Transcript Slide 1

Strategies for Effective
Instruction
Marc W. Zolar
April 5, 2006
Presented to:
Central Carolina Community College
Sanford, NC
About the Presenter: Marc Zolar
Marc is an instructional design consultant and certified distance
learning mentor. He has a broad professional background
spanning the corporate, government and academic sectors.
The list of organizations Mr. Zolar has worked with on learning
and development programs includes: America Online, American
Research Institute, AT&T, Central Carolina Community College,
Florida State University, IBM, U.S. Department of Defense, United
State Marine Corps, University of North Carolina at Wilmington,
Verizon, Walden University.
He holds a Master’s degree in instructional design and
development and is active in professional organizations in the
field as a writer and speaker.
Marc can be reached at [email protected]
Today’s Topics
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Constructivism and Adult Learning Principles
Lecture vs. Facilitation
Blended Learning approaches
Giving students ownership in the learning
process
Accommodating different learning styles
Reflective activity
Today’s Approach

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This room as a Community of Learning.
Presentation of content and ideas for
open discussion.
Collect Best Practices.
Sharing your thoughts?

What is your guiding
philosophy about
teaching?
Topic 1
Constructivism And Adult
Learning Principles
What is Constructivism?
“Constructivism is a philosophy of
learning founded on the premise that,
by reflecting on our experiences, we
construct our own understanding of the
world we live in. Each of us generates
our own "rules" and "mental models,"
which we use to make sense of our
experiences. Learning, therefore, is
simply the process of adjusting our
mental models to accommodate new
experiences.“
(Source: http://www.funderstanding.com/constructivism.cfm)
Principles of Constructivism
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Learning is a search for
meaning
Learning occurs in a
context
Instruction is tailored to
learners’ mental models
Constructing knowledge
is purpose of learning
(not “right” vs. “wrong”)
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Impact on Curriculum
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Less standardized
curriculum
Customized to connect
to learner’s prior
knowledge
Emphasizes hands-on
problem- solving
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Impact on Instruction
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Teacher as
facilitator/guide rather
than authority
Focus on making
connections between
facts
Experimentation, openended questions,
extensive reflection,
dialogue among
students
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Impact on Assessment
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Ongoing assessment
during instruction
De-emphasizes
traditional grading
methods
Self-assessment,
learner articulates
growth through projects
and reflection
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Constructivist Strategies
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Inquiry learning
Discovery learning
Situational learning
Problem-based
learning
Cognitive
Apprenticeship
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Constructivist Words and Phrases
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Context
Authentic
Multiple perspectives
Learner-centered
Prior knowledge
Higher-order thinking
Meaningful connections
Social negotiation
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Discussion Question/Activity #1

