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Students’ Learning Styles

COURSE ED 1203: INTRODUCTION TO TEACHING COURSE INSTRUCTOR SAID A.S.YUNUS

ED 1203: INTRODUCTION TO TEACHING 1

Objectives

• At the end of the lecture students should be able to: 1. Define learning styles 2. Identify learning styles according to Fleming 3. Describe how do they learn, how to teach and assess them.

4. Classify learning styles according to Kolb 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 2

1

LEARNING INVOLVES. . .

2 3

. . . three processes of memory.

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ENCODING

Def.: Taking information in through the senses

ENCODING STORAGE

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RETRIEVAL

4

WE ENCODE USING:

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(Our Senses!)

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STORAGE

De : Filing information away in the brain; putting information in short- or long-term memory 1 2 3

ENCODING STORAGE RETRIEVAL

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STORING INFORMATION

Short-term memory* only 6-9 pieces of information limited time period

*AKA “Working Memory”

4/27/2020 Long-term memory unlimited amount of information unlimited time period ED 1203: INTRODUCTION TO TEACHING 7

STORE INFORMATION IN LONG TERM MEMORY

By . . .

•ORGANIZING •REINFORCING •REHEARSING

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Organize

• Arrange information in a meaningful way.

• Order information logically, sequentially.

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Reinforce

• Make associations • Make connections • Distribute study 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 10

Rehearse

Practice information using . . .

• Concept mapping • Concept cards • Timelines • Charts 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 11

Rehearse

• Question/Answer • Outlining • Summarizing • A study guide 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 12

RETRIEVAL

Def. : Pulling information from storage when needed, then returning info to storage for future reference.

1 2 3

ENCODING STORAGE RETRIEVAL

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R E T R I E V A L

TAKING INFO OUT OF STORAGE USING INFO, THEN RETURNING TO STORAGE

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Learning Styles

“Specified patterns of behavior and/or performance according to which the individual approaches a learning experience; a way in which the individual takes in new information and develops new skills; the process by which an individual retains new information or skills”

(Sarasin, L.C, 2006) 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 15

The manner in which individuals choose, or are inclined to approach,

a learning situation (Cassidy, 2004).

The way an individual perceives, organizes, processes, and remembers

information (Beebe, Mottet, Roach, 2004).

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How do we Learn? (Fleming Model 1987)

By Seeing (visual) By Hearing (auditory) By touching (tactile)

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Why Understanding of Learning Styles is Important?

 Diverse learning communities  Determine what’s best for your students  Mismatch between instruction and learning styles disastrous 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 18

Steps of Teaching Effectiveness:

Understanding Learning (both of yourself and student) Understanding Teaching Assessing Learning Accommodating Differences

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Understanding Learning

How do your students learn best?

How do you learn best?

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Understanding Teaching

Consider how you teach in terms of how your students learn: Teaching strategies reflect learning preference 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 21

Assessing Learning

How do you determine whether your students are actually learning?

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Accommodating Differences

Using a knowledge of different learning styles to drive instruction Ensuring that all students have the opportunity to learn 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 23

Examining the 3 Learning Styles

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Visual Learners: Defined

(global, affective, abstract, random, concept-oriented):

Learn by reading and observing others

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Visual: Learning

• • • • Holistic focus: need to see how pieces fit together Need to visualize what they’re doing (may stop, look into space and visualize what they’re learning) Learn best in interactive format: role play, modeling, groups, etc.

Become impatient with extensive listening 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 26

Visual: Teaching

• • • Use multiple visual formats: charts presentation software, video, notes, worksheets, flip charts, diagrams, etc.

Write goals/objectives of lesson on board Open-ended creative questions encouraging multiple interpretations and solutions 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 27

Visual: Teaching

• Leave white space in handouts for note taking.

• Invite questions to help them stay alert • Emphasize key points to cue when to takes notes. • Webbing (mind mapping) 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 28

Visual: Assessment

• Need open-ended assessment • Assign groups problem-solving activities (focus on process and product) • Individual research projects to show mastery of material • Objective tests should include short

answers

• Individual oral presentations (explore, explain and present material) • Demonstrations (applying material 4/27/2020 in real contexts) TEACHING 29

Auditory Learners: Defined

(concrete sequential, independent, perceptual, field-independent, competitive).

