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© 2005 TAFE NSW International Centre for VET Teaching & Learning
Accommodating Learning Styles
TAFE NSW International Centre
for VET Teaching & Learning
in TAFE NSW
Conversation Starter Pack
What are learning styles?
It’s easiest to understand the way people talk about learning styles by considering
a learner using various delivery options to achieve his / her learning goals
Learner
Option 1
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Option 2
Option 3
Delivery options
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Learning
goals
What are learning styles?
‘Learning style’ can relate to any of the following:
1 Cognitive processes
Examples
• rely on intuition
• visualize patterns
Learner
3 Strategies taken to
achieve learning goals
Examples
2 Delivery preferences
Option 1
• try something out &
observe what
happens
Option 2
• collect information as
first priority
Examples
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• hands-on
• small group project
Option 3
Delivery options
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Learning
goals
What are learning styles?
The various measures of ‘learning style’ can be divided into five families:
1 Cognitive processes
Constitutionally-based, e.g.,
preference for visual, auditory,
kinaesthetic, tactile
Personality-based
e.g., Myers-Briggs
Measures of deep-seated
Learner
cognitive structure e.g., Riding
Based on learning process & preferences
e.g., Kolb; Honey & Mumford
2 Delivery preferences
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Option 1
Based on learning & study strategies &
attitudes to education e.g., Entwistle Learning
Option 2
Option 3
Delivery options
© 2005 TAFE NSW International Centre for VET Teaching & Learning
goals
‘Learning styles quiz
Disagree It depends Agree
1
‘Learning styles’ are the different ways people perceive,
process & learn information
2
Using questionnaires & observation, you can find out a lot
about someone’s learning style
3
Different students can & often do have quite different
learning styles
4
Good teachers tailor what they’re doing to suit the individual
learning styles in their class
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Adjusting what you do to each learner’s style makes a huge
difference to how much learning takes place
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Theliterature
literature of
oflearning
learningstyles
styles2
The
• the literature is huge (Google shows up over 600 000 sites!)
• the popular learning styles literature is simplistic about the value of matching how
you teach to individuals’ preferred learning style. If it DOES match, it’s claimed that:
– anyone can learn virtually anything
– there are huge benefits in scholar achievement, motivation & behaviour...
The rationale is like this:
STEP 1
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Determine the preferred
learning style of each
individual
STEP 2
Tailor learning
experience to
accommodate this style
© 2005 TAFE NSW International Centre for VET Teaching & Learning
POW!!!
Fast & efficient
learning
The literature of learning styles
The most thorough review of the literature was conducted in 2004/5 by Coffield &
associates. They show that the scholarly learning styles literature is full of
competing paradigms & scales, including:
• convergers
vs
divergers
• initiators
vs
reasoners
• verbalisers
vs
imagers
• intuitionists
vs
analyst
• holists
vs
serialists
• extroverts
vs
introverts
• surface learning
vs
deep
• sensing
vs
intuition
• activists
vs
reflectors
• thinking
vs
feeling
• adaptors
vs
innovators
• judging
vs
perceiving
• aassimilators
vs
explorers
• left brainers
vs
right brainers
• field independent
vs
field dependent
• theorists
vs
humanitarians
• globalists
vs
analysts
• activists
vs
theorists
• assimilators
vs
accommodators
• pragmatists
vs
reflectors
• imaginative
vs
analytic learners
• organisers
vs
innovators
vs
plungers
• lefts
vs
rights
vs
dynamic learners
• inductives
vs
deductives
vs
abstract learners
• hierarchic
vs
anarchic
vs
sequential learners
• conservative
vs
liberal learners
.• non-committers
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.• common-sense
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.• concrete
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.• random
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
Theliterature
literature of
oflearning
learningstyles
styles2
The
If you don’t tailor your teaching to match each individuals’ learning style, the
literature and/or websites tends to suggest that:
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there’s something wrong with
your teaching, and
•
it’s up to you to change your
teaching approach
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
Theliterature
literature of
oflearning
learningstyles
styles2
The
Fortunately, there are exceptions. Thoughtful publications relating to learning
styles in the Australian VET context include:
Learning styles & pedagogy in post-16 learning: A systematic & critical review
Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK)
www.lsrc.ac.uk
Should we be using learning styles?: What research has to say to practice
Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK)
www.lsrc.ac.uk
Accommodating learning styles: Relevance & good practice in TAFE
Smith, P & Dalton, J (2005, Aust)
www.ncver.edu.au
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
Theliterature
literature of
oflearning
learningstyles
styles2
The
According to Learning Styles & Pedagogy in post-16 learning, 2000 (Coffield &
associates)
• the claims of the various learning style theorists are not backed up by solid
evidence
• the picture is made more murky by the fact that there is
getting a new learning styles inventory to market
$ $ $ to be made from
• the value, if any, of a teacher taking questionnaire-based learning styles into
account has not been established
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
The literature of learning styles
Overall, much of the scholarly material on learning styles seems out of step
with how we think about our own learning:
‘ The learning styles I’ve observed
appear to be characterized by a
“perceptive-accommodative”
mode, coupled with a period of
assimilation. ’
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
‘ MY APPROACH IS
JUST TO SUCK-ITAND-SEE !’
