UNDERSTANDINUNDERSTANDING HOW G HOW

STUDENTS STUDENTS LEARNLEARN

Dr Nosisana Mkonto

Have you ever tried to learn something fairly simple, yet failed to grasp the key ideas?

Have you tried to teach someone something very basic and found out they are overwhelmed or confused?

Have you ever wondered why you have difficulty learning from a particular lecturer, whereas another one explains things in just

the right way?

Did you ever question why the course that your friend said was so easy turned into a struggle to you?

Do you notice that you and you friend have different opinions on whether or not to have the radio while you are studying?

WHAT IS LEARNING?WHAT IS LEARNING?

An act, process, or skill of gaining knowledge or skill…

Students differ:Students differ:PhysicallyPhysicallyPsychologicallyPsychologicallyCulturallyCulturallylearn differently and have different learning styleslearn differently and have different learning styles• Knowledge of learning styles useful for both Knowledge of learning styles useful for both

students and lecturersstudents and lecturers• Students bring experience and skillsStudents bring experience and skills

LEARNING STYLESLEARNING STYLES

It is the way you tend to learn best…It is the way you tend to learn best…Definitions Definitions those elements which students bring to a learning those elements which students bring to a learning

environment which have an impact on how they learn environment which have an impact on how they learn (Shaw, 1996)(Shaw, 1996)

……consistency in the behaviour of a person or group of consistency in the behaviour of a person or group of

people that tends to be habitual (Hilliard, 1989)people that tends to be habitual (Hilliard, 1989)

Dunn and Dunn (1993)…the manner in which students Dunn and Dunn (1993)…the manner in which students try to make sense of new and difficult information try to make sense of new and difficult information

LEARNING STYLESLEARNING STYLES

4 CATEGORIES…4 CATEGORIES… Cerebral DominanceCerebral Dominance Information processingInformation processing Personality TypesPersonality Types Perceptual patternsPerceptual patterns

CEREBRAL DOMINANCECEREBRAL DOMINANCEGregorc Style Delineator (GSD)Gregorc Style Delineator (GSD)

It is concerned with functioning of the brain.It is concerned with functioning of the brain.

Left-brain dominant Left-brain dominant learning stylelearning style

Process information from parts to whole, linking ideas togetherInterested in linguistics and mathematicsDraw conclusions based on reasons and factsShow emotions of happiness, joy and pleasure

Right-brain dominantRight-brain dominantlearning stylelearning style

Process information from the whole to the partsPrefer concrete to the abstractSee things in relation to other thingsShow emotions like anger, sorrow, moodiness and bad temper

INFORMATION PROCESSINGINFORMATION PROCESSING Kolb (LSI)Kolb (LSI)

Refers to the way in which one senses, thinks, solves problems and remembers Refers to the way in which one senses, thinks, solves problems and remembers informationinformation

Divergers

Acquire knowledge through intuitionPrefer concrete experience and reflective observation

Accommodators

Prefer concrete experience and active experimentationLearn best in situations that encourages independent discovery

Assimilators

Prefer abstract conceptualization and reflective observationAnalyze, plan, and reflect on issuesPrefer information given in an organized manner

Convergers

Acquires knowledge by thinking analyzing, and applying new concepts to real life situationsAbility to find the best answer to a problem

PERSONALITY TYPESPERSONALITY TYPES

Myers –Briggs Type Indicator (MBTI)Myers –Briggs Type Indicator (MBTI)Divides people according to emotions, values & personal interactionsDivides people according to emotions, values & personal interactions

Extrovert Extrovert IntrovertIntrovert

Concerns our attitude with the world around us Concerns our attitude with the world around us

Outgoing

Stimulated from outside

Talkative

Prefer oral tests

Shy

Self-reliant

Prefer written test

PERSONALITY TYPESPERSONALITY TYPES

Sensing Sensing IntuitionIntuition

Concerns with how we take information from our environment and where we focus our attention

Prefer concrete, practical

and procedural information

Gather information through

the senses

Look for facts

Prefer conceptual

Innovative and theoretical

information

Problem-solving

Creativity.

Look for meaning

PERSONALITY TYPESPERSONALITY TYPES

Thinking Thinking FeelingFeeling

Focuses on how we make decisions

Objective

Logical

Principled

Decide with their heads not hearts

Subjective

Make decisions based on

personal values

PERSONALITY TYPESPERSONALITY TYPES

Judging Judging PerceivingPerceiving

Refer to the way we evaluate information

Set deadlines for self

Closure oriented

Systematic

Rigid

Do not make hasty

decisions

Flexible

Impulsive

Adaptable to change

PERSONALITY TYPESPERSONALITY TYPES

Visual Visual VerbalVerbal

Prefer graphs, pictures

Visual representation of

information

Prefer to hear or read

information

Look for explanation with

words

PERSONALITY TYPESPERSONALITY TYPES

Active Active ReflectiveReflective

Prefer to make objects

Prefer to do physical experiments

Learn by doing

Enjoy working in groups

Prefer to think through

Learn by analyzing

Independent

PERSONALITY TYPESPERSONALITY TYPES

Sequential Sequential GlobalGlobal

Prefer information to be

presented linearly and orderly

Prefer to put together pieces in

order to understand the whole

Prefer holistic and

systematic approach

See big picture first and

then fill in the pieces

PERCEPTUAL PATTERNSPERCEPTUAL PATTERNSC.I.T.E.C.I.T.E.

