Practical Advice About Practical Advice About Learning PreferencesLearning Preferences

Peter FenrichPeter FenrichInstructional Development ConsultantInstructional Development Consultant

Learning and Teaching Centre (bcit.ca/ltc)Learning and Teaching Centre (bcit.ca/ltc)British Columbia Institute of TechnologyBritish Columbia Institute of Technology

Tel: 604-432-8817Tel: 604-432-8817Peter_Fenrich@bcit.caPeter_Fenrich@bcit.ca

Bridge-in

Have you ever felt that you would Have you ever felt that you would understand if instead the teacher …?understand if instead the teacher …?

Are you sure all of your students will Are you sure all of your students will like some of your teaching methods?like some of your teaching methods?

Outcome

By the end of this lesson, By the end of this lesson, yyou should be able to ou should be able to design lessons that design lessons that effectively accommodate effectively accommodate the varied learning the varied learning preferences of your preferences of your students.students.

Pre-assessment

What do you already know What do you already know about learning preferences?about learning preferences?

What can you do to address What can you do to address learning preferences when learning preferences when you teach?you teach?

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Topics

What are some preferences?What are some preferences?

- Self-assessment- Self-assessment Research resultsResearch results Practical advicePractical advice

Learning Preferences:Learning Preferences:

What are some What are some preferences?preferences?

Characteristic behaviours that Characteristic behaviours that indicate how people prefer to learn. indicate how people prefer to learn.

Relatively stable over time.Relatively stable over time. Also called learning styles and Also called learning styles and

cognitive styles.cognitive styles.

Preferences

Learning Preferences

The following activity will help you The following activity will help you discover your own learning preferences discover your own learning preferences and how your preferences compare to and how your preferences compare to others.others.

Preferences regard the way you think Preferences regard the way you think about and do things, media, working about and do things, media, working individually or in groups, the individually or in groups, the environment around you…environment around you…

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Preferences

Self-assessment

Abstract: You prefer ideas. You can Abstract: You prefer ideas. You can visualize to conceive ideas to believe visualize to conceive ideas to believe what you cannot see. You use your what you cannot see. You use your intuition and imagination. You look for intuition and imagination. You look for subtle implications.subtle implications.

Concrete: You bring in information Concrete: You bring in information directly through your senses. You prefer directly through your senses. You prefer the obvious rather than hidden meanings the obvious rather than hidden meanings or subtle relationships between ideas.or subtle relationships between ideas.

Circle Abstract or ConcreteCircle Abstract or Concrete

Preferences

Abstract Versus Concrete

Random: You prefer to organize Random: You prefer to organize information in chunks that may information in chunks that may not be in a particular order. You not be in a particular order. You sometimes skip procedural steps sometimes skip procedural steps and still produce what is needed. and still produce what is needed.

Sequential: You prefer to Sequential: You prefer to organize information in a step-by-organize information in a step-by-step, linear way. You follow a step, linear way. You follow a logical train of thought.logical train of thought.

Circle Random or SequentialCircle Random or Sequential

Preferences

Random Vs Sequential

Active ExperimentationActive Experimentation

- Trying something out, - Trying something out,

then thinking about itthen thinking about it Reflective ObservationReflective Observation

- Watching and thinking- Watching and thinking

before trying it outbefore trying it out From R/S: From R/S:

Circle Active or ReflectiveCircle Active or Reflective

Preferences

Active Versus Reflective

Some prefer learning alone while some Some prefer learning alone while some prefer learning with others.prefer learning with others.

From Active or Reflective:From Active or Reflective:

Circle Individual or GroupsCircle Individual or Groups

Preferences

With or Without Others?

Learners have different preferences Learners have different preferences for visuals, audio, and text.for visuals, audio, and text.

From Individual or Groups, if you From Individual or Groups, if you could only choose one:could only choose one:

Circle Text, Audio, or VisualsCircle Text, Audio, or Visuals ““Check” your learning style up frontCheck” your learning style up front

Preferences

Media Preferences

Should you assess your students’ Should you assess your students’ learning learning preferencespreferences??

Informal discussions with an Informal discussions with an individual are beneficial.individual are beneficial.

Preferences

To Assess Or Not To Assess

There is likely variation in how There is likely variation in how individuals feel about this activity of individuals feel about this activity of self-assessing one’s own learning self-assessing one’s own learning preferences.preferences.

What can you predict about any What can you predict about any activity you do?activity you do?

How would a student feel if all How would a student feel if all learning activities were done in a learning activities were done in a way he or she disliked?way he or she disliked?

Preferences

“Preferences” Activity

Topic: _______________________Topic: _______________________ Get agreement on:Get agreement on:

Abstract ___ or Concrete ___Abstract ___ or Concrete ___

Random ___ or Sequential ___Random ___ or Sequential ___

Active ___ or Reflective ___Active ___ or Reflective ___

Individual ___ or Groups ___Individual ___ or Groups ___

Text ___ or Audio ___ or Visual ___Text ___ or Audio ___ or Visual ___

Preferences

Pair Preferences Consensus

Was the process easy or difficult?Was the process easy or difficult? What about a class of 20?What about a class of 20? Imagine all the topics in your course.Imagine all the topics in your course. Should you ask your students how Should you ask your students how

you should teach?you should teach? Note that your teaching preferences Note that your teaching preferences

will not be the same as your will not be the same as your students’ learning preferences.students’ learning preferences.

