Transcript CARRICK INSTITUTE - Singapore Polytechnic

Do I know enough about my students:
Implications for learning and teaching
Wageeh Boles
Queensland University of Technology
Brisbane, Australia
CDIO 2009 - SINGAPORE
Objectives
1. Share experience and findings of some
investigations on; students’ learning
preferences, academics’ teaching styles, and
their impact on student learning.
2. Provide some examples of how might these
findings be implemented in the classroom.
3. ....
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Outline
•
•
•
•
•
•
•
Introduction
Motivation
Learning styles/preferences
Teaching styles
Case Studies
Differentiated instruction
Concluding remarks
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What did you just do as you were listening to the music?*
A.daydream (see or visualize things that go with the music)
B.hum or sing along
C.move with the music, tap your foot, etc.
http://www.usd.edu/~bwjames/tut/learning-style/stylest.html
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What kind of restaurant would you rather not go to?
A.one with the lights too bright
B.one with the music and noise too loud
C.one with uncomfortable chairs
You took a wrong turn close to old friends’ house, trying
to reach there on time, you
A.see if the area looks familiar
B.shout at the kids to be quiet, as you read street names aloud
C.use your finger to trace the roads on a printed map
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Which are you most likely to do when you are happy?
A.grin
B.shout with joy
C.jump for joy
What is most distracting for you when you are trying to
concentrate?
A.visual distractions
B.noise
C.other sensations like, hunger, tight shoes, or worry
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Quiz key
• As describe visual learners who remember best materials
they’ve seen,
• Bs describe auditory learners who remember best things
they’ve heard,
• Cs describe kinaesthetic/tactile learners who remember best
things they’ve experienced.
Was there a pattern in your answers?
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Motivation
• How do we develop the Mind, Hands and
Attitudes of an engineer?
What curricular models?
What do we teach?
Who do we teach?
Who teaches?
How do we teach?
* Norman Fortenberry – seminar at QUT
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Practicing Engineers
Engineering
Education
Curriculum &
Assessment
CONCEIVE - DESIGN
Students
&
Lecturers
IMPLEMENT
OPERATE
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Learning and teaching styles
• Learners (students) are characterized by significantly
different learning styles; they
- preferentially focus on different types of information,
- tend to operate on perceived information in different ways,
and
- achieve understanding at different rates
• Compatible learning and teaching styles can help students
- retain information longer,
- apply it more effectively, and
- have more positive post-course attitudes toward the
subject/unit
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Do these sound familiar ?
• Are you going to take marks off for spelling mistakes?
• Don't touch the pile on my desk, I know where everything is.
• How many pages do you want for the report?
• Do we have to do the book chapters in order?
• Does this look alright to you?
• Why are we doing this?
• Will this be on the exam?
• Why can’t we do this assignment as a group project?
• Why do we have to work in a group? Let's see who does this
best.
• How is this related to what we studied three weeks ago?
* These statements and questions have been collected from various sources. -
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“As we start a
new school
year, Mr.
Smith, I just
want you to
know that I’m
an AbstractSequential
learner ...
and trust that
you’ll conduct
your self
accordingly!”
...................
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Why discuss learning styles or preferences?
• Implications for pedagogy:
Increased the self-awareness of students and tutors
about their strengths and weaknesses as learners.
Learners can become more effective as learners if
they are made aware of the important qualities which they and
other learners possess.
Likely to improve learners’ self-confidence, to give
them more control over their learning, and to prevent them
attributing learning difficulties to their own inadequacies.
Apter (2001)
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Teaching philosophy …
“Setting an example is not the main means of influencing
another, it is the only means.”
Albert Einstein
Theoretical physicist
“A teacher affects eternity; he can never tell where his
influence stops.”
Henry Brooks Adams
American novelist, journalist, historian, and academic
“The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”
William Arthur Ward
Author, educator, and motivational speaker
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About teaching styles
• Teaching styles are influenced by many factors such as:
- the implicit teaching philosophy,
- effects of teachers’ own experience as students,
- teachers’ values, and
- their role models.
• Teachers possess qualities of various styles to varying
degrees.
• Dominant styles are those that are considered, by the teacher,
as more important or those that are used more frequently.
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The Case Studies
Proposition to explore:
• A mismatch between learning styles, teaching styles and
institutional norms may impede student commitment and
success in learning.
Chosen institutions:
• Three different types of universities, Traditional, Technological
and Regional
Chosen survey instruments:
• Felder and Silverman’s Inventory of Learning Styles
• Anthony Grasha’s Teaching Styles Inventory
• Tom Angelo’s Teaching Goals Inventory
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Case study protocol
Institutional Features
Students
Lecturers
Students
And
Lecturers
Learning styles
Learning styles
Teaching styles
Face-to-face
interactions
Expectations
and attitudes
(Focus groups)
(Class
observations)
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Teaching
philosophy
(Interviews)
19
Findings : Active / Reflective Learning styles
All Students Act/Ref
Students
35
30
25
20
15
10
5
0
/R
EF
This dimension refers to processing of information.
