LEARNING STYLES

Adapted fromSusan Groh, Chemistry & BiochemistryHarry Shipman, Physics & Astronomy

University of Delaware, 1999

What is a Learning Style?

The “characteristic strengths and preferences in the ways that [learners]take in and process information”

- R. Felder

Why Worry About Learning Styles?

STUDENT

INSTRUCTOR CURRICULUM

Why is There a Gap?

One view of the education system is that it is a giant sorting system that selects out individuals who tend to:

• learn in certain ways

• teach in the ways that they’ve been taught

• select out individuals who learn in the same way that their professors did

Goals: Using Learning Styles

• To be aware of differences in how our students take in and process information

• To balance instruction so that all learning styles are addressed at least some of the time

Three Learning Style Models

• Myers-Briggs Type Indicator (MBTI)Isabel Briggs Myers, Gifts Differing, Consulting Psychologist Press, 1980

• Kolb ModelDavid Kolb, Experiential Learning, Prentice Hall, 1984

• Felder-Silverman ModelFelder, R.M. & Silverman, L.K. (1988) Learning styles and Teaching Strategies in Engineering Education, Engineering Education, 78, pp. 674-681

Myers-Briggs Type Indicator (MBTI)

Based on Jung’s psychological types predictable patterns of behavior stemming from differences among people in

• Perception: taking in information

• Judging: organizing/evaluating information

• Preferred domain: external or internal

Opposite Preferences in …..

Perception Sensing (S) Intuition (N)

Judgement Thinking (T) Feeling (F)

Domain Extraversion (E) Introversion (I)

Attitude Judging (J) Perceiving (P)

Is the person interested mostly in …..

The external world of action, people, and materials?

• EXTRAVERSION

The internal world of ideas and thoughts?

• INTRAVERSION

after G. Lawrence, “People Types and Tiger Stripes”, 1982

Does the person tend to perceive….

Actual, concrete, and tangible data, facts, and details from observation and experience?

• SENSING

Concepts , “big-picture” connections, and possibilities through insight and imagination?

• INTUITION

after G. Lawrence, “People Types and Tiger Stripes”, 1982

Does the person tend to make judgments….

Impersonally, based on logic, analysis and objectivity?

• THINKING

Subjectively, based on values and potential impact on others?

• FEELING

after G. Lawrence, “People Types and Tiger Stripes”, 1982

Is the person’s approach to life…

Organized and managed according to preconceived plans?

• JUDGMENT

Spontaneous, flexible, and open to new possibilities?

• PERCEPTION

after G. Lawrence, “People Types and Tiger Stripes”, 1982

Myers-Briggs Types

• Type is determined by the preferred mode for each of these four areas

• 16 possible combinations:– Thinking Types: ESTJ, ENTJ, ISTP, INTP– Intuitive Types: ENTP, ENFP, INFJ, INTJ– Feeling Types: ESFJ, ENFJ, ISFP, INFP– Sensory Types: ESTP, ESFP, ISJ, ISTJ

Keirsey Temperaments*

Four broader type groups sharing many common characteristics (temperament)

• SP: Artisan -observing, adaptable, tolerant• SJ: Guardian -observing, ordered, detailed• NF: Idealist -sympathetic, insightful• NT: Rational -rational, theoretical, abstract *David Keirsey, Please Understand Me, Prometheus Nemesis Book

Company, 1978

Kolb Learning Style Inventory

Based on 4-stage learning cycle

Concrete Experience (CE)

Active Experimentation (AE) Reflective Observation (RO)

Abstract Conceptualization (AC)

Stages in the Learning Cycle

• Concrete Experience (CE): learning from feeling and personal involvement

• Reflective Observation (RO): learning by watching and listening

• Abstract Conceptualization (AC): learning by thinking

• Active Experimentation (AE): learning by doing

Learner Types and Strengths

• Converger (AC+AE)

• Diverger (CE+RO)

• Assimilator (AC+RO)

• Accommodator (CE+AE)

• Practical application of ideas

• Imagination and innovation

• Creation of theoretical models

• Action, carrying out plans

Felder-Silverman Model

Five Learning Dimensions:

• Sensing vs. intuitive perception

• Visual vs. verbal input

• Inductive vs. deductive organization

• Active vs. reflective processing

• Sequential vs. global understanding

Teaching to Learning Styles: M-B

• Extraverted students• Introverted students

• Sensing students

• Intuitive students

• Groups, think-pair-share• Time for reflection• Connect material• Structure, organization• Hands-on activities• Discovery methods• Concept maps

Teaching to Learning Styles: M-B

• Thinking students• Feeling students

• Judging students

• Perceptive students

• Clear objectives, fairness• Collaborative groups• Supportive instructor• Advice on reviewing

work, exam answers• Subassignments for large

project• Feedback

Teaching to Learning Styles: Kolb

• Converger

• Diverger

• Assimilator

• Accommodator

• Decision-making, problem-solving, hands-on work

• Cooperative groups, brainstorming

• Model/theory creation• Design projects/experiments• Discovery learning• Activities, projects

Teaching to Learning Styles: Felder

• Active learners

• Reflective learners• Sensing learners

• Intuitive learners

• Discussion, debate• Group work• Time for reflection, journals• Real-world applications• Hands-on activities• Connections: concept maps• Open-ended, speculative

assignments

Teaching to Learning Styles: Felder

• Visual learners

• Verbal learners

• Sequential learners

• Global learners

• Diagrams, charts, movies• Demonstrations• Discussions, oral reports• Writing projects• Outlines, stepwise

presentations• Topic overviews• Connections to other

material