List some constructivist strategies
that you currently use, or could
easily implement in your classroom.
What is Adult Learning Theory
(Andragogy)?
“Andragogy is a theory developed by Malcolm Knowles
which attempts to describe how adults learn. His
hypothesis was that adult learning could not follow the
principles of traditional pedagogy in which teachers are
responsible for making decisions about what will be
learned, how it will be learned and when it will be
learned. Because adults in general are more selfdirected, they should take control of their own
learning. The definition of an adult, however, is not
strictly related to age. Knowles (1980) himself, defined
adulthood as "the point at which individuals perceive
themselves to be essentially self-directing". “
(Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm)
How are Adult Learners
Different?
• They are self-directed
• They are goal oriented
• They are practical and problem-solvers
• They have accumulated life experiences.
(Source:
http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm )
Implications of Andragogy for
Instruction
• Learners should know why they are studying something.
• Instruction should be task-oriented, and it should take into account the
wide range of different backgrounds of learners.
• Learners should be able to relate what is being studied to their
personal/professional experiences.
• Learners should be motivated and ready to learn.
• Learners should be involved in the planning and evaluation of their
instruction.
• Instruction should be problem-centered rather than content-oriented.
(Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm )
Applying the Principles of
Andragogy
• Learner-centered classes will stimulate dialogue and knowledge construction.
• Learners will benefit from a scaffolding approach to learning where the teacher
provides more support in the early stages of the course .
• Teachers should see themselves as facilitators and co-learners.
• Teachers should recognize that learners are individuals with different life
experiences and learning preferences. Some adult learners will still prefer the
traditional pedagogical approach to teaching and learning.
• Teachers should gradually try to push learners away from their comfort zone in the
direction of a deeper approach to learning.
(Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm )
Practical Tips
Ten Practical Tips for Teachers
of Adult Learners
Adults prefer instructors who:
1.
2.
3.
4.
5.
Are content experts
Provide relevance
Are well organized
Don’t waste time
Provide clear learning goals
6. Consider learner interests
7. Individualize instruction
8. Use active learning
9. Encourage self-directed learning
10. Are supportive and non-threatening
(Source: http://www.dit.ie/DIT/lifelong/adult/adlearn_strategies.pdf )
Discussion Question/Activity #2
Describe one new activity you could add to
one of your courses that is consistent with
adult learning theory.
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Topic 2
Lecture vs. Facilitation
"It is in fact nothing short of a miracle that the modern methods
of instruction have not yet entirely strangled the holy curiosity of
inquiry. . . . It is a very grave mistake to think that the
enjoyment of seeing and searching can be promoted by means
of coercion and a sense of duty."
- - - - - Albert Einstein
Lecture: “Sage on the Stage”

