Decoding the Felder-Silverman Learning Style Model: A Path to Personalized Learning
Introduction.
Learning is a personal experience shaped by personal experiences, cognitive awareness, personal biases, opinions, cultural and environmental background. Each person learns in different ways. Due to cognitive differences, personality traits, past experiences, culture, learning disorders, motivation and interest, developmental stages and environmental factors, people receive, process and learn information in different ways. Learning styles affect learning experiences and outcomes. Recognizing diversity in learning styles provides educational professionals with a complete view of the learner to create a personalized learning path for each individual.
One prominent model that explains these individual approaches to learning is the Felder-Silverman learning style model, often referred to as the Felder-Silverman model. This model developed by Dr. Richard M. Felder and Dr. Linda K. Developed by Silverman, it provides a comprehensive framework for understanding and categorizing different learning styles, providing educators and learners with valuable insights into how to adjust instructional strategies for optimal success.
Felder-Silverman model
In 1988, in the article learning and teaching style in engineering education, Felder and Silverman introduced the Felder-Silverman learning style model and its five dimensions, which include: active/reflective, sensory/intuitive, visual/auditory, sequential/global and inductive/deductive. They explained the analogy. In 2002, Felder made two changes to their model. One deletion of the inductive/deductive dimension and two changes of visual/auditory to visual/verbal.
ACTIVE AND REFLECTIVE LEARNERS
This dimension specifies the difference in how the learner processes information.
Active learners like to do activities on new information. They learn best when they act on new information. This action can even be a conversation and presentation of content to others. Also, these learners are more inclined to group activities and creating social relationships.
Reflective learners are more introspective. When faced with new information, they like to think about it alone and in private. They are isolated learners who learn better by thinking about information. This type of learner needs time to process information slowly before sharing or expressing their thoughts on the subject.
Everyone can be an active or reflective learner when faced with different information. The best results are achieved when there is a balance between active and reflective learning. If the learner acts before reflecting, he gets into trouble more easily because of not thinking about the subject, and if he only thinks about the subject, he will never be able to do anything.
SENSING AND INTUITIVE LEARNERS
The priority of this dimension is to reveal differences in understanding or how to receive information.
Sensory learners tend to discover facts. They learn better by focusing on data and facts. Those who are sensory learners tend to solve problems with fixed and previous methods. Also, sensory learners are more practical and cautious, and they don’t like things that are not related to the outside world.
Intuitive learners often prefer exploring possibilities and relationships, they tend to innovate and dislike repetition. Intuitive learners are easier and better at understanding new material and tend to move faster.
According to the contents that are received, this category is not fixed. It is possible that when faced with some materials, people tend to learn by feeling and in others they tend to intuition. To be a better learner, you need to balance sensing and intuition. If you rely too much on intuition, you may retain material and lack innovation, and if you go too much on intuition, you may forget details.
VISUAL AND VERBAL LEARNERS
The difference is in the type of content presentation.
Visual learners prefer visual aids for learning such as charts, graphs, pictures and even displays. This type of learner generally struggles in traditional learning centers, as information is mostly delivered through audio tools such as lectures.
Verbal learners learn more easily by listening and talking. They will excel in learning situations that focus on listening, such as discussion, listening, or explanation. They will get the most out of their learning through words.
A good learner is someone who processes material both visually and verbally. Learning efficiency increases when information is presented both verbally and visually.
SEQUENTIAL AND GLOBAL LEARNERS
Priority in how to organize and understand information
The sequential learner will learn in a sequential and methodical way of thinking. They are linear in their approach and tend to organize their approach in small steps. They are logical in problem solving and learning. This prioritization of learning can start with bits of information and move to a bigger picture as the problem progresses without needing to all at once.
The global learner is more holistic. This approach looks at the whole picture and breaks it down into smaller steps. This type of learner takes information in leaps and bounds with random and seemingly separate data and then puts them together. They quickly look at and solve complex information with innovative approaches. Unlike the sequential learner, the global learner needs the big picture first before he can get down to the details.
Conclusion
In the pursuit of effective education and personalized learning experiences, understanding the diverse spectrum of learning styles is paramount. The Felder-Silverman Learning Style Model, introduced by Dr. Richard M. Felder and Dr. Linda K. Silverman, serves as a powerful tool for educators and learners alike. This model, with its four dimensions encompassing active/reflective, sensory/intuitive, visual/verbal, sequential/global, provides a comprehensive framework for comprehending how individuals approach learning.
Recognizing the significance of these learning styles empowers educational professionals to tailor their teaching methods to meet the unique needs of each student. By acknowledging that learners may prefer active or reflective approaches, may lean towards sensing or intuition, may thrive through visual or verbal presentations, and may excel as sequential or global thinkers, educators can create a rich and adaptable learning environment.
Achieving an optimal balance between these dimensions is key to fostering well-rounded, effective learners. It is essential to recognize that no single style is superior to others. Instead, the diversity of learning styles enriches the educational landscape, encouraging innovation, collaboration, and flexibility.
As we continue to explore the depths of personalized learning, the Felder-Silverman model illuminates our path. It reminds us that education is not a one-size-fits-all endeavor; instead, it is a journey of discovery, adaptation, and growth. By embracing and accommodating the myriad ways in which individuals learn, we unlock the potential for every learner to thrive and succeed on their educational journey.
In closing, the Felder-Silverman Learning Style Model beckons us to embrace the diversity of learning styles, to celebrate individuality, and to forge a brighter future in education where personalized learning becomes the norm, not the exception.
References
Felder, R. & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674–681.
R.M. Felder and J.E. Spurlin, “Applications, Reliability, and Validity of the Index of Learning Styles.” Intl. Journal of Engineering Education, 21(1), 103–112 (2005).
