Transcript Learning Styles - دانشگاه علوم پزشکی

Learning Styles
B. Amirheidari, PharmD, PhD.
Apr 2011, KMU
I hear...and I forget
I see...and I remember
I do...and I understand
A Chinese Proverb
Introduction to learning styles
A complex and ongoing field of research
 A wide range of models to characterise
 Results adopted by many organisations

History and scope
•Learning styles research
began in 1960s
•By 2006 over 650 books
published on learning styles
•Over 4500 articles in
scholarly publications
•26,000 websites
Definition of Learning Styles
Specified patterns of behavior 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)
Definitions (Contd.)

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)
Goals





Understand our own learning style
Understand our students’ learning styles
Apply to our teaching methodology
Accommodate students’ differences
Become better teachers
Does brain matter?


Ancient Egyptians believed
the heart was the center of
intelligence and emotion
They thought so little of
the brain that during
mummification, they
removed the brain entirely
from bodies
Brain Hemispheres





Right
Reasoning
Logical
Mathematical
Verbal





Left
Mystical
Musical
Creative
Visual-pictorial
Do we teach to both sides?

What teaching methods do we use for
– a student who is left brain dominant?
– a student who is right brain dominant?
1. Try to memorize the items below
2. Write down the items you remember
Memorize these letters
AXQ
Write down the letters you remember
ZZGKJE
Write down the letters you remember
KWOFPADSM
Write down the letters you remember
MAJHIYKOWLPQ
Write down the letters you remember
AKABKIPFIMINFPW
Write down the letters you remember
Please Check your answers!
AXQ
ZZGKJE
KWOFPADSM
MAJHIYKOWLPQ
 AKABKIPFIMINFPW

Models and terms
A huge range of words is employed
 A wide range of models is applied

So Many Words!













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
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
simultaneous
imaginative
thinking
versus
versus
processors
feeling
analytic
learners
convergers
versus
divergers
verbalisers
versus
imagers versus legislative,
non-committers
judging
executive,
versus
hierarchic,
perceiving
versusconservative
plungers
holists
versus
serialists
common-sense
left
anarchic,
brainers
liberal
versus
versus
right
dynamic
brainerslearners
deep versus surface learning
concrete versus abstract
meaning-directed
versuslearners
undirected
activists versus reflectors
random
theorists
versus
versussequential
humanitarians
learners
pragmatists
versus
theorists
initiators
activists
versus
versus
theorists
reasoners
adaptors
versus
innovators
assimilators
versus
explorers
intuitionists versus
pragmatists
versus
reflectors
analysts
field
dependent
versus field independent
extroverts
organisers
versus introverts
innovators
globalists versus analysts
sensing versus intuition
lefts/analytics/inductives/successive
processors versus
assimilators versus accommodators
rights/globals/deductives/
Models:
1. Honey and Mumford (1982)
Distinguished b/w 4 preferred styles:
 Activist
 Reflector
 Theorist
 Pragmatist

Honey and Mumford model (1.1)
Activists
learn best from activities in which there are:
 New experiences and challenges
 Short ‘here and now’ tasks including
teamwork and problem-solving
 Excitement, change and variety
 ‘High visibility’ tasks e.g. Leading roles
Honey and Mumford model (1.2)
Reflectors
learn best from activities where they:
 Are allowed or encouraged to
watch/think/ponder on activities
 Have time to think before acting
 Can carry out careful, detailed research
 Have time to review their learning
 Don’t have pressure and tight deadlines
Honey and Mumford model (1.3)
Theorists
learn best from activities where:
 What is offered is part of a system,
model or theory
 They can explore the interrelationships
between ideas, events and situations
 They are asked to analyse and
evaluate, then generalise
 They can question basic assumptions or
logic
Honey and Mumford model (1.4)
Pragmatists
learn best from activities if:
 There’s an obvious link between the
subject matter and a ‘real life’ problem
 They are shown techniques for doing
things with practical advantages
 They see a model they can emulate, or
can concentrate on practical issues
 They are given immediate opportunities
to implement what they have learned
Models: 2. Pask (1988)

2.1 Serialist learners
– Prefer to take a step-by-step approach
– Pieces of information already inter-related
– Building from the known to the unknown
– More comfortable with "linear" subjects
– May lose sight of the broader picture
– Impatient with "jumping around“
– Initial stages of learning arithmetic
Models: 2. Pask (1988)