Learn through hearing and speaking

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Auditory: Learning

• Most commonly rewarded in post-

secondary classrooms

• Skill-oriented & Achievement-oriented • Memorize well • Clarify learning through articulation • Learn from hearing others speak • Prefer processing the spoken versus written word • Precise, logical, definite 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 31

Auditory: Teaching

• Traditional lecture; independent work • Group discussion: feedback, paraphrasing from peers • Individual conference/interviews with instructor • Allow “thinking time” to process information • Use the Socratic method of lecturing by questioning 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 32

Auditory: Teaching

• Tasks calling for specific answers/solutions • Phrasing information several different ways • Begin new material with “what is coming” Conclude with “what was covered” • Auditory activities, such as brainstorming, buzz groups, or Jeopardy • Give time to debrief in order to make connections 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 33

Auditory: Assessment

• Objective, specific questions orally or written (true-false, multiple-choice, matching, fill-in) • Summative evaluation requiring individual, specific pieces of information • Independent research projects 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 34

Tactile Learners:

kinesthetic learner.

Defined

(random learners, behavioral, both dependent and independent learners).Tactile is also known as

Learn by touching and doing

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Tactile: Learning

• Most neglected at post-secondary

levels

• Needs rarely addressed outside of laboratory-required classes • Need opportunities for creative, hands on learning; interactions with concrete materials • Learning accommodated through movement 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 36

Tactile: Teaching

• Experiential learning activities: labs, modules, educational games • Simulations (interact with/apply concepts) • Interaction via technology: audio, video, computers • Demonstrations/ Role play/ Case Studies 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 37

Tactile: Teaching

• Internships/Practical/ Field trips • Give frequent stretch breaks (brain breaks) • Have students transfer information from the text to another medium such as a keyboard 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 38

Tactile: Assessment

• Respond least effectively to traditional methods of testing, papers, etc. so need to modify conventional assessment • Demonstrations of learning • Role playing • Simulations, replicas, exhibits, models 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 39

The more senses you involve in the learning, the more permanent the learning will be.

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Kolb learning styles

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Kolb learning styles

• According to David A. Kolb (1984), the learning process has two main dimensions.

• The first reaches from abstract conceptualization (AC) to concrete experience (CE), and • The second reaches from active experimentation (AE) to reflective observation (RO).

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Kolb learning styles

• Kolb’s learning style model says that concrete experience and abstract conceptualization • The explain how the person perceives the knowledge, and reflective observation and active experimentation explain how the person integrates the knowledge ( Kaya, Ozabaci, Tezel, 2009) 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 43

ACCOMMODATOR

Kolb learning styles

(David A. Kolb1984) DIVERGER CONVERGER

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ASSIMILATOR

44

Kolb learning styles

• The four learning styles identified by Kolb (1984) are • Diverger, • Assimilator, • Converger, and • Accommodator.

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Kolb learning styles

• The • The diverger is a concrete learner and likes to reflect upon situations and is usually very creative.

converger and prefers to analyse a situation and examine it from a logical perspective.

• Convergers is an abstract thinker are known as the “thinkers” and also are hands on learners who prefers experimentation. 4/27/2020 ED 1203: INTRODUCTION TO TEACHING 46

Kolb learning styles

• The assimilator • Accommodators is also an abstract thinker and, similar to the diverger, prefers reflective observation.

are concrete learners who also embrace active experimentation. • Being knowledgeable about these learning styles can help you to develop teaching and learning strategies that accommodate each one of these learning styles.

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Kolb learning styles

• Strategies that may be used with divergers • For facilitator.

• For • For 4/27/2020 include direct explanations and acting as motivator.

convergers , allow them to problem solving and act as more as a assimilators , teach in logical format and serve as an expert.

accommodators provide opportunities for hands-on learning activities that are well organized.

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DIVERGER, ASSIMILATOR, ACCOMODATOR AND CONVERGER AS A LEARNER

• ACCOMODATOR

(CE+AE)

• ”Hand´s On

Learner”

• DIVERGER

(CE+RO))

• ”Social Comfort

Learner”” Accommo dating

feel and do

Diverging

feel and watch • CONVERGER

(AE+AE)

• ”Devil´s Advocate 4/27/2020

Converging

think and do

Assimilating

think and watch • ASSIMILATOR

(AC+RO)

• ”Fact Oriented

Learner”

Thank You

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