At the root of the
lecture model lies the
notion that knowledge
resides in the head of
the teacher, and the
student learns this
knowledge by listening
to the teacher.
(Source: http://www.elearnspace.org)
Characteristics of
Effective/Ineffective Lectures
Characteristics of the Effective
Lecture
Characteristics of the Ineffective Lecture
Educator-student interaction
100% educator talk, with limited or no interaction
Two-way communication
One-way communication
Educator-student questions
Few if any questions (educator or student)
Shared responsibility for active learning
Student depends on educator for all information
Small group, problem-solving activities
No student activities
Variety of supporting media
No supporting media
Limited note taking required (students
have copies of lecture notes)
Extensive note taking required
Source: http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm
Lecture Components
Silberman (1990) suggests five approaches to maximizing students’ understanding and
retention during lectures. These can be used to help ensure the effective transfer of
knowledge.
Use an opening summary. At the beginning of the lecture, present major points
and conclusions to help students organize their listening.
Present key terms. Reduce the major points in the lecture to key words that act as
verbal subheadings or memory aids.
Offer examples. When possible, provide real-life illustrations of the ideas in the
lecture.
Use analogies. If possible, make a comparison between the content of the lecture
and knowledge the students already have.
Use visual backups. Use a variety of media to enable students to see as well as hear
what is being said.
Source: http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm
Lecture or Not to Lecture?
Lecture is appropriate when:
Lecture is not appropriate when:
Disseminating information quickly to Presenting complex, detailed or
a large audience
abstract information
Presenting new information before
using other media or activities (e.g.,
a brief lecture before playing a
videotape)
Dealing with information concerning
feelings and attitudes
Providing an overview of a topic
Training in psychomotor (hands-on)
skills
Arousing interest in a topic
Teaching high-level cognitive skills
(e.g., synthesis and evaluation)
Source: http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm
Discussion Question/Activity #3
How much do you rely on lecture as an
instructional strategy? How do you
determine whether or not to use this
strategy?
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Facilitation: “Guide on the
Side”
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Learners learn best
when given control
of the experience,
under the guidance
and direction of a
skilled instructor.
(Source: http://www.elearnspace.org)
What is Facilitation?
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Facilitation is the
process of enabling
groups to work
cooperatively and
effectively
(http://www.infodesign.com.au/usability/facilitation.html)
What is a facilitator’s job?
“Quite simply, a facilitator's
job is to make it easier for
the group to do its work.
By providing non-directive
leadership, the facilitator
helps the group arrive at
the decisions that are its
task. The role is one of
assistance and guidance,
not control.”
(Source: Ward-Green and Hill Associates at:
http://www.wghill.com/facilitate.htm)
Some Guidelines for Effective
Facilitation
1. Address students’ current mode of thinking and learning in class:
Many students believe they are supposed to:
•to have the right answers;
•to meet explicit or implicit expectations of authority figures;
•not to ask questions or share information;
•not to experiment or to make mistakes; and/or
•not to challenge the status quo.
These types of student fears/misconceptions need to be addressed directly
and honestly by the instructor. Students must be made to feel that your
classroom is a “safe” place to explore new learning.
Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Some Guidelines for Effective
Facilitation
2. Manage class dynamics
As a facilitator, a faculty member will have to balance the following sets of
opposing factors that influence how a class should be conducted:
•Structure: How rigidly or flexibly should the lesson be run?
Pacing: How rapidly or leisurely should the group be pushed to achieve learning?
•Group Interaction: How do group members relate to the facilitator and to each
other?
•Focus: Which is more important to impart, all course content as planned or the
process of learning?
•Concern: Should energy be directed at individual or group needs?
•Control: To what extent are students empowered to perform in class?
Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Some Guidelines for Effective
Facilitation
3. Establish core values
The teacher-as-facilitator should have a set of core values to guide his/her
actions (Argyris & Schon, 1974). These core values will prevent the facilitator
from behaving defensively when strong differences in views erupt in class or
when students conduct themselves in an unacceptable manner.
Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Some Guidelines for Effective
Facilitation
4. Communicate
It is paramount for a facilitator to listen to not only what is said, but also
what is not said during a discussion. The facilitator has to
•Be alert and spot when and how individual students within the class express
confusion or strong feelings.
•Practice empathy so as to quickly respond to any doubts or questions
students may have.
To encourage dialogue in class, both students and the faculty member have
to suspend their own assumptions and show respect for each other in class:
individual pride and ego must make way for a sincere interest in learning
from one another.
Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Some Guidelines for Effective
Facilitation
5. Sculpt students’ thinking
For effective facilitation, facilitator’s probing or questioning skills, and the
ability to integrate or summarize various viewpoints is important. In this
manner, different viewpoints can be generated and presented, and all in the
class can achieve a fuller understanding of what is taught or learned.
The aim of ‘sculpting’ is not to impose one’s view on the students, but to help
them mould their new understanding of the concepts learned to their existing
body of knowledge and views (if any).
Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Characteristics of Effective
Facilitators
Effective facilitation does not happen overnight. It requires commitment and practice on the part of
the instructor or trainer. Aker (1976) studied effective facilitators in detail and believed they were
individuals who exhibited the following characteristics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Have great empathy--i.e., try to see things as seen by their learners.
Consistently use reward, seldom if ever use punishment, and never ridicule.
Have a deep sense of their responsibility, enjoy their work, and like people.
Feel secure in their own abilities, yet believe that they can do better.
Have a profound respect for the dignity and worth of each individual and accept their fellow
learners as they are without reservation.
Have a keen sense of fairness and objectivity in relating to others.
Are willing to accept or try out new things and ideas and avoid drawing premature conclusions.
Have high levels of patience.
Recognize the uniqueness and strengths of each individual and build upon such strengths.
Are sensitive to the needs, fears, problems and goals of their fellow learners.
Reflect on their experiences and attempt to analyze them in terms of success and failure.
Are humble in regard to their role and avoid the use of power which is assumed by some
educators.
Do not pretend to have the answers and enjoy learning along with others.
Are continuously expanding their range of interest.
Are committed to and involved in their own lifelong learning (p. 3).
Source: http://home.twcny.rr.com/hiemstra/tlchap5.html
Discussion Question/Activity #4
List some core values you might establish
in your classroom for facilitated exercises.

