follow it through its logical sequence.
However, effective learning only occurs when a learner is able to execute all
four stages of the model. Therefore, any stage of the cycle is so effective as a
learning procedure on its own.

Kolb's learning styles theory sets out four distinct learning styles, which are
based on a four-stage learning cycle.
Kolb explains that different people naturally prefer a certain single different
learning style. Various factors influence a person's preferred style. For
example: social environment, educational experiences, or the basic cognitive
structure of the individual.
Whatever influences the choice of style, the learning style preference itself is
actually the product of two pairs of variables, or two separate 'choices' that we
made, which Kolb presented as lines of axis, each with 'conflicting' modes at
either end: Processing Continuum, how we approach a task and Perception
Continuum, our emotional response or how we feel or think about it.
Kolb believed that people cannot mix both variables in on axis. It's often
easier to see the construction of Kolb's learning styles in terms of a two-by-
two matrix. Each learning style represents a combination of two preferred
styles. The diagram also highlights Kolb's terminology for the four learning
styles; diverging, assimilating, and converging, accommodating.

Learning styles description

Knowing a person's and yourself learning style enables learning to be
orientated according to the preferred method. That said, everyone responds
to and needs the stimulus of all types of learning styles to one extent or
another - it's a matter of using emphasis that fits best with the given situation
and a person's learning style preferences. Kolbs description of his learning
styles is:

Diverging: (feeling and watching) People with the diverging style prefer to
work in groups, to listen with an open mind and to receive personal feedback
(Kolb, 1976) these people are able to look at things from different
perspectives. They are sensitive. They prefer to watch rather than do, tending
to gather information and use imagination to solve problems. They are best at
viewing concrete situations at several different viewpoints.
Kolb called this style 'diverging' because these people perform better in
situations that require ideas-generation, for example, brainstorming. People
with a diverging learning style have broad cultural interests and like to gather
information. They are interested in people, tend to be imaginative and
emotional, and tend to be strong in the arts.

Assimilating: (watching and thinking), People with this style are more
attracted to logically sound theories than approaches based on practical
value (Kolb, 1976)
The Assimilating learning preference is for a concise, logical approach. Ideas
and concepts are more important than people. These people require good
clear explanation rather than practical opportunity. They excel at
understanding wide-ranging information and organizing it in a clear logical
format.
People with an assimilating learning style are less focused on people and
more interested in ideas and abstract concepts. This learning style is
important for effectiveness in information and science careers. In formal
learning situations, people with this style prefer readings, lectures, exploring
analytical models, and having time to think things through.

Converging: (doing and thinking) People with a converging style like to

experiment with new ideas, to simulate, and to work with practical
applications. (Kolb, 1976)
People with a converging learning style can solve problems and will use their
learning to find solutions to practical issues. They prefer technical tasks, and
are less concerned with people and interpersonal aspects. People with a
converging learning style are best at finding practical uses for ideas and
theories. They can solve problems and make decisions by finding solutions to
questions and problems.

People with a converging learning style are more attracted to technical tasks
and problems than social or interpersonal issues. A converging learning style
enables specialist and technology abilities.

Accommodating: (doing and feeling) This learning style is prevalent within

the general population. (Kolb, 1976) The Accommodating learning style is
'hands-on', and relies on intuition rather than logic. These people use other
people's analysis, and prefer to take a practical, experiential approach. They
are attracted to new challenges and experiences, and to carrying out plans.

They commonly act on 'gut' instinct rather than logical analysis. People with
an accommodating learning style will tend to rely on others for information
than carry out their own analysis.
Learning stages and cycle could be used by teachers to critically evaluate the
learning provision typically available to students, and to develop more
appropriate learning opportunities.
Educators should ensure that activities are designed and carried out in ways
that offer each learner the chance to engage in the manner that suits them
best. Also, individuals can be helped to learn more effectively by the
identification of their lesser preferred learning styles and the strengthening of
these through the application of the experiential learning cycle.
Ideally, activities and material should be developed in ways that draw on
abilities from each stage of the experiential learning cycle and take the
students through the whole process in sequence.

