Transcript Learning styles - gp

Introduction to learning and
teaching styles and methods
The underpinning concepts:
• Learners are intrinsically different and have different
preferred learning styles.
• Teaching is a purposeful intervention with the aims of
promoting learning and causing learning to happen.
Aims of the session:•
to examine different models of learning styles
•
to discuss different teaching strategies and methods
Learning Styles
Model 1: 4 Styles
• Visual/Verbal Learning Style
• Visual/Nonverbal Learning Style
• Tactile/Kinaesthetic Learning Style
• The Auditory/Verbal Learning Style
Learning Styles
Visual/Verbal Learning Style
The learner learns best when information is presented visually
and in a written language format. In a classroom setting, the
learner benefits from instructors who use the blackboard (or
overhead projector) to list the essential points of a lecture, or
who provide them with an outline to follow along with during
lecture. They benefit from information obtained from
textbooks and class notes. They tend to like to study on their
own in a quiet room. They often see information "in their
mind's eye" when they are trying to remember something.
Learning Styles
Visual/Nonverbal Learning Style
The learner learns best when information is presented visually
and in a picture or design format. In a classroom setting, they
benefit from instructors who use visual aids such as film,
video, maps and charts. They benefit from information
obtained from the pictures and diagrams in textbooks. They
tend to like to work in a quiet room and may not like to work in
study groups. When trying to remember something, they can
often visualize a picture of it in their mind. They may have an
artistic side that enjoys activities having to do with visual art
and design.
Learning Styles
Tactile/Kinesthetic Learning Style
The learner learns best when physically engaged in a "hands
on" activity. In the classroom, they benefit from a lab setting
where they can manipulate materials to learn new information.
They learn best when they can be physically active in the
learning environment. They benefit from instructors who
encourage in-class demonstrations, "hands on" student learning
experiences, and field work outside the classroom.
Learning Styles
The Auditory/Verbal Learning Style
The learner learns best when information is presented
auditory in an oral language format. In a classroom setting,
they benefit from listening to lecture and participating in
group discussions. They also benefit from obtaining
information from audio tape. When trying to remember
something, they can often "hear" the way someone told them
the information, or the way they previously repeated it out
loud. They learn best when interacting with others in a
listening/speaking exchange .
Learning Styles
Visual/Verbal Learning Style Suggested approaches
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To aid recall, make use of "colour coding" when presenting new information in notes. Encourage the use of highlighter pens,
highlighting different kinds of information in contrasting colours.
Encourage this type of learner to write out sentences and phrases that summarize key information obtained from their textbook and
lesson.
Make flashcards of vocabulary words and concepts that need to be memorized. Use highlighter pens to emphasize key points on the
cards. Limit the amount of information per card so their mind can take a mental "picture" of the information.
When learning information presented in diagrams or illustrations, write out explanations for the information.
When a problem involves a sequence of steps, write out in detail how to do each step.
Make use of computer word processing. Copy key information from their notes and textbook into a computer. Use the print-outs for
visual review.
Before an exam, encourage the learner to make visual reminders of information that must be memorized. Eg. Make "stick it" notes
containing key words and concepts and place them in highly visible places --on their mirror, notebook, etc..
Learning Styles
Visual/Nonverbal Learning Style Suggested approaches
•
Make flashcards of key information that needs to be memorized. Draw symbols and pictures on the cards to facilitate
recall. Use highlighter pens to highlight key words and pictures on the flashcards. Limit the amount of information per
card, so their mind can take a mental "picture' of the information.
When learning mathematical or technical information, make charts to organize the information. When a mathematical
problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in
sequence.
Use large square graph paper to assist in creating charts and diagrams that illustrate key concepts.
Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables
and charts with graphics that help them to understand and retain course material. Use spreadsheet and database
software to further organize material that needs to be learned.
As much as possible, translate words and ideas into symbols, pictures, and diagrams.
Learning Styles
Tactile/Kinaesthetic Learning Style Suggested approaches
•
Encourage the learner to sit near the front of the room and take notes throughout the class period. Don't worry about
correct spelling or writing in complete sentences. Let them jot down key words and draw pictures or make charts to help them
remember the information they are hearing.
Think of ways to make their learning tangible, i.e. something they can put their hands on. For example, make a model that
illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a
museum, historical site, or job site) to gain first-hand experience of the subject matter.
To learn a sequence of steps, make 3'x 5' flashcards for each step. Arrange the cards on a table top to represent the
correct sequence. Put words, symbols, or pictures on the flashcards -- anything that helps them remember the information.
Use highlighter pens in contrasting colours to emphasize important points. Limit the amount of information per card to aid
recall. Practice putting the cards in order until the sequence becomes automatic.
Make use of the computer to reinforce learning through the sense of touch. Using word processing software, let them copy
essential information from their notes and textbook. Use graphics, tables, and spreadsheets to further organize material that
must be learned.