2.2 Holist learners
– Prefer to form a global view of subject
– Make relations between parts later on
– More comfortable with "topic" based learning
– May leave gaps, or repeat themselves
– May over-generalise
– History or literature
Models:
2. Pask (1988)
Broader distinction made between:
Visual-holist learners
 Verbal-sequential learners

Models:
3. VAK (1988)
Common distinction between:
 Visual learners
– Prefer to learn through seeing

Auditory learners
– Prefer to learn through hearing

Kinaesthetic learners
– Prefer to learn through physical activity
Models:
4. VAKT

Visual
– Seeing: Text, Charts, Diagrams, Pictures

Auditory
– Hearing: Audio, Music, Speaking

Kinesthetic
– Bodily Action: Movement

Tactile
– Touching: Doing with the hand
Models:
5. Myers Briggs Type Indicator
 Rooted in psychology of
Carl Jung
 Adapted by Isabel Myers
Briggs in 1940’s
 Focus on 4 areas of
perceiving and judging
 Strong implications for
learning
MBTI Reveals 16 Types
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
Myers Briggs
Four Rating Scales
 Energy: Extravert/Intravert
E/I
 Information: Sensing/Intuitive S/N
 Decisions: Feeling/Thinking
F/T
 Decisions: Judging/Perceiving
J/P
Receiving energy : Introverted/Extraverted
2
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
I
E
Extravert/Introvert
Introvert
Extravert
51%
49%
Receives energy externally or internally
Extravert/Introvert
 Tolerate noise and crowds
 Talk more than listen
 Communicate with enthusiasm.
 Be distracted easily
 Meet people readily and participate in
many activities
 Blurt things out w/o thinking
 Parties recharge your batteries
 Hates to do nothing. On the go
 Likes working or talking in groups
 Likes to be center of attention
Extravert
 Avoid crowds and seek quiet
 Listen more than talk
 Keep enthusiasm to self
 Concentrate well
 Proceed cautiously in meeting people
participate in selected activities
 Think carefully before speaking
 Time alone recharges batteries
 Needs to have time to reflect
 Would prefer to socialize in small groups
or just do job "by myself"
 Content being on the sidelines
Introvert
E/I Manifestations
http://www.rbdc.com/~patmarr
COPYRIGHT ©1996-1999 PAT MARR
Gaining Information/Perceivin: Sensing/Intuitive
1
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
S
N
Sensing/Intuitive
Intuitive
Uses senses
25%
75%
Gaining Information/Perceiving
Sensing/Intuitive
 Learn new things by imitation and
observation
 Value solid, recognizable methods achieved
in step-by-step manner
 Focus on actual experience
 Tend to be specific and literal; give detailed
descriptions
 Behave practically
 Rely on past experiences
 Likes predictable relationships
 Appreciate standard ways to solve problems
 Methodical
 Value realism and common sense
Sensing
 Learn new things through general concepts
 Value different or unusual methods
achieved via inspiration
 Focus on possibilities
 Tend to be general and figurative use
metaphors and analogies
 Behave imaginatively
 Rely on hunches
 Value change in relationships
 Use new and different ways to solve
problems and reach solutions
 Leap around in a roundabout way
 Value imagination and innovation
Intuiti
ve
Sensers and Intuitives
Myers Briggs Type Table: I/E and S/N
1
2
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
Making decisions: Thinking/Feeling
3
3
ISTJ
ISFJ
INFJ
INTJ
ISTP
T
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
F
T
Feeling/Thinking
Thinking
Feeling
50%
50%
Emotions
Logic
Making decisions
Feeling/Thinking
 Have harmony as a goal
 Decide more with my heart
 Agree more with others' findings, because
people are worth listening to
 Notice when people need support
 Choose tactfulness over truthfulness
 Deal with people compassionately
 Expect the world to recognize individual
differences
 Note how an option has value and how it
affects people
 Like to please others; show appreciation
 Appreciate frequent queries as to my
emotional state
 ANY feeling is valid
Feeling
 Question others' findings because they
might be wrong
 Notice ineffective reasoning
 Choose truthfulness over tactfulness’
 Deal with people firmly, as needed
 Expect world to run on logical principles
 Note pros & cons of each option
 See others' flaws...critical
 Tolerate occasional queries as to my
emotional state in relationships
 Feelings are valid if they're logical
Thinking
Myers Briggs Type Table: I/E, S/N and T/F
1
3
2
3
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
Making decisions: Judging/Perceiving
4
4
ISTJ
ISFJ
J INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
J ENFJ
ENTJ
P
Judging/Perceiving
Perceive
Judging
50%
50%
Making Decisions
Judging/Perceiving