Sociological Foundation
Check ***********IDENTIFYING STUDENT ATTITUDES AND
LEARNING STYLES IN DISTANCE EDUCATION*************

*************The Sociology of the Classroom

and Its Influence on Student Learning******************
Definition

Students who get in college and university differ in their experiences; in

addition, their backgrounds in the college vary. Evidence of these differences
can be observed in students whose parents did not attend college against
those students whose parents did. Students in college has a negative
association with academic preparation and persistence, there are some
countries where are identified as second- class citizens.
Based on the abundance of literature in college students, a strong interest in
how students succeed and what impede their progress. However exercises
have been directed to reinforce nonacademic areas, giving less time in work
in the response of the research to adapt academic experience of students.

Minimizing the interaction influence in college students, the college classroom

is a logical focal point.

Indicators

Knowing and learning are communal acts shared among individuals.

(Palmer, 1998) Palmer says that although some groups have short duration it
has characteristics, like: leaders, beliefs and norms, and it influence can
shape it members. Every classroom in college works as a community, as a
community itself develop relationships over time through interactions and
common aims. Social forces can push into good or bad at learning. These
influences are considered the sociology of the classroom.
Sociologists often focus on how social status, role relationships, and
structural inequalities affect individuals in a social context. In the context of of
a college classroom, social status can include the gender, race, age, and
social class of the students and the instructor. For example, students with
lower status backgrounds may experience more difficulty adjusting to college
life than their higher status peers do. The college environment reflects the
social relationship of upper-level, white-collar work. In this context, while
some from blue-collar, minority or disadvantaged backgrounds manage to
quickly understanding the tacit rules, they may still feel like outsiders.

Role relationships can be discerned by observing interaction patterns

between the instructure and students and among students peers. In each
classroom, rules and norms influence interactions among class participants.
These norms of discourse shape the patterns of participation, that is who
participates and who does not, whether one feels free to desagree with the
instructor or other students, how to deal with conflicts, what kind of questions
are acceptable and in general how to act appropiartely in the classroom.

Students hold an unequal position of power and this structural inequity

can inhibit students development (Falchikov, 1986) usually, professors
handle students abilities in the classroom, assigning work and evaluating
students. How the faculty exercise or their authority influence how students
learn using pedagogical strategies, and they affect classroom environment.
With that authority, instructors in general can recompose interactions in class
participants consolidating some behaviors and stopping others.

Classroom climate means the learning environment remain in the

classroom. Teachers can emphasise the manner of learning environment to
influence with values for achievements, love of learning, competition
collaborating or caring. Teachers structure the classroom environment meking
pedagogical choices creating the reaction between teacher and student to
play an active role in stablishing the rules for interaction amog classroom
participants.

Reasearch on classroom interaction and its effects on learning supports the

assumption that a students level of classroom participation is related to
intellectual skill development. Students learning is also associated with the
perception that faculty are devoted teachers, as evidence by intellectually
challenging classes and enouraging students to discuss their perspectives in
class. Students perceptions of the instructor influence the amount of
academic effort students apply. Students who perceive gender equity from the
instructor experience an increase in their sense of responsibility for their own
learning and a higher level of confidence in their abilities. In a different study,
students who perceived high level of faculty concern and interaction with
students peers reported the most beneficial class experiences.

students who admitted to cheating describe their classes as

significantly less personalized, less task oriented, and less satisfying
than did noncheaters (Pulvers, 1999) We can find in classroom climate
that also exist deleterious effects, in contrast to the previously discussed
about the positive influence: students justified their behavior because of their
understanding of the classroom climate, enlarging the three features
mentioned, students who were dishonest academically, feel their classes less
involving, less cohesive, and less individualized. Consequently faculty-
students interaction has influence in students learning.