Topic 3
Blended-Learning Approaches
What is Blended Learning?
Blended learning is the combination of multiple
approaches to teaching or to educational
processes which involve the deployment of a
diversity of methods and resources or to
learning experiences which are derived from
more than one kind of information source.
Examples include combining technology-based
materials and traditional print materials, group
and individual study, structured pace study
and self-paced study, tutorial and coaching.
Source: en.wikipedia.org/wiki/Blended-learning
Why Use Blended Learning?
Helps to accommodate
different learning styles
 Expands learning beyond
the classroom
 Gives students additional
ownership in the learning
process
Creates a community of
learning

Web-based Options for Faceto-Face Classes
Option 1: Asynchronous Discussion Boards in Blackboard:
Reinforces material covered in class and asks student to use
higher-level thinking skills in answering questions.

Is a relatively low pressure strategy allowing students to
carefully ponder assigned questions and prepare a thoughtful
response before posting.

The exchange of ideas, including your insights, quickly creates an
energy that can fuel your class and help create a sense of
community among your learners.

Web-based Options for Faceto-Face Classes
Option 2: Synchronous Chats in Blackboard:

More active participants in your class will embrace this method.
Real-time exchange of ideas is not only exciting, but also teaches
the participants to assimilate information quickly and to
communicate their points more succinctly.

Managing a synchronous chat experience requires the instructor
to know and enforce some basic guidelines.

Web-based Options for Faceto-Face Classes
Option 3: Web-based Research Assignments
The Internet is a powerful and free resource that has relevance
to every conceivable content domain.

Encouraging some guided discovery learning using sites
identified by the instructor as a starting point (e.g. Webquests,
situated learning sites, etc).

Allow student to explore resources of their choosing, but provide
guidelines for citation and validation of sources.

Web-based Options for Faceto-Face Classes
Option 4: Online learning weeks
Skip a few face-to-face sessions during the semester and instead
require students to complete classwork online.
 Include assignments that require students to engage in different
kinds of activities. For instance, you might ask your students to
complete a Web-based research project, and then join a small
group of their classmates for a synchronous chat session followed
by an asynchronous discussion posting to share their conclusions.
 When you see your students again in the classroom, you can
lead a lively discussion about their distance learning experience in
addition to what they learned in new content.

Web-based Options for Faceto-Face Classes
Option 5: Distance-based collaborative projects for small
groups
Assign students into small groups and ask them to work
collaboratively at a distance. Successful online collaboration will
foster discipline and responsibility.
 Ask your students to use the tools at their disposal to socially
negotiate a method for completing the collaborative assignment
with their peers, and then execute it.
 Have each group present their results including the method they
used to work together.
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Discussion Question/Activity #5
Have you used any of these online
components? If yes, what were the results.
If no, which appeal to you (if any)? Why?

