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Implementing a holistic model that promotes learning style diversity
Dissertation (MEd)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613442476605440 |
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| access_status_str | Open Access |
| author2 | Du Toit, Pieter Hertzog |
| author_browse | Du Toit, Pieter Hertzog |
| author_facet | Du Toit, Pieter Hertzog |
| collection | Thesis |
| dc_rights_str_mv | © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/50784 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:12.984Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/50784 Implementing a holistic model that promotes learning style diversity Du Toit, Pieter Hertzog YSINGH@STMARYS.PTA.SCHOOL.ZA Singh, Youveshni UCTD Whole-brain theory Learning opportunity Herrmann Brain Dominance Instrument (HBDI) Action research Learning style diversity Facilitating learning Reflexivity Metalearning Education theses SDG-03 Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 Education theses SDG-17 Dissertation (MEd)--University of Pretoria, 2015. This mini-dissertation emerged as a result of my enrolment as a Master of Education student in the Educator Professional Development course at the University of Pretoria. The pedagogy of the programme enlightened me on the innovative and the most influential learning style theories internationally, consequently justifying the criteria for my professional development as a high school English educator. Developing effective strategies of facilitating learning and creating powerful learning environments are a continual challenge on the part of all education practitioners. This challenge defined the aim of my research, which is to implement effectively an innovative idea that encompasses a holistic learning model that promotes learning style flexibility, as we all have our specific preference in terms of how we learn. The design of action research allowed for metalearning and it confirmed that my professional instruction and learning style complemented only a few learners in the class. I report empirically on the varied learning opportunities presented and the findings highlight that optimal learning can only be achieved if the diverse learning styles of the learners are accommodated and expanded. Moreover, learners have been armed with insight into their limitations and the way they learn best. As a result, they now have the foresight to maximise their learning by utilising varied learning styles in order to function as well-rounded learners, equipped with the skills for lifelong learning. This innovative model of holistic learning is corroborated by the metaphoric theory of Ned Herrmann who advocates that the brain comprises four quadrants, each with specialised functions linked to learning styles (Herrmann, 1996). My goal as an education practitioner was aimed at finding ways to improve the learning strategies of my learners. I deemed it necessary to challenge myself as well as other facilitators of learning to review systematically methods of facilitating and assessing instruction and learning outcomes to enhance the performance of learners. These key learning strategies can be achieved by adapting this transferable and generic holistic learning model to learning environments. tm2015 mi2026 Humanities Education MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-09: Industry, innovation and infrastructure SDG-10: Reduced inequalities SDG-17: Partnerships for the goals 2015-11-25T09:53:33Z 2015-11-25T09:53:33Z 2015/09/01 2015 Dissertation Singh, Y 2015, Implementing a holistic model that promotes learning style diversity, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/50784> S2015 http://hdl.handle.net/2263/50784 en © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Whole-brain theory Learning opportunity Herrmann Brain Dominance Instrument (HBDI) Action research Learning style diversity Facilitating learning Reflexivity Metalearning Education theses SDG-03 Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 Education theses SDG-17 Implementing a holistic model that promotes learning style diversity |
| title | Implementing a holistic model that promotes learning style diversity |
| title_full | Implementing a holistic model that promotes learning style diversity |
| title_fullStr | Implementing a holistic model that promotes learning style diversity |
| title_full_unstemmed | Implementing a holistic model that promotes learning style diversity |
| title_short | Implementing a holistic model that promotes learning style diversity |
| title_sort | implementing a holistic model that promotes learning style diversity |
| topic | UCTD Whole-brain theory Learning opportunity Herrmann Brain Dominance Instrument (HBDI) Action research Learning style diversity Facilitating learning Reflexivity Metalearning Education theses SDG-03 Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/50784 |