It refers to how people take in information It refers to how people take in information at different physiological levelsat different physiological levels

Three perceptual categories of learning stylesThree perceptual categories of learning styles• Auditory (learning by hearing)Auditory (learning by hearing)Prefer information presented orally through lectures, Prefer information presented orally through lectures,

discussions, etc.discussions, etc.• Kinaesthetic (learning by doing)Kinaesthetic (learning by doing)Actively explore the world around themActively explore the world around them• Visual (learning by seeing)Visual (learning by seeing)Learn by using their eyes, seeing words and numbers in their printed Learn by using their eyes, seeing words and numbers in their printed

formformPrefer to learn with visual diagrams, real-life objects, images and Prefer to learn with visual diagrams, real-life objects, images and

colours videos, handouts etc.colours videos, handouts etc.

Benefits of understanding learning styles

For lecturers: Lecturers understand how students learnLecturers understand how students learn Use as a basis for instruction Use as a basis for instruction Adapt teaching to suit students’ learning stylesAdapt teaching to suit students’ learning styles Explore a variety of teaching stylesExplore a variety of teaching styles

Plan teaching and learning activitiesPlan teaching and learning activities Help lecturers understand and appreciate individual Help lecturers understand and appreciate individual

differences among studentsdifferences among students

Benefits continued…Benefits continued…For students: Create awareness Students learn faster and with great ease (Goduka, 2000) Lead to better academic achievement (Goduka, 2000; Rovai,

Gallien & Wighting, 2005) Aware of different ways to approach teaching and learning Knowledge of strengths and weaknesses (Robotham, 1995) Reflect on how they learn SStudents understand their role in the learning process Could identify teaching styles that responds to their learning

styles best

PART 3PART 3 Learning Style Profile Learning Style Profile Name Name ---------------------------------------------------------------- Date ------------------------------ Date ------------------------------ Minor (12- 18) Minor (12- 18) Major (21-27) Major (21-27)  336699121215151818212124242727Visual LanguageVisual Language                  Visual NumericalVisual Numerical                  Auditory LanguageAuditory Language                  APPLICATION OF LS IN APPLICATION OF LS IN HIGHER EDUCATIONHIGHER EDUCATION                

                  Social IndividualSocial Individual                  Expressiveness OralExpressiveness Oral                  ExpressivenessExpressivenessWrittenWritten                    

• Awareness of students’ LSAwareness of students’ LS• Acknowledge learning styles in classAcknowledge learning styles in class• Learner-centred education Learner-centred education • Shift of role from instructor to facilitator & Shift of role from instructor to facilitator &

guideguide• Balance – address needs of all the studentsBalance – address needs of all the students• Deliberate mismatch – adjust to different Deliberate mismatch – adjust to different

learning environment learning environment

Teaching StylesTeaching Styles• How information is transmitted to students (Van How information is transmitted to students (Van

Rensburg, 2002)Rensburg, 2002)• Awareness of own teaching stylesAwareness of own teaching styles• Relationship between teaching and learning styles Relationship between teaching and learning styles

(Provitera & Esendal, 2008). (Provitera & Esendal, 2008). • Vary teaching styles – students’ needs –purpose of Vary teaching styles – students’ needs –purpose of

activityactivity• Matching teaching styles with learning stylesMatching teaching styles with learning styles• Mismatch –dropout – creativity (Evans & Waring, Mismatch –dropout – creativity (Evans & Waring,

2006) 2006)

Different teaching stylesDifferent teaching styles

• Expert – lecturer possess the expertise – Expert – lecturer possess the expertise – students learn and use the informationstudents learn and use the information

• Formal authority – lecturer provides and controls Formal authority – lecturer provides and controls the teaching material- students participatethe teaching material- students participate

• Facilitator– lecturer coaches, helps and guides Facilitator– lecturer coaches, helps and guides students in developing skills and knowledge – students in developing skills and knowledge – more responsibility for learning placed on more responsibility for learning placed on students students

• Delegator – lecturer act as a consultant (Grasha, Delegator – lecturer act as a consultant (Grasha, 1996)1996)

ConclusionConclusion• More effective teaching and learningMore effective teaching and learning• Empower students to take ownership of Empower students to take ownership of

their learningtheir learning• Increase self-awareness about strengths Increase self-awareness about strengths

and weaknessesand weaknesses• Encourage innovative ways of teaching Encourage innovative ways of teaching

and learningand learning

Learning Styles ActivityLearning Styles ActivityHoney and MumfordHoney and Mumford

• ActivistActivist

• PragmatistPragmatist

• TheoristTheorist

• ReflectorReflector

ProactiveProactive Takes initiativeTakes initiative

Apply theory to real life Apply theory to real life situationssituations

Test out informationTest out information

Express own understandingExpress own understanding Self studySelf study

Observation and analysis of Observation and analysis of events from diff. anglesevents from diff. angles