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Maximizing Student Maximizing Student Learning Through Learning Through Utilizing Learning Utilizing Learning
StylesStyles
Presented at the 2Presented at the 2ndnd AnnualAnnual
April 19April 19thth, 2008, 2008 Adjunct Faculty Adjunct Faculty
ConferenceConference Ivy Tech Community Ivy Tech Community
CollegeCollege
byby Rebecca S. Rebecca S.
Metzger, A.B.D.Metzger, A.B.D.
Objectives of this Objectives of this Institute Institute
To provide a hands-on To provide a hands-on teaching and learning teaching and learning experienceexperience
To equip the educator to To equip the educator to identify learning stylesidentify learning styles
To equip the educator to To equip the educator to develop and implement develop and implement precise teaching strategies precise teaching strategies with regard to learning with regard to learning stylesstyles
To utilize educational To utilize educational theory in instructional theory in instructional designdesign
A Learning Styles A Learning Styles ModelModel
Sensory Learning Sensory Learning Styles:Styles:
VisualVisual AuditoryAuditory Kinesthetic Kinesthetic
Global + ActiveGlobal + Active
Cognitive Learning Cognitive Learning Styles:Styles:
Perception Learning StylesPerception Learning Styles GlobalGlobal AnalyticalAnalytical
Processing Learning StylesProcessing Learning Styles Ruler (active - sensing)Ruler (active - sensing) Promoter (active - intuitive)Promoter (active - intuitive) Designer (reflective – sensing)Designer (reflective – sensing) Server (reflective - intuitive)Server (reflective - intuitive)
Sensory Learning Styles
Sensory Sensory Learning StylesLearning Styles
(Input)(Input)
SensorySensoryLearning Styles Learning Styles within the Total within the Total
PopulationPopulation
Kinesthetic35%
Auditory20%
Visual45%
Visual LearnersVisual Learners
CharacteristCharacteristics:ics:
Visual Visual LearnersLearners
Enjoys readingEnjoys reading Enjoys computer activitiesEnjoys computer activities Quiet in natureQuiet in nature Detailed orientedDetailed oriented Turns in neat, organized Turns in neat, organized
workwork Enjoys drawingEnjoys drawing Well developed visual Well developed visual
memorymemory Problem solving - analysisProblem solving - analysis Learns well by themselvesLearns well by themselves
How to How to Teach Teach Visual Visual
LearnersLearners
Teach “What”Teach “What” Use computer assisted Use computer assisted
activitiesactivities Demonstrate activitiesDemonstrate activities Use reading and outlining Use reading and outlining
study guides, and colorful study guides, and colorful visual aidsvisual aids
Relate learning to life Relate learning to life applicationsapplications
Allow student to assist in Allow student to assist in planningplanning
Utilize workbooks, and Utilize workbooks, and reportsreports
Auditory LearnersAuditory Learners
CharacterisCharacteristics:tics:
Auditory Auditory LearnersLearners
Talkers, enjoys being the center Talkers, enjoys being the center of attentionof attention
Very animatedVery animated Auditory memory well-developedAuditory memory well-developed Solves problems by talking them Solves problems by talking them
outout Has difficulty organizing paper Has difficulty organizing paper
workwork Loves musicLoves music Not detailed oriented - work is Not detailed oriented - work is
not as neat as the visual not as neat as the visual learner’slearner’s
Desires group workDesires group work Reads “orally” in their headsReads “orally” in their heads
How to Teach How to Teach Auditory LearnersAuditory Learners
Teach “How”Teach “How” Use peer Use peer
teachingteaching Utilize Utilize
cooperative cooperative groupinggrouping
Relate learning Relate learning to dramato drama
Give step by Give step by step oral step oral directionsdirections
Discuss Discuss procedures and procedures and class workclass work
Utilize the tape Utilize the tape recorder for recorder for lectureslectures
Kinesthetic Kinesthetic LearnersLearners
Characteristics: Characteristics: Kinesthetic Kinesthetic
LearnersLearners Enjoys participatingEnjoys participating in sportsin sports
Enjoys building Enjoys building projectsprojects
Enjoys hands-onEnjoys hands-on activitiesactivities
Gestures while Gestures while communicatingcommunicating
Solves problems by trial Solves problems by trial and errorand error
Well developed long Well developed long term memoryterm memory
Has difficulty staying on Has difficulty staying on tasktask
Learning in the Learning in the traditional classroom is traditional classroom is difficultdifficult
Difficulty memorizing Difficulty memorizing material throughmaterial through short-short-term memoryterm memory
How to How to Teach Teach
KinesthetiKinesthetic Learnersc Learners
Teach “Why”Teach “Why” Use a variety of activitiesUse a variety of activities Utilize principles and Utilize principles and
conceptsconcepts Relate learning to life Relate learning to life
experiencesexperiences Concentrate on processConcentrate on process Use manipulatives: Use manipulatives:
demonstrate problemsdemonstrate problems Use advanced organizers or Use advanced organizers or
educational webseducational webs
Perceptive Perceptive Learning StylesLearning Styles
PerceptionPerceptionLearning StylesLearning Styles
GlobalGlobal-- randomrandom-- intuitiveintuitive-- right right
brainbrain
SequentialSequential-- linearlinear-- analyticalanalytical-- left brainleft brain
Global LearnersGlobal Learners
CharacteristCharacteristics:ics:
Global Global LearnersLearners
CreativeCreative Sensitive, reflective, in touch Sensitive, reflective, in touch
with their feelingswith their feelings Spontaneous, flexible, Spontaneous, flexible,
adaptableadaptable Looks for patterns - Long term Looks for patterns - Long term
memory associations is a plusmemory associations is a plus Reasons inductively from Reasons inductively from
specifics to generalizationsspecifics to generalizations Not bothered by chaos or lack Not bothered by chaos or lack
of structureof structure Prefers interaction with teamsPrefers interaction with teams Makes decisions subjectivelyMakes decisions subjectively Wants to know “Why” or “How”Wants to know “Why” or “How”
How to How to TeachTeachGlobal Global
LearnersLearners Use hands-on activitiesUse hands-on activities Use interactive group Use interactive group
activitiesactivities Use creative activities using Use creative activities using
music, art, and poetrymusic, art, and poetry Use brainstorming Use brainstorming
techniquestechniques Use divergent thinking Use divergent thinking
activitiesactivities Teach whole to part - present Teach whole to part - present
the concept first, then teach the concept first, then teach the parts as they relate to the the parts as they relate to the concept.concept.
Utilize interdisciplinary Utilize interdisciplinary thematic approach to subjectthematic approach to subject
Areas of Areas of DevelopmentDevelopment
GlobalGlobal Often fails to finish what Often fails to finish what
they startedthey started Need time management Need time management
skillsskills Lack of thoroughnessLack of thoroughness Needs to prioritize Needs to prioritize
important goalsimportant goals Assumes he/she is Assumes he/she is
understood (needs to understood (needs to clarify communication)clarify communication)
Sequential Sequential LearnersLearners
CharacteristicsCharacteristics::
Sequential Sequential LearnersLearners
Logical- reasons deductivelyLogical- reasons deductively Solve problems step by Solve problems step by
step- makes decisions based step- makes decisions based on factson facts
Action, goal or task-Action, goal or task-orientedoriented
Organized, thorough and Organized, thorough and planned outplanned out
Short-term memory is a Short-term memory is a strengthstrength
Answers tend to be quick, Answers tend to be quick, concise, and “bottom line”concise, and “bottom line”
Detailed-orientedDetailed-oriented Sees large task or project as Sees large task or project as
a series of individual goalsa series of individual goals Wants to know “What” or Wants to know “What” or
How Many”How Many”
How to How to TeachTeach
Sequential Sequential LearnersLearners
Use examples and modelsUse examples and models Use traditional approaches Use traditional approaches
to subjectsto subjects Use analysis and higher Use analysis and higher
level thinking skills level thinking skills activitiesactivities
Present details first and Present details first and then related the concept then related the concept (part to whole)(part to whole)
Discussions that focus on Discussions that focus on applicationsapplications
Clearly state your objectivesClearly state your objectives Utilize (bottom line) detailsUtilize (bottom line) details
Areas of Areas of DevelopmentDevelopmentSequentialSequential
Overwhelmed by detailsOverwhelmed by details Must delegate tasks to Must delegate tasks to
othersothers PerfectionistPerfectionist Must clarify Must clarify
expectations of self to expectations of self to othersothers
Lack of attention to Lack of attention to human needs: need to human needs: need to focus on people skillsfocus on people skills
Processing Processing Learning StylesLearning Styles
ProcessingProcessingLearning StylesLearning Styles
ProcessProcessinging
Style is Style is
ActivActivee
Processing Processing Style is Style is
ReflectiReflectiveve
InformatiInformation on sources sources are are
IntuitivIntuitivee
PromoPromoterter
ServerServer
InformatiInformation on sources sources are are factual or factual or from the from the
SensesSenses
RulerRuler DesignerDesigner
RulerRuler
CharacteristicCharacteristics:s:
Ruler Ruler LearnersLearners Results and goal orientedResults and goal oriented
Practical and pragmaticPractical and pragmatic Assertive and decisiveAssertive and decisive Desires to control the Desires to control the
situation at all times- situation at all times- domineeringdomineering
Enjoys challenges and Enjoys challenges and problem solvingproblem solving