Topic 4
Giving students ownership in
the learning process
It is not what you teach, but what they learn, that matters.
Student Ownership in
Learning
Current educational research says puts increasing responsibility on the
student for truly meaningful learning to occur. Promoting student
ownership in the learning process is consistent with constructivist
approaches to learning and adult learning theory.
Some strategies to do this are:
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Learning Contracts
Social negotiation of assignments and/or evaluation criteria
Collaborative work
Presentations
Strategy 1: Learning Contracts
Student name and details
This is pretty obvious
Course name and level
So is this, but the course level is important, because
that sets the expectations of the piece of work: the
level criteria should be set out clearly somewhere—
perhaps in the handbook.
Outcomes to be
addressed
They may not be expressed as outcomes, but this is
where the student puts the course requirements
about the piece of work.
Form of submission
It could be a project, a portfolio, a videotape of
practice, an object the student has made, a
computer program ... If the tutor signs the form,
she is agreeing that a submission of this type will be
acceptable
ATHERTON J S (2003) Learning and Teaching: Learning Contracts [On-line] UK: Available:
http://146.227.1.20/~jamesa//teaching/learning_contracts.htm
Learning Contracts, continued
Outline of
submission
This is the crunchy bit: this is where the student sets out her
intentions for the submission. Much of the rest of the form may
be governed by course regulations, but this has to be original. It
is a statement of the student's solution to the problem, "How am
I going to produce evidence that I can meet these outcomes?"
Resources and
assistance
This section is also the place to clarify complicating issues, such
as collaborative work in a small group, and how marks are to
be apportioned
Signatures
These are what make the magic work: the contract is not
worth anything until it has been agreed and signed by both
student and tutor. Usually the student keeps the main copy to
submit with the completed work, but the tutor can keep one on
file for security purposes if necessary. The tutor's signature
makes explicit the implicit bargain above. She is agreeing that
if the student delivers what is promised, credit will be awarded.
Strategy 2: Social Negotiation
of Criteria
One very effective way to promote student ownership is to give them
input over the evaluation process for assignments. For instance, you
might conduct an activity to create a rubric for a class project.
Why should students create their own rubrics?
“Reading or listening to a teacher's expectations is very different for a
student than creating and accomplishing his or her own goals. The
purpose of inviting students to develop their own evaluation structure is
to improve their motivation, interest, and performance in the project. As
students' overall participation in school increases, they are likely to excel
in it.”
(Source: http://www.teachervision.fen.com/teaching-methods/rubrics/4586.html?detoured=1)
Strategy 2: Social Negotiation
of Criteria
Once students are involved in project-based learning:
• Students are motivated intrinsically to design their own assessment
tool
• Once students have invested a significant amount of time, effort, and
energy into a project, they naturally want to participate in deciding how
it will be evaluated.
• The knowledge gained through experience in a particular field of study
provides the foundation for creating a useful rubric.
(Source: http://www.teachervision.fen.com/teaching-methods/rubrics/4586.html?detoured=1)
Strategy 2: Social Negotiation
of Criteria
Example Rubric: Bridge Building Project
In this case, the class was divided into teams. Each group decided on
their own "Company Name" as well as who would fill the following
department head positions: project director, architect, carpenter,
transportation chief, and accountant. All students were required to help
out in every department. Each group received $1.5 million
(hypothetically) to purchase land and supplies.
Students were asked to think about what parts of the design,
construction, budget, and building journal were the most significant to
the overall bridge quality. The class came up with four different rubrics
(Source: http://www.teachervision.fen.com/teaching-methods/rubrics/4586.html?detoured=1)
Strategy 2: Social Negotiation
of Criteria
The budget rubric is provided as an example:
4
Excellent
3
Good
2
Fair
1
Unacceptable
Legibility
Completely
legible.
The budget
shows two or
three marks or
stains, but is
legible.
The budget is
barely legible,
with numerous
marks or stains.
The budget is
messy and
illegible.
Supplies &
Materials
Accountability
Completely
accounted for.
Five-sixths of the
materials and
labor are
accounted for.
Two-thirds of the
materials and
labor are
accounted for.
Materials and
labor are not
accounted for.
Ledger Activity
All daily activities
are recorded.
Five-sixths of the
daily balance of
funds is
indicated.
Two-thirds of the
daily balance of
funds is
indicated.
The daily
balance of funds
is nonexistent.
Ledger Balance
Balance is
completely
accurate.
The daily
balance has two
or three
inaccuracies.
The daily fund
record has more
than three
inaccuracies.
The daily fund
balance is
inaccurate.
Budget
Criteria
(Source: http://www.teachervision.fen.com/teaching-methods/rubrics/4586.html?detoured=1)
Strategy 3: Collaborative Work
What is collaboration and why should students do it?


