Upload
dillon
View
40
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Learning Styles In and Around Team Work: What’s Your Learning Pattern?. Acknowledgment of Support. The material is based upon work supported by the National Science Foundation under grant No. DUE-0089079: “Implementing the BESTEAMS model of team development across the curriculum.” - PowerPoint PPT Presentation
Citation preview
Adapted from and Reproduced with permission from BESTEAMS 2004 1
Learning StylesLearning StylesIn and Around Team Work:In and Around Team Work:What’s Your Learning Pattern?What’s Your Learning Pattern?
Adapted from and Reproduced with permission from BESTEAMS 2004 2
Acknowledgment of SupportAcknowledgment of Support
The material is based upon work supported by the National Science Foundation under grant No. DUE-0089079: “Implementing the BESTEAMS model of team development across the curriculum.”Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.Additional support was provided by the A. James Clark School of Engineering, the Mechanical Engineering department at the University of Maryland, College Park, and Morgan State University, the United States Naval Academy, and Howard University.
Adapted from and Reproduced with permission from BESTEAMS 2004 3
Personal KnowledgePersonal KnowledgeLearning ObjectivesLearning Objectives
Understanding of personal learning preferenceAwareness of non-traditional measures of difference, beyond superficial generalizationsKnowledge of how these differences affect the reception and processing of information
Adapted from and Reproduced with permission from BESTEAMS 2004 4
Appreciating Learning StylesAppreciating Learning Styles
Knowing strengths is important for effective team members
Attribute filters are sets of characteristics used to define similarity groupsExamples: Gender, Myers-Briggs Personality
Types, SAT scores, GPA
We use attribute filters to learn about ourselves and how to relate to diverse others
Adapted from and Reproduced with permission from BESTEAMS 2004 5
Learning Patterns…Learning Patterns…
Describe the way you prefer to learnInfluence how you deal with day-to-day interactions and tasksAre determined by reflecting on your preference for doing specific tasks
Think of the last time you dealt with new technical information…
How do you best like to learn?
Adapted from and Reproduced with permission from BESTEAMS 2004 6
Learning Connections Inventory: Learning Connections Inventory: ExerciseExercise
Break into small groups as assigned by instructor
Describe how you would like to learn material, what is the best way a course could be delivered to you?
How do you go about solving problems presented to you?
One member of each team reports the results of their discussion; to be recorded in notebook
Adapted from and Reproduced with permission from BESTEAMS 2004 7
Preferred Learning Activity Preferred Learning Activity (Record Team Answers on Board)(Record Team Answers on Board)
Adapted from and Reproduced with permission from BESTEAMS 2004 8
Completing the Learning Completing the Learning Connections Inventory (LCI)Connections Inventory (LCI)Answer the 25 questions in the LCIForced ranking (no ties) Modify questions if needed5 level scale
Look at your scores in four patterns
Adapted from and Reproduced with permission from BESTEAMS 2004 9
The Cycle of LearningThe Cycle of Learning
What does your learning pattern tell you?You are uniqueYou have preferred ways to process
learningUse firstAvoidUse as needed
Adapted from and Reproduced with permission from BESTEAMS 2004 10
Learning PatternsLearning Patterns
The Learning Connections Inventory highlights your preference for Sequential Processing (working in order, following
procedures) Precise Processing (details and questioning) Technical processing (hands-on, independence) Confluent processing (risk-taking, own way)
These are patterns of perceiving and processing information
Adapted from and Reproduced with permission from BESTEAMS 2004 11
Preference ScoresPreference ScoresUse First 25 and higher Most “comfortable” or usual process
Avoid 17 and lower Not how you like to work
As Needed Score 18 – 24 Use if necessary but don’t feel an urgency to work
that way
Adapted from and Reproduced with permission from BESTEAMS 2004 12
More on ScoresMore on Scores
Dynamic – Learner has one or two scores at use first.Bridge – Learner has no pattern at use first or avoid. Often learn from listening to others. “Jack-of-all-trades, master of none” Often bring balance to teams and bring competing groups
together.
Strong Willed Learner Three or more at use first. Prefers to be own team and work alone. Likes control.
Adapted from and Reproduced with permission from BESTEAMS 2004 13
Sequencial – Use FirstSequencial – Use First
Want clear directions
Like step-by-step directions
Work from beginning to end
Make lists
Organizes things
Plan first, then act
Adapted from and Reproduced with permission from BESTEAMS 2004 14
Precise Use FirstPrecise Use First
Research information
Lot’s of questions
Challenge statements
Document findings
Write things down
Can’t stand when bad information is accepted as good
Adapted from and Reproduced with permission from BESTEAMS 2004 15
Technical Use FirstTechnical Use First
Concrete relevance; real world
Just give the information I need
Hands-on and tinker
Like to be self-sufficient
Likes to know things but doesn’t feel a need to share it.
Likes to solve problems
Adapted from and Reproduced with permission from BESTEAMS 2004 16
Confluent Use FirstConfluent Use First
Read between the lines
Outside the box
Brainstorming
Risk taking
Talk about things – a lot
Start first, then ask for directions
“Do something once, why do it again?”
“I have an idea …. I have another idea ….
Adapted from and Reproduced with permission from BESTEAMS 2004 17
Sequential AvoidSequential Avoid
Let’s jump in
Avoid direction and practice
Ignores table of contents, indexes, syllabi
Tasks may be incomplete
Adapted from and Reproduced with permission from BESTEAMS 2004 18
Precise AvoidPrecise Avoid
Avoid debate
Take few notes
Don’t expect me to memorize!
Fearful of looking stupid
Overwhelmed when confronted with details
Adapted from and Reproduced with permission from BESTEAMS 2004 19
Technical AvoidTechnical Avoid
Why should I care how this works?
Why do we have to build it?
Avoid using tools and instruments
If it broken, throw it away
Adapted from and Reproduced with permission from BESTEAMS 2004 20
Confluent AvoidConfluent Avoid
Where is the focus?
Where is this going?
Don’t take social risks.
Seek parameters
This is out of control!
Adapted from and Reproduced with permission from BESTEAMS 2004 21
Wrap Up: We Are Not All AlikeWrap Up: We Are Not All Alike
Awareness of your strengths is vital for full team participationDon’t confuse style differences with performance level differencesProfessionalism demands a focus on outcomes, not styleSuccessful teams use the skills of all members