A natural leaderA natural leader Desires authority and powerDesires authority and power Likes rules and structureLikes rules and structure Organized and plannedOrganized and planned
Areas of Areas of DevelopmenDevelopmen
ttRulerRuler
Self-centered, Self-centered, inconsiderate or inconsiderate or insensitive to people’s insensitive to people’s needsneeds
Impatient and angry Impatient and angry when people do not meet when people do not meet their expectationstheir expectations
Domineering and Domineering and controllingcontrolling
Manipulative and craftyManipulative and crafty Proud and egotistical Proud and egotistical
and self- sufficientand self- sufficient
PromotPromoterer
CharacteristiCharacteristics:cs:
Promoter Promoter LearnerLearner High energy personHigh energy person
Entertaining: the life of the partyEntertaining: the life of the party Witty, verbal and excitableWitty, verbal and excitable Enthusiastic, flexible, Enthusiastic, flexible,
spontaneousspontaneous Outgoing, warm, friendly, Outgoing, warm, friendly,
generousgenerous Passionate, carefree, Passionate, carefree,
spontaneousspontaneous Optimistic, compassionate, Optimistic, compassionate,
responsive to needsresponsive to needs Relationship-orientedRelationship-oriented Likes to be the center of Likes to be the center of
attentionattention
Areas of Areas of DevelopmenDevelopmen
t t Promoter Promoter
Doesn’t handle details or Doesn’t handle details or paper work wellpaper work well
Fails to finish projects or Fails to finish projects or manage deadlines manage deadlines
Mood swings, undependable, Mood swings, undependable, talks too much, insecure and talks too much, insecure and dependent on others for dependent on others for validationvalidation
Prone to make hasty Prone to make hasty decisions without all of the decisions without all of the informationinformation
Weak-willed, undisciplinedWeak-willed, undisciplined
DesigneDesignerr
CharacteristicCharacteristics:s:
Designer Designer LearnerLearner
Detailed-oriented, meticulousDetailed-oriented, meticulous Relies on established policies Relies on established policies
and procedures and procedures Work is of exceptional qualityWork is of exceptional quality Cautious with facts and Cautious with facts and
opinions opinions Stable, dependable, Stable, dependable,
conscientious, predictableconscientious, predictable Reasonable and fairReasonable and fair Self-disciplinedSelf-disciplined Faithful, loyal Faithful, loyal AnalyticalAnalytical
Areas of Areas of DevelopmentDevelopment
DesignerDesigner Self-centered, self-righteousSelf-centered, self-righteous Critical, negative, Critical, negative,
judgmental, tend not to like judgmental, tend not to like people with whom they people with whom they disagreedisagree
Rigid, legalistic, hesitant to Rigid, legalistic, hesitant to risk or initiate new projects risk or initiate new projects or friendshipor friendship
Perfectionist of self and Perfectionist of self and othersothers
Easily hurt and holds Easily hurt and holds grudgesgrudges
Depression-prone and low Depression-prone and low self-esteemself-esteem
ServeServerr
CharacteristCharacteristics:ics:
Server Server LearnerLearner
Sympathetic, tender heartedSympathetic, tender hearted UnderstandingUnderstanding AppreciativeAppreciative Compassionate, accepting, Compassionate, accepting,
gentlegentle Steady, calm, stable, and Steady, calm, stable, and
sensitivesensitive Diplomatic, tolerant, Diplomatic, tolerant,
mediatormediator Dry wit or humorDry wit or humor Patient, submissive, quietPatient, submissive, quiet Good listeners, often the Good listeners, often the
fulfillers of other’s dreamsfulfillers of other’s dreams
Areas of Areas of DevelopmDevelopm
ententServersServers
Are stressed by changeAre stressed by change Tend to be spectators in Tend to be spectators in
lifelife Self-protective and Self-protective and
uninvolveduninvolved Indecisive, hesitant, Indecisive, hesitant,
lacking confidence and lacking confidence and aimlessaimless
Timid, fearful, shy, Timid, fearful, shy, procrastinatorsprocrastinators
““I’ve come to a frightening I’ve come to a frightening conclusion that I am the conclusion that I am the decisive element in the decisive element in the classroom. It’s my personal classroom. It’s my personal approach that creates the approach that creates the climate. It’s my daily mood that climate. It’s my daily mood that makes the weather. makes the weather.
As a teacher, I possess a As a teacher, I possess a tremendous power to make a tremendous power to make a (student’s) life miserable or (student’s) life miserable or joyous.joyous.
I can be a tool of torture or I can be a tool of torture or an instrument of inspiration. I an instrument of inspiration. I can humiliate or heal.can humiliate or heal.
In all situations, it is my In all situations, it is my response that decides whether a response that decides whether a crisis will be escalated or de-crisis will be escalated or de-escalated and a student escalated and a student humanized or dehumanized.”humanized or dehumanized.”