R1
1
R9
R7
R5
R3
R1
A1
A3
A5
A7
A9
AC
T
A1
1
Active learners prefer trying things out and
Staff Act/Ref
working with others.
3.5
3
2.5
2
Reflective learners prefer to think things out and
work1.5 alone.
QUT
CQU
Melb
1
0.5
0
Staff
A11
A9
A7
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A5
A3
A1
R1
R3
R5
R7
R9
R11
20
Findings : Sensing / Intuitive Learning styles
Students
All students Sen/Int
35
This
dimension refers to ways of receiving information.
30
25
20
15
10
5
0
I1
1
I9
I7
I5
I3
I1
S1
S3
S5
S7
S9
S1
1
SE
N
/IN
T
Sensing learners like learning facts and using tried
methods in practicalStaffsettings.
Sen/Int
2.5
Intuitive learners are innovative and enjoy abstract
concepts and new situations with
untried methods.
2
QUT
1.5
CQU
1
Melb
0.5
Staff
0
S11
S9
S7
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S5
S3
S1
I1
I3
I5
I7
I9
I11
21
Findings : Visual / Verbaliser Learning styles
Students
All Students Vis/Vrb
50
40
30
20
This dimension refers to ways of perceiving
sensory information.
10
Vr
11
Vr
9
Vr
7
Vr
5
Vr
3
Vr
1
Vs
1
Vs
3
Vs
5
Vs
7
Vs
9
Vs
11
VI
S
/V
R
B
0
Visual learners relate well to graphs,Staffpictures,
Vis/Vrb
diagrams etc.
3.5
3
2.5
QUT
2
Verbal learners enjoy reading and lectures.
CQU
1.5
Melb
1
0.5
0
Staff
Vs11 Vs9
Vs7
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Vs5
Vs3
Vs1
Vr1
Vr3
Vr5
Vr7
Vr9
Vr11
22
Findings : Sequential / Global Learning styles
Students
All students Seq/Glo
35
30
25
20
15
10
5
0
This dimension refers to progress towards understanding.
11
G
9
G
7
G
5
G
3
G
1
G
S1
S3
S5
S7
S9
S1
1
SE
Q
/G
LO
Sequential learners prefer taking logical steps
towards an outcome.
Staff Seq/Glo
2.5
2
Global learners grasp the big picture quickly and
work out the steps later.
QUT
1.5
CQU
1
Melb
0.5
0
Staff
S11
S9
S7
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S5
S3
S1
G1
G3
G5
G7
G9
G11
23
Teaching Styles Inventory, TSI
Grasha’s Teaching styles inventory has five categories:
- Expert,
- Formal Authority,
- Personal Model,
- Facilitator, and
- Delegator
• Teachers use some styles more often than others or use styles
in combination.
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Teaching Styles
Cluster 1
Primary style: Expert/Formal authority
Lectures, term papers,
teacher-centred discussion,
grades/tests emphasised
Cluster 2
Primary style: Formal authority/Personal model
Coaching/guiding
illustrating alternatives,
demonstrating ways of thinking/doing
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Teaching Styles – cont.
Cluster 3
Primary style: Facilitator/Personal model
projects/case studies,
role plays/simulations,
self-discovery activities
Cluster 4
Primary style: Facilitator/Delegator
Independent study/projects,
journals/ modular instruction,
cooperative learning
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Is this your teaching style?
Expert
Formal Authority
Personal model
Facilitator
Delegator
• Students typically work on projects alone with
little supervision from me.
• My approach to teaching is similar to a
manager of a work group who delegates tasks
Delegator
and responsibilities to subordinates.
• My teaching goals and methods address a
variety of student learning styles.
• Activities in this class encourage students to
develop their own ideas about content issues.
Facilitator
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Is this your teaching style?
Expert
Formal Authority
Personal model
Facilitator
Delegator
• I want students to leave this unit well prepared
for further work in this area.
• It is my responsibility to define what students
must learn and how they should learn it.
Expert- Formal authority
• Students are encouraged to emulate the
example I provide.
• Examples from my personal experiences often
are used to illustrate points about the material.
Personal model
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I expect you all to
be independent,
and innovative,
critical thinkers
...who will do
exactly as I
say!”
.........
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Findings – Significant learning issues
0 – 3 measures gap between intention and practice
3
2
1
0
Checking
Comprehension
Improving
concept
retention
Visual
learning
Motivation
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Engagement
Making
change
Teamwork
30
Social sciences
Years of study
Years of study
How do students perceive you?
Maths/Engineering
Psychological size and distance
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You and your students:
Do you speak the same language?
Y
R
U
L8
?
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Identifying diversity
Learn about your students
- Their learning styles
- The barriers that we can do something about
And ….. Learn about yourself
- What is your teaching philosophy?
- What are your implicit teaching theories?
- What drives your teaching?
