Learning Styles 4MAT

Comprehensive Support Summer Institute Kay Campany NCDPI Science Instructional Facilitator 1

Learning Style/Teaching Style Models

• Bernice McCarthy - 4MAT www.aboutlearning.com

• Soloman/Felder - Index of Learning Style Inventory (Both are from NC State) http://www.engr.ncsu.edu/learningstyles/ilsweb.htm

• Jean Piaget - Genetic Epistemology • Carl Rogers – Experiential Learning • B.F. Skinner – Operant Conditioning • Howard Gardner – Multiple Intelligences http://tip.psychology.org/theories.html

2

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html

A 44 Question Learning Style Survey From NC State

• Active and Reflective Learners • Sensing and Intuitive Learners • Visual and Verbal Learners • Sequential and Global Learners 3

Learning Styles

• • A 15 Question Learning Styles Test

http://www.cse.fau.edu/~maria/COURSES/CAP5100-UI/LearningStyles.html

4

5

Learning Styles: What are they?

• There are two major differences in how we learn.

• The first is

how we perceive

, • The second is

how we process.

6

Learning Styles: What are they?

•

Learning Differences

• 􀁹

Learning styles

• 􀁹

Interpersonal and interaction skills

• 􀁹 • 􀁹

Vision and hearing Auditory and visual perception

• 􀁹 • 􀁹 • 􀁹 • 􀁹

Reading and math dominance Expressive language Attention span Organizational framework

7

Learning Styles: What are they?

• We hover near different places on a continuum. • And our hovering place is our most comfortable place.

• Concrete Abstract p .

4 8

9

The 4 Mat system By Bernice McCarthy

Fabian Dattner Research of 29 Organizations, 1800 people

17% F 15% M 24% 29% F 33% M 20%

IMAGINATIVE

COMMON SENSE

31% F 27% M 37% 23% F 25% M 19%

ANALYTIC

Learning Styles: What are they?

Learning Differences Jigsaw 1.Form Jigsaw Groups of pairs 2.One member of pair shares thoughts on impact of the learning difference for Student’s ability to learn 3.The other member of pair shares thoughts on impact of the learning difference for Teacher’s ability to teach

11

Type

1

: Imaginative Learners

• Seeks personal meaning. Judges things in relationship to values. Functions through social interactions. Wants to make the world a better place. Is cooperative and sociable. Respects authority, when it is earned 12

Type 1: Imaginative Learners

• They value insight thinking. They work for harmony. They need to be personally involved. They seek commitment. They are interested in people and culture. They are thoughtful and enjoy observing others. They absorb reality. They seek meaning and clarity. 13

Type

1

: Imaginative Learners

• As

learners

they perceive information concretely and process it reflectively. They integrate experience with the self. They learn by listening and sharing ideas. They are imaginative thinkers who believe in their own experience. They excel in viewing direct experience from many perspectives. 14

Type

1

: Imaginative Learners

• As

teachers

they are interested in facilitating individual growth. They try to help people become more self-aware. They believe curricula should enhance the ability to be authentic. They see knowledge as growth in personal insight and encourage authenticity in their students.

15

Type

1

: Imaginative Learners

• As

teachers

they like discussions, group work, and realistic feedback and feelings. They are caring people who seek to engage their students in cooperative efforts. They are aware of social forces that affect human development. They are able to focus on meaningful goals. They tend to become fearful under pressure and sometimes lack daring.

16

Type 1: Imaginative Learners

• As

leaders

they thrive on developing good ideas, even though this is very time consuming. They tackle problems by first reflecting alone and then brainstorming with staff. They exercise authority with trust and participation. They work for organizational solidarity. They need staff who are supportive and share their sense of mission.

17

Type 1: Imaginative Learners

• • • • •

Strength

: Imaginative ideas

Function by

: Value clarification, to be involved in important issues and to bring harmony.

Goals

: To be involved in important issues and to bring harmony

Careers

: Counseling, teaching, organizational development, humanities and social sciences

Favorite Question

: Why?

18

Type 2: Analytic Learners

• As

learners

they perceive information abstractly and process it reflectively. They devise theories by integrating their observations into what is known. They seek continuity. They need to know what the experts think. They learn by thinking through ideas. They form reality. They value sequential thinking. They need details. 19

Type 2: Analytic Learners

• They critique information and collect data. They are thorough and industrious. They will re examine the facts if situations perplex them. They enjoy traditional classrooms. They find ideas fascinating. They prefer to maximize certainty and are uncomfortable with subjective judgments. They seek intellectual competence and personal effectiveness.