EditedEditedHaimHaim Ginott Ginott
Applying Learning Applying Learning Styles Theory to Styles Theory to Components in Components in
Instructional Instructional DesignDesign
Gagne’s Gagne’s Educational Educational Theory and Theory and Madeline Madeline
Hunter’s Lesson Hunter’s Lesson PlansPlans Anticipatory Anticipatory
SetSet
Objective Objective and Purposeand Purpose
InputInput
ModelingModeling
Receptors Receptors on (senses)on (senses)
Registers in Registers in short-term short-term memory onmemory on
Opens files Opens files of previous of previous learning in learning in long-term long-term memorymemory
New New material is material is taughttaught
Gagne’s and Gagne’s and Hunter’sHunter’s
Models ContinuedModels Continued Checking for Checking for
UnderstandiUnderstandingng
Guided Guided PracticePractice
Independent Independent practicepractice
Making sure Making sure the material the material is understood is understood by the student by the student (semantic (semantic encoding)encoding)
Long term Long term memory memory storage cues storage cues for retrieval for retrieval into short-into short-memorymemory
Activating a Activating a response from response from short term short term memory memory retrievalretrieval
Components of Components of LearningLearning
Ezra ModelEzra Model Sensory Styles Sensory Styles
VisualVisual AuditoryAuditory KinestheticKinesthetic
Perception Perception Styles Styles GlobalGlobal AnalyticalAnalytical
Process Styles Process Styles RulerRuler PromoterPromoter DesignerDesigner ServerServer
Hunter’s PlanHunter’s Plan Anticipatory setAnticipatory set Stating Stating
objective and objective and purposepurpose
InputInput ModelingModeling Checking for Checking for
UnderstandingUnderstanding
Guided practiceGuided practice Independent Independent
practicepractice
FocusFocus
Teaching StrategiesTeaching StrategiesAttention - Attention -
AnticipatoryAnticipatorySetSet EnthusiasticEnthusiastic
MusicMusic Short poemsShort poems DramaDrama Personal stories Personal stories Direct questionsDirect questions DemonstrationDemonstration Newspaper clippingNewspaper clipping Give them a problemGive them a problem Research factsResearch facts
Teaching Teaching StrategiesStrategiesState the State the ObjectivesObjectives Clearly stated, Clearly stated,
coherent coherent Repeated with Repeated with
enthusiasmenthusiasm Short, brief and to Short, brief and to
the pointthe point Fast-pacedFast-paced
ProcessProcess
Teaching Teaching StrategiesStrategies
InputInput
Short, brief, fast-Short, brief, fast-pacedpaced
Presented with an Presented with an outlineoutline
RepetitionRepetition Many illustrationsMany illustrations LectureLecture SequentialSequential
Teaching Teaching StrategiesStrategiesModelingModeling
Expert opinionExpert opinion Short-stick to the Short-stick to the
factsfacts PersonalPersonal Model step-by-stepModel step-by-step DramaticDramatic
Teaching Teaching StrategiesStrategies
Checking for Checking for UnderstandingUnderstanding
Short answersShort answers Problem solvingProblem solving Decision makingDecision making DrillsDrills WorksheetsWorksheets Active group Active group
learninglearning
OutputOutput
Teaching Teaching Strategies Guided Strategies Guided
PracticesPractices Precision Precision
teachingteaching Create your own Create your own
applicationapplication Monitor for Monitor for
reinforcementreinforcement Identify and Identify and
study problemsstudy problems
Teaching Teaching StrategiesStrategies
Independent Independent PracticePractice
Short problems Short problems or exercisesor exercises
Create dramasCreate dramas Practice Practice
problemsproblems Problem solvingProblem solving
As the teacher As the teacher goes…..goes…..
So does the So does the classroomclassroom
ReferencesReferences
Arroyo, A. J., & Selig, G.S. (1989). Arroyo, A. J., & Selig, G.S. (1989). Loving our differences: Building Loving our differences: Building successful familysuccessful family relationshipsrelationships. . Virginia Beach, VA: CBN Publishing.Virginia Beach, VA: CBN Publishing.
Gagne’, R.M. (1988).Gagne’, R.M. (1988).Principles of Principles of instructional design.instructional design. New York, NY: New York, NY: Holt, Rinehart, and Winston, Inc.Holt, Rinehart, and Winston, Inc.
Hunter, M.C. (1982).Hunter, M.C. (1982). Mastery Mastery Teaching.Teaching. Corwin Press Corwin Press
Torrance, E. P. (1980). Torrance, E. P. (1980). Norms – Norms – technical manual for your style of technical manual for your style of learning and thinkinglearning and thinking. Athens, . Athens, Georgia: Department of Educational Georgia: Department of Educational Psychology University of Georgia.Psychology University of Georgia.