- What are your teaching goals?   Teaching goals inventories
- What is your learning style?   Learning styles inventories
- What is your teaching style?   Teaching styles surveys
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Differentiated Instruction
A - Curriculum design level
Provide choices for:
Delivery
Taking instrategies
information
Processing and
information
Understanding
application
Assessment
tasks
Demonstrating
learning
outcomes
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Differentiated Instruction
B- Teaching strategies
Example 1: Face-to-face Instruction
Styles considered today:
- Global (overview – big picture)
- Sequential (logical, detailed)
- Auditory (music/speech/video)
- Visual (graphs/video/demos)
- Verbalizer (text)
- Tactile (hands on/experiments/work with artifacts)
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Today’s styles map
Global
Sequential
Auditory
Visual
Verbaliser
Tactile
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Differentiated Instruction
B- Teaching strategies (cont.)
Example 2: Computer Based Learning
Analytic-Wholist / Imager-Verbalizer learning styles
- Analytic (details are important)
- Wholist (big-picture)
- Verbaliser (focus on text and spoken words)
- Imager (graphs/videos/demos)
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Example 2 (Cont.)
Analytic
analyticverbaliser
analyticImager
Imager
Verbaliser
WholistVerbaliser
WholistImager
Wholist
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Example 2 (Cont.)
For a system with three architecture options,
1.Present the three options, one at a time (text only)
2.Present the three options, one at a time (text + figures)
3.Present the three options, all at once (text only)
4.Present the three options, all at once (text + figures)
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AnalyticVerbaliser
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AnalyticVerbaliser
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AnalyticVerbaliser
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Analyticimager
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Analyticimager
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Analyticimager
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Wholistverbaliser
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Wholistimager
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Concluding remarks
There are overlapping influences on student learning,
including learning and teaching styles and contextual
characteristics such as the institutional culture.
We cannot be sure or assume that students know how to
study or learn in the university context.
By making explicit expectations for HOW students
might learn as well as WHAT they should learn, we can
help them to begin to self-regulate their learning.
Use a variety of approaches for teaching and choose
those that respond to the mix of students in your class.
and .........
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My thanks to:
Project funding
Australian Learning and Teaching Council
Project Officer
Mrs Hilary Beck
Project Researcher
Dr Lesley Jolly
Program Evaluator
Prof Neil Page
Reference Group and supporters
Prof Tom Angelo
Prof Holger Maier
A/Prof Julie Mills
Dr Martin Murray
Prof Peter O'Shea
Ms Jillian Rowe
Duncan Campbell
The CDIO 2009 Organising Committee, and
All my students who taught me so much....
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References:
Angelo, T., Cross, P. (1993). Classroom Assessment Techniques: A Handbook For College Teachers, : Jossey-Bass Publishers.
San Francisco, USA.
Apter, MJ (2001). Motivational styles in everyday life: a guide to reversal theory. American Psychological Association.
Washington DC.
Coffield, F., Moseley, D., Hall, E., and Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic
and critical review. Learning and Skills Research Centre. Accessed at www.LSRC.ac.uk. On October 2008.
Engineers Australia, The Engineering Profession: A Statistical Overview, 4th Edition. Engineers Australia.
Entwistle, N. (2005). Ways of Thinking and Ways of Teaching across Contrasting Subject Areas. Accessed at
http://www.ed.ac.uk/etl/docs/etlISL2005.pdf, September 2008.
Felder, R. (1993). Reaching the Second Tier: Learning and Teaching Styles in College Science Education. Journal of College
Science Teaching, 23(5), 286-290.
Felder, R. (1999) Index of Learning Styles (ILS). Accessed at
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html on October 2008.
Felder, R., and Silverman, L. (1988). Learning and Teaching Styles in Engineering Education, Engineering Education, 78(7),
674-681, ’88.
Grasha, A. (1994). A matter of Style: The teacher as expert, formal authority, personal model, facilitator and delegator. College
Teaching, Vol. 42 Issue 4.
Grasha, A. (1996). Teaching with Style: A practical guide to enhancing learning by understanding teaching and learning styles.
Alliance Publishers. Pittsburgh, USA.
King, R (2008). Addressing the Supply and Quality of Engineering Graduates for the New Century, Accessed at
http://www.altc.edu.au/carrick/webdav/users/siteadmin/public/Grants_DBIprojec_engineeringquality_project%20report_25march0
8.pdf, on October 2008.
Linse, A. (2003). Student Ratings of Women Faculty: Data and Strategies. Presentation given at an ADVANCE-sponsored
workshop at the University Puerto Rico Humacao, Humacao, PR, August 2003.
Mills, J., Ayre, M., Hands, D. and Carden, P., (2005). Learning about learning styles: Can this improve engineering education?
MountainRise, Accessed at http://facctr.wcu.edu/mountainrise/archive/vol2no1/html/learning_about_learning.html on October
2008.
Taylor, P (2008), Fixing Australia’s engineering skills shortage is an urgent and shared responsibility, Accessed at
http://www.engineersaustralia.org.au/news/media-statements/2008-media-statements.cfm, on October 08.
Vermunt, J.D. (2005). Relations between student learning patterns and personal and contextual factors and academic
performance. Higher Education, 49, 205-234.
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