Collaboration is the social process that supports learners'
development of capabilities in which they learn to do without
assistance things that they could initially do only with
assistance.
By collaborating, students can develop their potential for
learning. Specifically, students can learn to approach and solve
new problems so that they develop the capability to solve
problems that do not exist at the moment of learning.
Source: http://www2.gsu.edu/~wwwltc/howto/enablestudentcollab.htm
Strategy 3: Collaborative Work
What is required for students to collaborate?
To collaborate, students need:

The task, e.g., a problem or project, the completion of which
requires conceptual change in students

A group of students with problem-solving or project-developing
capabilities distributed among them

Meaningful assistance for needed capabilities not distributed
among group members

Time to interact with each other

Guidance for developing group processes and assessing their
progress
Source: http://www2.gsu.edu/~wwwltc/howto/enablestudentcollab.htm
Strategy 3: Collaborative Work
How do I get students to collaborate?
To entice students to collaborate, it is helpful to:

Shift course situations and reward structures to encourage students to view
interactions with peers as indispensable learning resources.

Assign tasks that are suitable for collaboration, i.e., tasks that require the
integration rather than just the accumulation of ideas.

Make the collaborative aspects of a course sufficiently large that students
cannot safely ignore them.

Stage the first collaborative activities in ways that build swift trust among
group members so they can get to work on the task to attain useful results
quickly, which encourages subsequent collaboration.

Have student groups make the results of their collaboration visible to other
student groups,
Source: http://www2.gsu.edu/~wwwltc/howto/enablestudentcollab.htm
Strategy 4: Portfolio-based
assessment
What is a
portfolio?
A portfolio is a collection of work used as
proof, as evidence. It demonstrates:
“Look what I have done, look what I can
do, I have made these things, these are
my products.”
Source: NC Quest Program, UNCW at: http://uncw.edu/ed/ncquest
Why create a portfolio?



To provide a holistic perspective of your students
learning journey
To document your students mastery of specific goals
and objectives of the course through the selection
and presentation of select pieces of “evidence” or
“data.”
To serve as a tool for learning, to be built and
reflected upon in a continuous manner as you
proceed in your professional development.
Source: NC Quest Program, UNCW at: http://uncw.edu/ed/ncquest
Implementing Portfolios




Introduce the basic
structure/requirements at
the beginning of the
semester
Encourage student input
in negotiating some
components
Provide recommendations
and examples
Require a portfolio outline
prior to assembling
What a Portfolio is NOT
Keep in mind this is not a
scrapbook.
It should be a learning tool that
includes select pieces of
evidence, along with written
reflections that explain, for
example, why you chose each
artifact, in what course objectives
growth took place, what obstacles
you overcame, and what goals
you have for continued growth in
this particular area. As you
assess your own learning, there
should be a strong connection
that links your growth to overall
goals of the course.
Source: NC Quest Program, UNCW at: http://uncw.edu/ed/ncquest
Discussion Question/Activity #6
What methods do you currently use to
promote student ownership in the learning
process?

Topic 5
Accommodating different
learning styles
Theory on Learning Styles
There are many theories and models on
learning styles. Some theorists to explore are:




Gardner (Multiple Intelligences)
McCarthy (4MAT)
Dunn and Dunn (Cognitive Style Theory)
Shindler (Paragon Learning Style Inventory)
A Few Basic Ideas




No two learners learn in the identical
way.
An enriched environment for one
learner is not necessarily enriched for
another.
No learner is all one learning style
The instructor’s learning style has an
impact
Some Familiar Styles




Auditory
Visual
Tactual
Kinesthetic
(Source: http://www.geocities.com/~educationplace/4mod.html)
Auditory Learners





Find it easy to learn by listening
Enjoy dialogues and discussion
Do well talking through problems
Are easily distracted by noise and other auditory
inputs
Students who are NOT auditory learners often
struggle during lectures to concentrate or
understand what is being said by the instructor
(Source: http://www.geocities.com/CollegePark/Union/2106/aud.html)
Strategies for Auditory
Learners