20

Type 2: Analytic Learners

• As

teachers

they are interested in transmitting knowledge. They try to be as accurate and knowledgeable as possible. They believe curricula should further understanding of significant information and should be presented systemically. They see knowledge as deepening comprehension. They encourage outstanding students. 21

Type 2: Analytic Learners

• They like facts and details and organized sequential thinking. They are traditional teachers who seek to imbue a love of knowledge. They believe in the rational use of authority. Sometimes their dominating attitude tends to discourage creativity. 22

Type 2: Analytic Learners

• As

leaders

thrive on assimilating disparate facts into coherent theories. They tackle problems with rationality and logic. They lead by principles and procedures. They exercise authority with assertive persuasion and by knowing the facts. They work to enhance their organization as an embodiment of tradition and prestige. They need staff who are well organized, write things down with diligence and care, and follow through on agreed decisions.

23

Type 2: Analytic Learners

• • • • •

Strength

: Creating concepts and models

Function by

: Thinking things through

Goals

: Intellectual recognition

Careers

: Mathematics, research and planning, natural sciences

Favorite Question

: What?

24

Type 3: Common Sense Learners

• As

learners

they perceive information abstractly and process it actively. They integrate theory and practice. They learn by testing theories and applying common sense. They are pragmatists. They believe if it works, use it. They are down to Earth problem-solvers, who resent being given answers. They do not stand on ceremony but get right to the point.

25

Type 3 – Common Sense Learner

• They have a limited tolerance for fuzzy ideas. They value strategic thinking. They are skills oriented. They experiment and tinker with things. They need to know how things work. They edit reality, cut right to the heart of things. Sometimes they seem bossy and impersonal. They seek utility and results.

26

Type 3: Common Sense Learner

• As

teachers

they are interested in productivity and competence. They try to give students the skills they will need to be economically independent in life. They believe curricula should be geared to this kind of focus. They see knowledge as enabling students to be capable of making their own way. 27

Type

3

: Common Sense Learner

• They encourage practical applications. They like technical things and hands-on activities. They are exacting and seek quality and productivity. They believe the best way is determined pragmatically. They use measured rewards. They tend to be inflexible and self contained and lack team-work skills.

28

Type

3

: Common Sense

• As

Learners

leaders

they thrive on plans and time lines. They tackle problems by making unilateral decisions. They lead by personal forcefulness, inspiring quality. They exercise authority by rewards/punishment. (The fewer the rules the better but enforce rigorously the ones you have.) They work hard to make their organization productive and solvent. They need staff who are task-oriented and move quickly.

29

Type

3

: Common Sense Learners

• • • • •

Strength

: Practical application of ideas

Function by

: Factual data gathered from hands-on experiences

Goals

: To bring their view of the present in the line with future security

Careers

: Engineering, applied sciences, surgeons

Favorite Questions

: How does this work?

30

Type 4: Dynamic Learner

• As

learners

they perceive information concretely and process it actively. They integrate experience and application. They learn by trial and error. They are believers in self-discovery. They are enthusiastic about new things. They are adaptable, even relish change. They excel when flexibility is needed. They often reach accurate conclusions in the absence of logical justification.

31

Type 4: Dynamic Learner

• They are risk takers who are at ease with people. They enrich reality by taking what is and adding something of themselves to it. They are sometimes seen as manipulative and pushy. They seek influence 32

Type 4: Dynamic Learner

• As

teachers

they are interested in enabling student self-discovery. They try to help people act on their own visions. They believe curricula should be geared to learners’ interests. They see knowledge as a tool for improving the larger society. They encourage experiential learning. 33

Type 4: Dynamic Learner

• They like variety in instructional methods. They are dramatic teachers who seek to energize their students. They attempt to create new forms, to stimulate life and to draw new boundaries. They tend to rashness and manipulation.

34

Type 4: Dynamic Learner

• As

leaders

they thrive on crisis and challenge. They tackle problems by looking for patterns, scanning possibilities. They lead by energizing people. They exercise authority by holding up a vision of what might be. They work hard to establish their organizations as front runners. They need staff who can follow up and implements details. 35

Type 4: Dynamic Learner

• • • • •

Strengths

: Action and presenting challenges

Function by

: Acting, testing and creating new experiences

Goals

: To bring action to ideas

Careers

: Marketing, sales, entertainment, education, social professions,

Favorite Question

: What if?

36

Carousel One- Brainstorm

• Divide into subject areas • Biology • Chemistry • Earth/Environmental Science • Physical Science/Physics • You will spend ten minutes at each station. Your first task is to list as many activities that fit that learning style. Write them on sticky notes and put on the poster paper.

• Rotate around to complete 4 stations 37

Carousel Two - Lesson Plans

• You will now have 10 minutes at each table again, but this time you are planning a lesson together that will include each of the four learning styles. • Plan together a lesson that you can take back to your school and use with your students. • Share your lesson with the whole group.

38

Teaching is

:

• Adapting your Teaching Style To a variety of Learning Styles Without letting your own over ride.

39

References

• McCarthy, B., 1987,

The 4MAT System,

Excel, Inc. 40