Prefer my life to be decisive imposing my will
on it
 Prefer knowing what they're getting
themselves into
 Feel better after making decisions
 Enjoy finishing things
 Work for a settled life, with my plans in order
 Dislike surprises & want advance warning
 See time as a finite resource, and take
deadlines seriously
 Like checking off "to do" list
 Feel better with things planned
 Settled. Organized.
Judging
 Like adapting to new situations
 Prefer to keep things open
 Enjoy starting things
 Keep my life as flexible as so
nothing is missed
 Enjoy surprises and like adapting
to last minute changes
 See time as a renewable resource
and see deadlines as elastic
 Ignore "to do" list even if made one
 Would rather do whatever comes
along
 Tentative. Flexible. Spontaneous.
Perceiving
Perceivers Resist Closure
http://www.rbdc.com/~patmarr
COPYRIGHT ©1996-1999 PAT MARR
Myers Briggs Type Table
1
3
4
2
4
3
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
Myers Briggs Type Indicator
Extravert 49%
51%
Introvert
Sensing
75%
25%
Intuitive
Feeling
50%
50%
Thinking
50%
Perceiving
Judging
50%
Receiving Information
Models:
6. Kolb Learning Style Model
Direct Experience
Active
Experimentation
Reflective
Processing Information
Observation
Abstract Concept
Intersection=Learning Style
Concrete Active
Activists
Accommodating
Concrete Experience
Reflective
Observation
Active
Experimentation
Abstract Active
Pragmatists
Converging
Concrete Reflective
Reflectors
Diverging
Abstract Concept
Abstract Reflective
Theorists
Assimilating
Models:
7. Experiential Learning Styles
Learning style
Learning characteristic
Converger
Abstract conceptualization +
Active experimentation
Diverger
Concrete experience +
Reflective observation
Assimilator
Abstract conceptualization +
Reflective observation
Accommodator
Concrete experience +
Active experimentation
Perceiving Information
Models:
Gregoric Learning Style Model
Concrete
Concrete Sequential
Sequential
Concrete Random
Random
Organizing Information
Abstract Sequential
Abstract
Abstract Random
Left Brain/Right Brain
Learners also favor one side of the brain over
another.
Left Brain
Right Brain
logical
creative
verbal
analytical
spatial
intuitive
Models:
8. Multiple Intelligences
Verbal-Linguistic
Ability to use words and language
Logical-Mathematical
Capacity for inductive and deductive thinking
and reasoning, use of numbers, recognition of
abstract patterns
Visual-Spatial
Ability to visualize objects and spatial
dimensions, and create internal images and
pictures
Body-Kinesthetic
Wisdom of the body; ability to control
physical motion
Musical-Rhythmic
Ability to recognize tonal patterns and
sounds, sensitivity to rhythms and beats
Interpersonal
Capacity for person-to-person
communications and relationships
Intrapersonal
Spiritual, inner states of being, self-reflection,
awareness
Models:
9. Building Excellence
BUILDING EXCELLENCE…The Learning Individual®
Self-Awareness — “Know Thyself”
If learning is fundamental to everything we do,
then understanding one’s unique learning style
is fundamental to learning.
The Building Excellence (BE) Survey
 The BE Survey is an online learning &
productivity style assessment tool
(copyright ‘96, ‘98, ‘99, ‘00 R. Dunn & S. Rundle).
 BE identifies twenty-one critical
variables that can promote or obstruct
learning, including the efficacy with
which individuals concentrate on,
process, internalize, and retain new
and complex information.
Learning and Productivity Style Profile Report
 The BE Survey generates a personalized
Learning and Productivity Style (LPS)
Profile report, which includes:
 A one-page summary;
 Narrative descriptions of one’s preferences;
 Recommended strategies; and
 A personal development plan to help people
create individualized learning solutions.
Interpreting the LPS One-Page Profile
0
SLIGHT
MODERATE
STRONG
A nonessential
element
that does
not usually
require
special
attention.
A nonessential
element
that, for the
most part,
does not
affect the
individual.
An
essential
element
that
requires
attention
MUCH of
the time.
An
essential
element
that
requires
attention
ALL of
the time.
Interpreting the LPS One-Page Profile
LEAST
LESS
DEFINITELY NOT
the most effective
modality for retaining
new and difficult
material.
NOT
the most effective
modality for retaining
new and difficult
material.
Perceptual Elements
Auditory
Learners
Remember
best when
they LISTEN
to a lecture, a
presentation,
or an
audiotape.
Visual
Picture
Learners
Visual
Text
Learners
Tactile and/or
Kinesthetic
Learners
Remember
best when
they SEE
(create)
mental
images
of what
they hear
or read.
Remember
best when
they READ
the written
word
(textbooks,
memos,
and e-mail
messages).
Remember
best by
DOING
rather than
sitting and
listening,
reading,
or thinking
about the
information.
Verbal
Learners
Remember
best when
they
DISCUSS
with others
the new
and complex
information
they are
learning.
Analytic / Global
ANALYTICS…
…assimilate and process
information best when it is
presented sequentially and
the information builds
toward a conceptual
understanding.
GLOBALS…
…assimilate and
process information
best when humor and
