Download ppt - Learning Styles

Directing Learning Experiences

Student Learning Styles

Objectives

Discuss the importance of considering students' learning styles when designing lessons

Evaluate the learning style of your students

Assess your own learning style Design lessons that take into account

differences in students' learning styles

Why Is It Important to Know Students Learning Styles?

Students process information differentlyIf educators teach exclusively to one style

student’s comfort level may be diminishedIf only taught in one style students may

lose mental dexterity to think in different ways

Meet the learning needs of all students

Field-dependent and Field Independent Characteristics

(Garger & Guild, 1984)Field Dependent Learnerperceives globallyexperiences in a global fashion, adheres to

structures as givenshipssocial orientation learns material with social content best

Field-dependent and Field Independent Characteristics

(Garger & Guild, 1984)Field Dependent Learnersattends best to material relevant to own

experiencerequires externally defined goals and

reinforcementsneeds organization providedmore affected by criticismuses spectator approach for concept

attainment

Field-Dependent and Field Independent Characteristics

(Garger & Guild, 1984)Field Independent Learnersperceives analyticallyexperiences in an articulated fashion,

imposes structure or restrictionsmakes specific concept distinctions, little

overlap impersonal orientation


(Garger & Guild, 1984)Field Independent Learners- learns social material as an intentional task interested in new concepts for their own

sakehas self-defined goals and reinforcementcan self-structure situations less affected by criticismuses hypothesis-testing approach to attain

concepts


(Garger & Guild, 1984)Field Dependent Teaching Styles prefers teaching situations that allow interaction

and discussion with students uses questions to check on student learning

following instruction uses student-centered activities viewed by students as teaching facts provides less feedback, avoids negative evaluation strong in establishing a warm and personal

learning environment


(Garger & Guild, 1984)Field Independent Teaching Styles prefers impersonal teaching situations such as

lectures, emphasizes cognitive aspects of instruction uses questions to introduce topics and probe student

answers uses teacher-organized learning situations viewed by students as encouraging to apply

principles gives corrective feedback, uses negative evaluation strong in organizing and guiding student learning

Learning StylesAnalytic vs. Global Learners

www.wavefront.com/~nelson/styles.htm

Analytical Learners Left-brained Words Numbers Parts Sequential Linear Detail Verbal Punctual Organized

Global Learners Right-brained Images Patterns Wholes Simultaneous Patterns Whole picture Non-verbal Without sense of time Creative Intuitive Spontaneous

Learning StylesSensory Learning Modalities

VISUAL - (learn by seeing and writing) 40% of learners Can be verbal (sees words) or pictorial (sees

pictures) Remembers faces but not names Vivid imaginations Think in pictures Facial expression tells what their emotions are Uses color Caution: TV, Movies, Nintendo can be addicting


AUDITORY - (learn by listening) 30% of learners Learn from verbal instruction Need phonics Enjoy plays Write lightly and it is not always legible Remember names and forget faces Distracted by noise Remember by listening, especially with music Games and pictures are annoying and distracting


KINESTHETIC - (large motor, whole body learning) Learn by doing Not avid reader Poor spellers Remember what was done Doesn't "hear" things as well Touch is important Attacks things physically - fight, hit, pound Impulsive Needs math and science manipulatives Loves games


TACTILE - (small motor learning)Most of the same traits as kinestheticNote: Kinesthetic and tactile learners have

the most difficulty learning to read.Note: All children are very kinesthetic to

age 6.

Learning Styles ModelsThe Myers-Briggs Type Indicator

(MBTI) http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-

Prism.htm

extraverts (try things out, focus on the outer world of people) or introverts (think things through, focus on the inner world of

ideas);

sensors (practical, detail-oriented, focus on facts and procedures)

or intuitors (imaginative, concept-oriented, focus on meanings and possibilities);

Learning Styles ModelsThe Myers-Briggs Type Indicator

(MBTI) thinkers (skeptical, tend to make decisions based

on logic and rules) or feelers (appreciative, tend to make decisions

based on personal and humanistic considerations);

judgers (set and follow agendas, seek closure even with incomplete data)

or perceivers (adapt to changing circumstances, resist closure to obtain more data).

Learning Styles ModelsKolb's Learning Style Model

Type 1 (concrete, reflective). A characteristic question of this learning type is

"Why?" learners respond well to explanations of how

course material relates to their experience, their interests, and their future careers.

To be effective instructor should function as a motivator.


Type 2 (abstract, reflective). A characteristic question of this learning type is

"What?" learners respond to information presented in

an organized, logical fashion and benefit if they have time for reflection.

To be effective, the instructor should function as an expert.


Type 3 (abstract, active). A characteristic question of this learning type is "How?" learners respond to having opportunities to work

actively on well-defined tasks and to learn by trial-and-error in an environment that allows them to fail safely.

To be effective, the instructor should function as a coach, providing guided practice and feedback.


Type 4 (concrete, active). A characteristic question of this learning

type is "What if?" learners like applying course material in

new situations to solve real problems. To be effective, the instructor should

stay out of the way, maximizing opportunities for the students to discover things for themselves.

Learning Styles Models Herrmann Brain Dominance Instrument

(HBDI)Quadrant A (left brain, cerebral). Logical,

analytical, quantitative, factual, criticalQuadrant B (left brain, limbic). Sequential,

organized, planned, detailed, structuredQuadrant C (right brain, limbic). Emotional,

interpersonal, sensory, kinesthetic, symbolic

Quadrant D (right brain, cerebral). Visual, holistic, innovative

Learning Styles ModelsFelder-Silverman Learning Style

Model sensing learners (concrete, practical, oriented toward

facts and procedures) or intuitive learners (conceptual, innovative, oriented

toward theories and meanings)

visual learners (prefer visual representations of presented material--pictures, diagrams, flow charts)

or verbal learners (prefer written and spoken explanations)


Model inductive learners (prefer presentations that

proceed from the specific to the general)or deductive learners (prefer presentations

that go from the general to the specific)

active learners (learn by trying things out, working with others)


Modelor reflective learners (learn by thinking things

through, working alone)

sequential learners (linear, orderly, learn in small incremental steps)

or global learners (holistic, systems thinkers, learn in large leaps)

Determine Student and Teacher Learning Styles

Observation of students in class and response to assignments

GEFT TestMBTISeveral tests on-line

How do we develop lessons that consider learning styles?

Develop lesson to suit teachers learning style and add diverse activities

Vary assessment activities Include the use of all the senses Use a variety of teaching techniques Offer alternative paths Type of feedback given Variety of instructional materials

Application

Students will complete one of the learning styles inventories. http://snow.utoronto.ca/Learn2/mod3/index.html Learning Styles Test of the Center for New Discoveries in

Learning http://www.howtolearn.com/personal.html Keirsey Character Sorter & Keirsey Temperament Sorter

http://keirsey.com/ http://www.womensmedia.com/seminar-learningstyle.html http://www2.ncsu.edu/unity/lockers/users/f/felder/public/

ILSpage.html http://www.d.umn.edu/student/loon/acad/strat/lrnsty.html http://capital2.capital.edu/faculty/afields/STYLE.HTM Demonstrate knowledge of learning styles in lesson plans

and peer teaching.

Evaluation

Teaching PlansMid-semester Exam