Project background
There has been ongoing interest in identifying theories that underpin quality in VET.
‘The time has come to uncover what’s unique in how vocational skills are
imparted…and to develop the theories that can expand our thinking of VET
practice & [contribute to] quality.’ NSW TAFE ex-DDG Robin Shreeve
2004 Phase 1 = Theory into Practice
• literature review & annotated bibliography
• series of case studies
2005 Phase 2 = identify key areas of theory which impact on
practice, and:
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• review literature & conduct interview research
• package results in way that stimulates discussion & reflection
on practice
© 2005 TAFE NSW International Centre for VET Teaching & Learning
•
Extensive literature review in collaboration with ETIS Center for Learning Innovation
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Laurie Field’s investigations into VET teaching & learning over several decades
Project background
Extensive literature review in collaboration with ETIS Center for Learning Innovation
In-depth interviews with 11 NSW TAFE teachers & educational experts:
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Cliff Trood
Engineering apprentices
Taree
Brigette Collins
Food
North Sydney
Susan Carter
Administration
Sydney
Margaret Gardner
General Education
Taree
Alison Jones
Child Care
Illawarra
Darryl Griffin
Arts (largely aboriginal)
Metropolitan
Mardella Basset
Travel & tourism
National
Kevin Clayton
Engineering paraprofessional
State-wide
Noelene Milliken
Foundation Studies (aboriginal)
Riverina
Jeanne Boote
Physical disability
Hunter
Billie Ayling
OTEN
State-wide
We’re going to just look at the first three...
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Teacher views: Cliff Trood (Fitting & Machining)
 main meaning of ‘learning style’ = 'learning by doing’ vs ‘learning by bookwork’
 learning style closely related to motivation
(e.g., is individual studying to get a study benefit? to change careers?)
 ideal = blend of ‘individualized’ with ‘whole group learning’
 should provide information & provide skills in finding information
 budget & structure limit flexibility at classroom level
 perceptions impact directly on self-esteem
(e.g., 'tradesperson' vs 'knowledge worker')
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 teacher orientation is crucial
(e.g., a preference for ‘lock-step’ vs ‘independence’)
Teacher stance A strong wish to interest & inspire students to extend their skills,
knowledge & horizons
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Teacher views: Susan Carter (Office Admin)
 main meaning of ‘learning style’ = ‘how you go about learning something’ (e.g.,
on-line, using hard-copy resources, getting one-to-one help) + confidence
 we should help learners understand their own preferred learning style(s)
& to extend their styles
 for unconfident students with no positive educational experience, 1st priority =
nurturing
 supporting flexible learning requires:
- teachers who are flexible & broadly knowledgeable
- flexible TAFE systems such as admissions & student records
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Teacher stance Mindfulness, supportiveness & patient, to help students ‘bridge the
gap’ to positive learning experience
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Teacher views: Brigette Collins (Food & Beverage)
 main meaning of ‘learning style’ = spoon-fed vs learning independently
+ age / ethnicity differences
 student interest best served via mix of:
- ‘nurturing’ (e.g., writing everything down for young students) &
- 'extending' (e.g., getting students to find own information)
 illustrates difference between 'wants' & 'needs’:
- some students may want to dress as they like & arrive when they like
- to be employable, they need to adhere to dress requirements & be punctual
 there is close relationship between:
- a teacher's willingness / capacity to accommodate student needs &
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- their general enthusiasm & enjoyment as teachers
Teacher stance Enthusiasm, enjoyment, openness
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Discussion
1 When you talk about ‘learning styles’,
what do you mean?
2 How important is it to take ‘learning
styles’ into account in TAFE teaching?
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
Discussion
According to a 2003 report on TAFE:
‘Learners want services and support providing ‘just for
me’ training. They want to develop skills at times, in
ways and at locations that suit them, not the VET
provider.’ Mitchell et al, 2003
1 From your experience, how accurate is this statement?
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2 How much should the VET system try to accommodate
‘just for me’ expectations?