metaphors are used and
they need to understand
the concept before the
details make sense.
Analytic / Global
INTEGRATED
PROCESSORS…
… use both the Analytic
and Global dimensions
interchangeably. Persons
with this preference often
take on the role of an
interpreter because they
can easily translate what
the Analytics and Globals
are saying.
Reflective / Impulsive
Reflective learners
take time to weigh
their options before
making decisions
and solving problems.
Impulsive learners
prefer less detail when
making decisions and
solving problems.
When taken to
the extreme, this
approach leads to
analysis paralysis!
When taken to
the extreme, impulsive
people want others to
be brief, be bright,
and be gone!
Environmental Elements
Sound
Light
Temperature
Seating
Do you
concentrate
best with
sound in the
background
or a in quiet
environment?
Do you study
or work best
when when
the lights
are bright
or softly
illuminated
and indirect?
Do you
concentrate
and stay
focused
longer
when the
temperature
is warmer
or cooler?
Do you
concentrate
best when
sitting at a
desk with
a straightbacked
chair or
more
informal
seating?
Physiological Elements
Time of Day
Intake
Mobility
At what time of day
are you most effective
and efficient:
Do you focus
your attention
best when you
snack while you
work or study or
snack after you
are finished?
When you
stay in one
place for
too long, do
you become
restless and
fidgety?
Early Morning?
Late Morning/
Early Afternoon?
Late Afternoon?
Evening?
Emotional Elements
Motivation
Persistence
Conformity
Structure
Positive
feedback
from others
(externally
motivated)
Do you prefer
completing
one task
before
beginning
another?
Do you prefer
to do things
the way you
think they
should be
done?
Do you like
others to
provide
procedures
for you to
follow?
Do you prefer
to work on
several tasks
at the same
time?
Do you prefer
to do things
the way
others think
they should
be done?
Do you
prefer
to create
your own
procedures?
Positive
feedback
from yourself
(internally
motivated)
Sociological Elements
Team Interaction
Authority
Variety
Are you more
productive when
you work alone
or with one other
person, in a small
group of 3 people,
or in a large team?
Do you work
well with a
person who
is an expert
in his field?
Do you prefer
routine work
using proven
methods?
Are you less
effective when
someone is
looking over
your shoulder
when you work
or study?
Do you
become bored
when you
have to do the
same thing
over and
over?
Models:
10. Memletics learning system
Copyright 2004 Susan M. Rundle • www.pcilearn.com
74
Models:
11. VARK Learning Styles
www.vark-learn.com
A Simple System to Understand and Use
Designed by Neil D. Fleming,
Lincoln University, New Zealand
Developed by help of Charles C. Bonwell,
Saint Louis College of Pharmacy, U.S.A.
A sample VARK Question
You are not sure whether a word
should be spelled 'dependent'
or 'dependant'. I would:
a) look it up in the dictionary.
b) see the word in my mind and
choose by the way it looks.
c) sound it out in my mind.
d) write both versions down on
paper and choose one.
The questionnaire output:
Learning Preferences
Visual
Aural
Read / Write
Kinesthetic
If you are a visual learner…
You learn best by:
 Taking notes and making lists to read later
 Reading information to be learned
 Learning from books, videotapes, filmstrips and printouts
 Seeing a demonstration
You are good at:
 Dressing well, putting clothes together easily
 Remembering details and colors of what he/she sees
 Reading, spelling and proof reading
 Remembering faces of people he/she meets (forgets names);
remembers names seen in print
 Quietly taking in surroundings
 Creating mental photos
If you are an auditory learner…
You learn best by:
 Talking aloud
 Listening to a lecture
 Discussing in small or large groups
 Hearing music without words as a background in the learning
environment
You are good at:
 Speaking on his/her feet
 Noticing sounds in environment
 Remembering names of people he/she meets (forgets faces)
 Working with words and languages
 Tuning into small shifts in voice intonation
If you are a read/write learner…
You:
 Learn through reading and writing
 Learn best by reading and re-reading
the textbook and their notes, writing and
rewriting their notes, and in general,
organizing items into lists.
 Often like to read
 Learn by listening, speaking, reading,
telling, discussing and writing
If you are a kinesthetic learner…
You:
 Process information trough touch,
movement and rhythmic movements
 Like hands on activities such as wood
shop, dance, and/or athletics.
 Express yourself and your ideas
through movement
 Have good fine-motor skills and need to
touch and do things
What does this mean?
You have all four of the learning styles,
but you are stronger in some of the
areas. Based on your strengths you will
find some activities to be either
favorable or difficult.
Which learning style did you have the
lowest score? We are now going to look
at how you can improve on this learning
style…Write down your lowest
learning style and three suggestions
that YOU will use to improve.
Ways to be a BETTER
Visual Learner