Conclusion

Consequently, when we see a relatively permanent change in others, or

ourselves we know that the primary cause was either maturation (biology) or
learning (experience). As educators, there is nothing we can do to change an
individuals biology process; the unique influence open to use is to provide an
opportunity for students to engage in experiences that will lead to relatively
permanent change.

LEGAL FOUNDATION

Frank Coffield in his article learning styles in practise say by diagnosing

them, by encouraging students to reflect on them and by designing
teaching and learning interventions around them (Coffield, 2004) A big
impulsion to interest in learning styles is conferred by government policies
which purpose is the develop of necessary attitudes and skills for lifelong
learning, particularly in relation to learning to learn. Legal Foundation

BACKGROUND OF THE INVESTIGATION

In the present investigation work, it is considered the learning styles as a tool

for the learning process, including each students reaction as result of the
exercises provided in the a guide with activities focused in the visual learning
style to improve the communicative competences, as a method to know the
best way to get their attention and have better results in the knowledge.

Teachers could use this guide to improve the development in the

classroom and the students acquisition of knowledge to fit the information,
using the exercises according to this proposal that general education
requires. There are many different theories and models of learning styles in
the professional literature. Some overarching frameworks that explain how we
acquire knowledge are Constructivism, Behaviorism, Humanism, Cognitivism,
and Positivism.

This project is supported by different foundations that have been used by

other researchers based in the same dependent variable but with a different
independent for instance use of technology, less preparation in classes
and the absence of time. It has been noticed that in some material resources
the exercise are oriented in one way, becomes this investigation relevant not
only because of the variable unless by the focus it will have on different
contexts. In this investigation I have established in order the most important:
theoretical foundation, pedagogical foundation, epistemological foundation,
social foundation and technological foundation

CHAPTER III

THE METHODOLOGY

Once observed the problem, the attention is focused on the

characteristic of the problem through field research, it means that all
situations happened, were observed in the real life. Therefore, has been
taken in mind the changes of experimentation with the correct bibliographic
research, to get an investigation with real facts.

Visual thinking is a learning style where the learner better understands

and retains information when ideas, words and concepts are associated with
images. This project has been developed on the modality of the observation,
looking and being in front of the problem to attain and get the most available
information to solve the problem.

In participant observation, the researcher intervenes in the environment.

Most commonly, this refers to inserting himself/herself as a member of a
group, aimed at observing behavior that otherwise would not be
accessible. Case Studies are a type of observational research that
involves a thorough descriptive analysis of a single individual, group, or
event. They can be designed along the lines of both nonparticipant and
participant observation. Retrieved from: (atlasti.com, 2002-2016)

Research tells us that the majority of students in a regular classroom

need to see information in order to learn it. Some common visual learning
strategies include creating graphic organizers, diagramming, mind mapping,
outlining and more.

Both approaches create new data, while archival research involves the
analysis of data that already exist. A hypothesis is generated and then tested
by analyzing data that have already been collected. This is a useful approach
when one has access to large amounts of information collected over long
periods of time.

TYPES OF INVESTIGATION

OBSERVATIONAL RESEARCH

Observational research (or field research) is a type of correlational

(i.e., non-experimental) research where the investigator observes ongoing
behavior. There are a range of types of observational exploration, each of
which has both strengths and weaknesses.

This differentiates it from experimental research in which a quasi-

artificial situation is produced to control for false factors, and where at least
one of the variables is manipulated as part of the experiment. It is typically
divided into naturalistic or nonparticipant observation and participant
observation. Recovered from: (atlasti.com, 2002-2016) However, many
cases studies and archival research are special types of observational
research. Naturalistic (or nonparticipant) observation has no intervention by a
researcher. It is simply studying behaviors that occur naturally in natural
contexts, unlike the artificial environment of a controlled laboratory setting.
Importantly, in naturalistic observation, there is no attempt to manipulate
variables. It permits measuring what behavior is really like. However, its
typical limitations consist in its incapability exploring the actual causes of
behaviors, and the impossibility to determine if a given observation is truly
representative of what normally occurs.