Incorporate audio tapes, Internet content
including audio, and discussion activities
along with lectures.
Tape record lectures and make them
available for student use.
Encourage auditory learners to



use tape recorders to record lectures, and
their own verbal notes.
join a study group.
Talk through solutions to technical/math
content and record it in their own words.
Visual Learners





Like to see demonstrations and written descriptions of
concepts
Often use lists to organize notes and recognize words by
sight
Have active imaginations
Are easily distracted by movement or action
Are generally unaware of noise
Student who are NOT visual learners often read a page and
realize they don’t know what they just read. They often
have difficulty with reading assignments and overhead
notes.
(Source: http://www.geocities.com/CollegePark/Union/2106/vis.html)
Strategies for Visual Learners



Use diagrams, illustrations, Internet
Use tables and charts with color
coding to present text-based
information
Encourage visual learners to re-write
notes, color codes with highlighters,
create study aides containing key
information from text books and
classroom assignments.
Tactual Learners




Like to take notes during a lecture or
when reading
Often draw or doodle to remember things
Do well with hands-on projects
(demonstraton, labs, etc.)
Students who are NOT tactual learners
generally do not take notes, and struggle
to keep up during hands-on exercises.
(Source: http://www.geocities.com/CollegePark/Union/2106/tac.html)
Strategies for Tactual Learners



Use hands-on activities (labs,
models, writing assignments)
Incorporate assignments using
computers
Encourage tactual learners to:


create flashcards
Devise symbols or icons to help classify
information
Kinesthetic Learners





Do well when they are involved or active in the
learning activity
Have high energy levels
Often don’t retain information presented during
lecture
Don’t do as well when asked to sit and read
Students who are NOT kinesthetic learners prefer
to sit and watch rather than get involved in
activities.
(Source: http://www.geocities.com/CollegePark/Union/2106/kin.html)
Strategies for Kinesthetic
Learners










Create large diagrams wall or floor
Huge floor/wall puzzles
Large Maps on wall or floor
Team-based activities using chart paper posted on wall to
score
Overheads projected on wall so students can move to them
for games.
Acting
Interviewing
Peer coaching
Skits
Role Playing
(Source: http://www.geocities.com/CollegePark/Union/2106/kinact.html)
Plan for Different Learning
Styles





Every class represents the spectrum of different
learning styles.
Incorporate this consideration into your
instructional design process (e.g. Include
activities relevant for all four styles when
developing lesson plans)
Assess the possible bias of your own learning
style when planning instructional approaches.
Encourage students to learn more about their
own learning style.
Allow students to have input in
creating/revising/choosing course activities.
Discussion Question/Activity #7
What is the biggest obstacle you face in
attempting to address multiple learning
styles in the classroom?

Topic 6
Reflective Activity
Reflective Activity
A variety of activities can be used to facilitate
student reflection.





Student journals
Student presentations (portfolios)
Interviews
Asynchronous threaded discussions
Classroom discussions
Reflective Activity
What does reflect activity do to stimulate learning?
Challenges students to make connections
between experiences and concepts
 Encourages students to contemplate the process
in addition to the content
 Makes the student the determiner of learning
 Improves critical thinking and writing skills.