Occasionally change
the color of ink in your
pen
Use highlighters to
point out important
information
Pay attention to the
details of pictures
Read ALL of the
assignment directions
Replace words with
symbols or initials.
Example: @ = at
● Use diagrams,
flowcharts and
graphic organizers to
keep your work
organized and easy to
study.

Ways to be a Better
Auditory Learner




Say vocabulary and
spelling words out
loud.
Read your
assignments out loud.
Pay close attention to
your teacher’s voice.
Remember details by
saying them over and
over.




Use a tape recorder
Discuss topics with
others (have a study
group)
Study in a quiet so
you can recall items
discussed in class
Use stories, poems,
etc to remember
items in class.
Ways to be a BETTER
Read / Write Learner





Make Lists

Have headings at
the top of your page
Use post-it notes
Keep track of your 
hand-outs
Read notes silently

again and again
Re-write difficult notes
into ones that make it
simple for you to
remember.
Practice doing
multiple choice
questions.
Learn to take good
notes in class.
Ways to be a BETTER
Kinesthetic Learner

Type important
 Frequently change
information
pens and pencils so
you have a different
 Take breaks when
needed, especially feel when you write.
when studying.
 Pay close attention
during examples and
 Build models to
experiments
explain yourself
during projects
 Use pictures to
illustrate ideas.
MISMATCH
Visual: most people in our culture.
 Verbal: Most of our teaching material:
lectures, texts, equations, overhead,
PowerPoint, ...

MISMATCH
Deductive teaching is quick, easy,
appears straight forward and easy for the
teacher
 But, it is confusing and difficult for the
student.
 Most students think and learn inductively!

MISMATCH

If you teach in your own preferred style:
– People like you are likely to learn

If you teach in multiple styles:
– Everyone is more likely to learn more easily
MISMATCH
Most curricula, textbooks, teaching
techniques, and teachers are sequential
 Global learners make good researchers,
systems analysts, and creative problem
solvers if they make it through school.
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Summary Tips

Give students the global view or goal at the beginning

Teach inductively (step by step) and encourage students to reason deductively

Ask questions and devise assignments that cause students to be field-independent
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Use the Socratic Method so students respond with their own dominant learning style.
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Appeal to all the senses in your teaching.
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Plan for active learning. The most prominent learning mode is through doing.
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Take pains to use the nondominant side of your brain in your teaching methodology

Devise lesson plans that use the opposite of your learning style preference
(students who have your learning style will catch on easily it is those who do not that are likely to have trouble in your cla

Vary assignments between visual, auditory, kinesthetic and read-write.
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Use visual approaches rather than lectures, equations, chalkboard, PowerPoint, etc.

Use course activities that address each of the different learning styles
“I think that only
daring speculation
can lead us further
and not accumulation
of facts.”
Albert Einstein
1879-1955