Observational research is mainly predominant in the social sciences

and in marketing. It is a social research technique that involves the direct
observation of phenomena in their natural setting.

DESCRIPTIVE RESEARCH

As it names follows, it is used to answer the question about the

characteristics of the problem, describing its features but not its causes.

It is used for statistical calculations: variables, averages; therefore a

survey is often required before writing the description of the investigation and
before doing any experiment where we should confront the results gotten with
the reality. Description emerges following creative exploration and serves to
organize the findings in order to fit them with explanations, and then test or
validate those explanations (Krathwohl, 1993).

EXPLORATORY RESEARCH

(Brown, 2006, p.43) expresses:

Exploratory research tends to tackle new problems on which little or
no previous research has been done which means that the main objective of
exploratory is not to cater for the final answer to the research questions but it
explores and analyses the research topic with varying levels of depth.

Furthermore, it has to be considered that exploratory research is the

initial research, which forms the basis of more conclusive research. It can
even help in determining the research design, sampling methodology and
data collection method (Singh, 2007, p.64).
Carried out with the goal of determining the nature of the problem,
exploratory researchs purpose is not to obtain conclusive evidence, but
rather give if possible the best understanding of the problem. In others words,
when researching, one must be willing to change his/her direction as a
consequence of revelation of new data or new clues. (Sanders, 2007, p. 45)

POPULATION AND SAMPLE

Population:

The components, people or groups that share some features, being

analysed where an emblematic specimen is taken for an exhaustive
investigation. (The business dictionary) The population of this research is the
group of first baccalaureate graders at Martha Bucaram de Roldos Public
High School, divided in 4 classes of 55 students each.
Sample:

The process of selecting a portion of the population to represent the

whole population is known as sampling. (Polit & Hungler 1999, p. 4)

A sample is a subset of a population selected to take part in the study;

it is a fraction of the whole part, chosen to participate in the research (Brink
1996, p. 40). The objective is to get a representative sample that provides a
small picture of a piece of everything. In this survey, a subset of 55 students
was selected out of the whole (entire) population of students who were
interviewed at Martha Bucaram de Roldos public high school.

INSTRUMENTS OF INVESTIGATION

SURVEY

Statistical surveys are used to collect quantitative information about items in a

population. A survey may focus on opinions or current information depending
on its purpose, and many surveys involve administering questions to
individuals. When the questions are administered by a researcher, the survey
is called a structured interview or a researcher-administered survey.

INTERVIEW

A formal face to face meeting. It is a conversation, as a reporter conducts it,

in which information is elicited from another.
QUESTIONNAIRE

It is a technical instrument used for the survey and interview.

For the survey it is called Survey quiz and for the interview it is called
Interview guide.

Kolbs Learning Styles Inventory

Vision, Auditory, and Kinesthetic Survey

Read each statement carefully. To the left of each statement, write the number that
best describes how each statement applies to you by using the following guide:

1 2 3 4 5

Almost Applies Almost

Sometimes Often
Never Once In A Always
Applies Applies
Applies While Applies

Answer honestly as there are no correct or incorrect answers. It is best if you do not
think about each question too long, as this could lead you to the wrong conclusion.

Once you have completed all 36 statements (12 statements in three sections), total
your score in the spaces provided.

Section One - Visual

_____ 1. I take lots of notes and I like to doodle.

_____ 2. When talking to someone else I have the hardest time handling those who
do not maintain good eye contact with me.

_____ 3. I make lists and notes because I remember things better if I write them
down.

_____ 4. When reading a novel I pay a lot of attention to passages picturing the
clothing, description, scenery, setting, etc.

_____ 5. I need to write down directions so that I may remember them.

_____ 6. I need to see the person I am taking to in order in order to keep my

attention focused on the subject.

_____ 7. When meeting a person for the first time I notice the style of dress, visual
characteristics, and neatness first.