Reflective Activity
Examples of reflective questions:
 Discuss the key differences between the roles of online instructor and face-
to-face instructor. What aspects of effective online teaching do you feel pose
the biggest challenge for you given your own personal style and attributes as
a teacher?
 Discuss your own personal experience with online learning to date. This can
include participation as learner and/or instructor. What were the strengths
and weaknesses of the online learning you participated in? Highlight specific
aspects that were particularly effective or ineffective. What do you think is
the biggest obstacle to success in an online learning environment?
Consider your own characteristics as an adult learner. What are some
strategies that could be used in an online course to maximize the value of the
experience for you? What strategies might frustrate you? Discuss any
modifications to your own behavior that you might need to make in order to
become an effective distance learner
Questions and Comments
The floor is yours!
Resources
•Facilitation: A Different Pedagogy?; CDTLink at: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
•Pedicases at: http://www.pedicases.org/home.phtml
•Learning Styles at: http://www.geocities.com/~educationplace/ls.html
•Life Tips: Homework Tips, at: http://homework.lifetips.com/cat/59411/different-learningstyles/index.html
•Explorations in Learning and Instruction: Theory Into Practice (TIP) Database at:
http://tip.psychology.org/
•Learning and Teaching Website, James Atherton at: http://www.learningandteaching.info/
•CDT Link at: http://www.cdtl.nus.edu.sg/link/default.htm
•Teachervision.com at: http://www.teachervision.fen.com/tv/
•Center for Teaching and Learning Website at Georgia State University. Available at:
http://www2.gsu.edu/~wwwctl/
•Instructional Design Knowledge Base at George Mason University at:
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/index.htm
Resources, continued.
•UMUC-Verizon Virtual Resource Site for Teaching with Technology:
http://www.umuc.edu/virtualteaching/vt_home.html
•Web Teacher at: http://www.webteacher.org/windows.html
•Concept to Classroom at: http://www.thirteen.org/edonline/concept2class/index.html
•Multimedia Cases (Situated Learning), Mable Kinzie UVA at: http://kinzie.edschool.virginia.edu/id.html
•Moodle (freeware course management system) at: http://moodle.com/?moodlead=moodle.org
•Big Dog’s ISD page at: http://www.nwlink.com/~donclark/hrd/sat.html#intro
•Yahoo Web Beginner’s Guides at:
http://dir.yahoo.com/Computers_and_Internet/Internet/World_Wide_Web/Beginner_s_Guides
•Distance Education Clearinghouse at:http://www.uwex.edu/disted/home.html
•University of Hawaii, Faculty Development Teaching Tips Index at:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#assessment
References
ATHERTON J S (2003) Learning and Teaching: Learning Contracts [On-line] UK: Available:
http://146.227.1.20/~jamesa//teaching/learning_contracts.htm Accessed: 1 April 2006
Blended-learning, Wikipedia at: en.wikipedia.org/wiki/Blended-learning
Institute of Learning, University of Hull at: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm
Kelly, Diana K., Teaching Strategies for Adult Learners, Dublin Institute of Technology, at:
http://www.dit.ie/DIT/lifelong/adult/adlearn_strategies.pdf
Life Tips: Homework Tips, at: http://homework.lifetips.com/cat/59411/different-learning-styles/index.html Retrieved
April 2, 2006.
NC Quest Program Website, University of North Carolina at Wilmington at:
http://www.uncw.edu/ed/ncquest/
Student Generated Rubrics, Pearson Education Network, teachervision.com at:
http://www.teachervision.fen.com/teaching-methods/rubrics/4586.html?detoured=1 Retrieved April 2, 2006.
Sullivan, Richards; McIntosh, Noel. ReproLine, The Reading Room at:
http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm Retrieved April 1, 2006.
References
TLTC Website, Center for Teaching and Learning, Georgia State University: Enabling student collaboaration at:
http://www2.gsu.edu/~wwwltc/howto/enablestudentcollab.htm Retrieved April 3, 2006.
Ward-Green and Hill Associates at: http://www.wghill.com/facilitate.htm. Retrieved March 31, 2006.
What is Constructivism, funderstanding.com at: http://www.funderstanding.com/constructivism.cfm
Wilson, Cynthia, Learning Styles Website at: http://www.geocities.com/~educationplace/4mod.html Retrieved April 1,
2006.
Yoong, Shu Moo. Facilitation: A different pedagogy?. Centre for Development of Teaching and Learning,
CDTLink. March 2002, 6:1 at: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Zolar, M. (2004) Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)