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Discussion
1 Reasons for wanting a qualification
Here are some factors
which influence student
learning experiences
• Based on your
experience, discuss the
impact of each factor on
student learning
• Rate the impact of each
on the success of your
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
2 General learning & study skills (e.g.,
note-taking; internet searching)
3 Cultural assumptions (e.g., about
teachers; individual study)
4 Age & maturity
5 Whether the learning experience
follows general ‘good design /
delivery’ principles
6 Whether broad preferences (e.g., for
hands-on activity) are accommodated
7 Whether specific individual learning
style preferences are accommodated
Discussion
This project identified
1 Rigid curriculum design with too
little flexibility / too much material
some impediments to
accommodating learner
2 Unmotivated teachers who don’t
enjoy what they’re doing
needs in TAFE
• What would you add to /
subtract from this list?
• What barriers most need
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to be tackled?
© 2005 TAFE NSW International Centre for VET Teaching & Learning
3 Inflexible general management &
information systems
4 The need to accommodate a range
of priorities cost-effectively
5 Lack of time & opportunities to tailor
the necessary learning resources
A model of learning styles
LEARNER
LEARNING ENVIRONMENT
Immediate learning
environment
Other
learners
Needs &
preferences
common to
most learners
What is being
learnt & why
Learner-specific
characteristics
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Learning styles fit in here
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Planned learning
environment
Potential
learning
environment:
People & other
sources of
information &
guidance
A model of learning styles
Example: Learning bar service skills
LEARNER
• learn by doing
• feedback & guidance
• learning during
LEARNING
ENVIRONMENT
part-time work
• bars & restaurants
visited socially
Immediate learning
environment
• positive atmosphere
Needs &
preferences e.g., toWhat
get study
benefit vs
is being
common to
start
own&business
learnt
why
Other
most
learners
learners
• co-students’
work experience
Planned learning
Learner-specific
environment
characteristics
• simulated bar
• ethnicity
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• English language
Potential
learning
environment:
People & other
• winesources
industryofexperts
information &
• wine shows
guidance
• internet information
• packaged resources
• budget & staffing
• resources
• learning space
© 2005 TAFE NSW International Centre for VET Teaching & Learning
[Source: Data partly based on interview with Brigitte Collins, TAFE NSW]
Focus on broad-brush student groups
Traditional
one-size-fits-all
The aim
Tailored to
individual needs
• Curriculum determines
content
• Individual needs
determine content
• Doesn’t require much
teaching time
A compromise
• Highly labour intensive
• Cost-effective
that meets the
• Low customer
satisfaction
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Unlikely to match what
individual students want
© 2005 TAFE NSW International Centre for VET Teaching & Learning
• Expensive
needs of broad
classroom
segments
• High customer
satisfaction
• Matches closely what
individual students want
[Source: Adapted from material developed by Greg Madden, NSW TAFE]
Focus on broad-brush student groups
Example: Categories of office administration students
High aspiration
& attentive
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Low aspiration &
easily distracted
Mature
working
women
Low aspiration
qualificationfocussed female
Face-to-face
support
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Computer-savvy
males getting extra
qualifications
Independent
learner
[Source: Adapted from material developed by Greg Madden, NSW TAFE]
Encourage multiple learning strategies
Option 1
Option 2
‘This is the way like
to learn in
circumstances Y &
Z’
‘This is the way I
prefer to learn in
circumstances X’
‘This is my preferred
learning strategy &
I’m sticking to it!’
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© 2005 TAFE NSW International Centre for VET Teaching & Learning
‘These are some other
learning strategies I
like to use’
‘I use these approaches
when I’m teaching
someone else; sometimes,
I use them myself’
Encourage multiple learning strategies
Confident
Focus: Extending
Focus: Nurturing
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Unconfident
Negative
educational
experience
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Positive
educational
experience
Aim for ‘good’ design & delivery
Have goals
'I want to learn something / feel motivated to learn'
Do it
'I try it out, practice & learn from my mistakes'
Get feedback 'I check my results & take into account other
people's reactions'
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Digest it
'I make sense of what I've learnt & where it fits, in the
process getting a sense of ownership'
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Limit the use of ‘learning styles’ questionnaires
Our investigation (coupled with Smith & Dalton’s ‘05 NCVER study) suggests ‘YES’!
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Learning styles questionnaires can
Independent
help teachers & students to think about
how they learn
•
It’s best to avoid emphasis on (difficult
Verbal
Hands-on
to justify) theoretical models
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Simple frameworks, like this one (from
P. Dalton, Deakin Uni) are easiest to
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justify & use
© 2005 TAFE NSW International Centre for VET Teaching & Learning
Dependent
Discussion...
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© 2005 TAFE NSW International Centre for VET Teaching & Learning