_____ 8. When I am at a party, one of the things I love to do is stand back and
"people-watch."

_____ 9. When recalling information I can see it in my mind and remember where I
saw it.

_____ 10. If I had to explain a new procedure or technique, I would prefer to write it
out.

_____ 11. With free time I am most likely to watch television or read.

_____ 12. If my boss has a message for me, I am most comfortable when she
sends a memo.

Total For Visual _______ (note: the minimum is 12 and maximum is 60)
 Section Two - Auditory

_____ 1. When I read, I read out loud or move my lips to hear the words in my head.

_____ 2. When talking to someone else I have the hardest time handling those who
do not talk back with me.

_____ 3. I do not take a lot of notes but I still remember what was said. Taking notes
distracts me from the speaker.

_____ 4. When reading a novel I pay a lot of attention to passages involving

conversations, talking, speaking, dialogues, etc.

_____ 5. I like to talk to myself when solving a problem or writing.

_____ 6. I can understand what a speaker says, even if I am not focused on the
speaker.

_____ 7. I remember things easier by repeating them again and again.

_____ 8. When I am at a party, one of the things I love to do is talk in-depth about a
subject that is important to me with a good conversationalist.

_____ 9. I would rather receive information from the radio, rather than a newspaper.

_____ 10. If I had to explain a new procedure or technique, I would prefer telling
about it.

_____ 11. With free time I am most likely to listen to music.

_____ 12. If my boss has a message for me, I am most comfortable when she calls
on the phone.

Total For Auditory _______ (note: the minimum is 12 and maximum is 60)

Section Three - Kinesthetic

_____ 1. I am not good at reading or listening to directions. I would rather just start
working on the task or project at hand.

_____ 2. When talking to someone else I have the hardest time handling those who
do not show any kind of emotional support.

_____ 3. I take notes and doodle but I rarely go back a look at them.
_____ 4. When reading a novel I pay a lot of attention to passages revealing
feelings, moods, action, drama, etc.

_____ 5. When I am reading, I move my lips.

_____ 6. I will exchange words and places and use my hands a lot when I can't
remember the right thing to say.

_____ 7. My desk appears disorganized.

_____ 8. When I am at a party, one of the things I love to do is enjoy the activities
such as dancing, games, and totally losing myself in the action.

_____ 9. I like to move around. I feel trapped when seated at a meeting or a desk.

_____ 10. If I had to explain a new procedure or technique, I would prefer actually
demonstrating it.

_____ 11. With free time I am most likely to exercise.

_____ 12. If my boss has a message for me, I am most comfortable when she talks
to me in person.

Total For Kinestetic _______ (note: the minimum is 12 and maximum is 60)

SCORING PROCEDURES

Total each section and place the sum in the blocks below:

VISUAL AUDITORY KINESTHETIC

number of points: number of points: number of points:

________ ________ ________

The area in which you have the highest score represents your best
learning style. Note that you learn in ALL three styles, but you normally
 learn best using one style.

Built January, 1998. Updated October 24, 2000

Learning Styles
donclark@nwlink.com
http://www.nwlink.com/~donclark/hrd/vak.html

Table N 1
Yenna Monica. (2004). Teaching and Learning Process. 15 de agosto de
2013, de slide share Sitio web: http://es.slideshare.net/ymdp08/the-teaching-
learning-process.

OPERATIONALIZATION OF VARIABLES
VARIABLES DIMENTIONS INDICATORS
Definition and importance Visual learning style epistemology

Models Different models and comments

Delay in verbal activities

V.I. Characteristics Use of colours to organize data.
Visualization appears distracted
Activities They are tidy and organized.
focused on Keep things neatly.
Visual Learning Vantages &
style Visual learners situations and conflicts
Disadvantages
Colour
Draw
Types of activities Maps
Graphic
Outline
Description Visual Learning strategies
 Definition Epistemology - Theory
V.D. Dell Hymes
Importance
Jim Cummins
Linguistic competence
Discourse competence
Communicative Language competence
Sociolinguistic competence
Competence
Strategic competence
What are functions?
Language Functions
Academic Language functions

Functional Approaches to
Communicative vs functional approaches
Language Teaching