Listen to audio tapes on a Walkman tape player while exercising. Make their own tapes containing important course
information.
Learning Styles
The Auditory/Verbal Learning Style Suggested approaches
•
Encourage the learner to study in a group to assist them in learning course material. Or, working with a "study buddy" on an
ongoing basis to review key information and prepare for exams.
When studying by themself, encourage them to talk out loud to aid recall.
•
Tape record their lessons. Use the 'pause' button to avoid taping irrelevant information. Use a tape recorder equipped with
a 3-digit counter. At the beginning of each lecture, set their counter to '000.' If a concept discussed during a lesson
seems particularly confusing, get them to glance at the counter number and jot it down in their notes. Later, they can fast
forward to that number to review the material that confused them during lecture. Making use of a counter and pause button
while tape recording allows them to a void the tedious task of having to listen to hours and hours of lecture tape.
Use audio tapes such as commercial books on tape to aid recall. Or, create audio tapes by reading notes and textbook
information into a tape recorder. When preparing for an exam, get them to review the tapes whenever they can.
When learning mathematical or technical information, get them to "talk their way" through the new information. State the
problem in their own words. Reason through solutions to problems by talking out loud to them or with a study partner. To
learn a sequence of steps, get them to write them out in sentence form and read them out loud.
Learning Styles
Model 2: Honey and Mumford’s
learning cycle and learning styles
(Honey and Mumford, 1992)
Learning Styles
Model 3: Kolb’s learning cycle
(Kolb, 1984)
Learning Styles
Model 4: McCarthy’s 4MAT
system
The four learning styles identified by McCarthy are:
Type 1: Innovative Learners are primarily interested in personal meaning. They need to have
reasons for learning--ideally, reasons that connect new information with personal
experience and establish that information's usefulness in daily life. Some of the many
instructional modes effective with this learner type are cooperative learning,
brainstorming, and integration of content areas (e.g., science with social studies, writing
with the arts, etc.).
Type 2: Analytic Learners are primarily interested in acquiring facts in order to deepen
their understanding of concepts and processes. They are capable of learning effectively
from lectures, and enjoy independent research, analysis of data, and hearing what "the
experts" have to say.
Type 3: Common Sense Learners are primarily interested in how things work; they want to
"get in and try it." Concrete, experiential learning activities work best for them--using
manipulatives, hands-on tasks, kinesthetic experience, etc.
Type 4: Dynamic Learners are primarily interested in self-directed discovery. They rely
heavily on their own intuition, and seek to teach both themselves and others. Any type of
independent study is effective for these learners. They also enjoy simulations, role play,
and games.
Learning Styles
Model 5: Gardner [1993] - Multiple
Intelligences
Gardner [1993] suggests that each individual has several distinct areas of intelligence:
Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and
rhythms of words
Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical
or numerical patterns
Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timbre
Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly
Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully
Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires
of others.
Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and
thinking processes
***Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature
***Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as
the meaning of life, why do we die, and how did we get here.
Gardner believes that an individual’s abilities will differ in each area as will their learning style.
Learning Styles
Activity
Try the following diagnostic test at…
Multiple Intelligences
http://www.thirteen.org/edonline/concept2class/month1/#2
..click on this icon
Learning Style
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.ht
ml
Learning Styles
The Learner’s and Teacher’s
contribution to the learning
process
a What do learners contribute to the learning process?
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Past experience
Individual perception
New ways of thinking
New concepts
Energy and enthusiasm
b How can teachers/lecturers help the learner?
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Build on learners’ past experience
Make the learning relevant to the individual
Identify learner’s preferred learning style
Highlight new ways of learning/studying
Motivate the learner
Learning Styles
Expanding the t & l repertoire
through unconvergence……..
SOCIOCULTURALISM
teaching is:
learning is:
a joint activity
guiding the conversation
helping joint constructions
to form
enacting community values
social
assisted performance
interactive and coconstructive
self regulation amongst
the group
evaluating shared values
Learning Styles
Expanding the t & l repertoire
through unconvergence……..
CONSTRUCTIVISM
teaching is:
learning is:
setting challenging tasks
observing and interviewing
supporting learners’ activities
creating dissonance
helping learners to reconsider
personal understanding
interpreting and selecting
active
constructive
reviewing and integrating
Learning Styles
Expanding the t & l repertoire
through unconvergence……..
TRANSMISSION
teaching is:
learning is:
giving accurate information
sequential
direct
structuring the environment
rewarding performance
correct performance
tasks
cumulative
receptive
from the outside in
practising and performing
Learning Styles
Expanding the t & l repertoire
through unconvergence……..
METACOGNITION
teaching is:
learning is:
explicating expertise
modelling strategies
supporting and assisting reflection
application across concepts
providing criteria for evaluation
mindful engagement
strategic management
of learning tasks
reflection and self
monitoring
adapting, applying and
transferring knowledge
self evaluating
Learning Styles