Preferences

Pair Consensus

Learners have different preferences Learners have different preferences for environmental factors such as:for environmental factors such as:

Temperature, time of day, quiet/in the Temperature, time of day, quiet/in the midst of things, couch/desk/floormidst of things, couch/desk/floor

How do these factors impact How do these factors impact learning?learning?

Preferences

Environmental Factors

There are many other preferences, There are many other preferences, such as:such as:

- holists/serialists- holists/serialists

- introverted/extroverted- introverted/extroverted

- kinesthetic preferences or not- kinesthetic preferences or not At some point watch: At some point watch:

http://www.ted.com/talks/susan_cainhttp://www.ted.com/talks/susan_cain_the_power_of_introverts.html_the_power_of_introverts.html

Preferences

Other Preferences

AgeAge Life experiences (work, school)Life experiences (work, school) Life situation (married, children, time)Life situation (married, children, time) Ethnic/cultural backgroundEthnic/cultural background Intellectual abilityIntellectual ability Physical ability and disabilityPhysical ability and disability________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__

We must respect individual We must respect individual differences and not stereotypedifferences and not stereotype

Preferences

Other Factors

Enable learners to make content meaningful.Enable learners to make content meaningful. No common learning preference. Stories, seeing then No common learning preference. Stories, seeing then

doing, and hands-on approaches are culturally aligned.doing, and hands-on approaches are culturally aligned. Connect by learning about him/her, share storiesConnect by learning about him/her, share stories Earn trust, you may not start with any.Earn trust, you may not start with any. Do NOT stereotype, treat everyone in the class equally.Do NOT stereotype, treat everyone in the class equally. Each person is unique.Each person is unique. Be sensitive to transitional issues (e.g., rural to urban, Be sensitive to transitional issues (e.g., rural to urban,

community to academic, disconnect from home…).community to academic, disconnect from home…). Be accepting, inclusive, and open to differences.Be accepting, inclusive, and open to differences. Be caring, be respectful, and create a safe space.Be caring, be respectful, and create a safe space. Believe he/she will succeed.Believe he/she will succeed. For yourself and students: http://www.bcit.ca/aboriginal/For yourself and students: http://www.bcit.ca/aboriginal/

Preferences

When Teaching Aboriginal Students:

For your teaching, write down your For your teaching, write down your three most important conclusions three most important conclusions about learning preferences.about learning preferences.

1) ___________________________________ 1) ___________________________________

___________________________________ ___________________________________ 2)2) ___________________________________ ___________________________________

______________________________________________________________________ 3)3) ___________________________________ ___________________________________

______________________________________________________________________

Preferences

Conclusions

Learning preferences are internal Learning preferences are internal and unique to individuals and and unique to individuals and teachers.teachers.

Many valid ways to categorize Many valid ways to categorize preferences. Categorizing via one preferences. Categorizing via one model neglects other models.model neglects other models.

May not be worthwhile to assess.May not be worthwhile to assess. It is usually not practical to ask It is usually not practical to ask

students how you should teach.students how you should teach.

Preferences

Key Points to Remember

Learning Preferences:Learning Preferences:

Research ResultsResearch Results

Which learning preference leads to Which learning preference leads to the best achievement scores?the best achievement scores?

Overall, all are equal.Overall, all are equal. However, depending on the situation However, depending on the situation

and what is being taught, one and what is being taught, one specific learning preference can be specific learning preference can be better than another.better than another.

Research Results

Achievement

Matching a student’s learning Matching a student’s learning preferences to your teaching preferences to your teaching preferences can lead to higher preferences can lead to higher achievement.achievement.

But some studies have shown no But some studies have shown no differences in achievement. What differences in achievement. What explains that?explains that?

Remember that students are also Remember that students are also responsible for their learning.responsible for their learning.

Research Results

Matching

Student preferences are found along a Student preferences are found along a continuum with few at the extremes.continuum with few at the extremes.

Why is that significant?Why is that significant? Learner achievement is affected by more Learner achievement is affected by more

than just learning preferences.than just learning preferences. What also affects achievement?What also affects achievement? Natural ability, current ability, experience, Natural ability, current ability, experience,

time, perseverance, language ability…time, perseverance, language ability…

Research Results

Matching (continued)

In general, each learning preference In general, each learning preference is equal in terms of achievement.is equal in terms of achievement.

Matching learning preferences with Matching learning preferences with your teaching preferences can lead your teaching preferences can lead to increased achievement and better to increased achievement and better attitudes.attitudes.

Effective learning can occur when Effective learning can occur when preferences are mismatched.preferences are mismatched.

Research Results

Key Points to Remember

Learning Learning Preferences::

Practical AdvicePractical Advice

VideoVideo

Each student should sometimes Each student should sometimes be taught in a way that he or she be taught in a way that he or she prefers!prefers!

No one single teaching method or No one single teaching method or medium is perfect for all learners!medium is perfect for all learners!

Practical Advice

Underlying Philosophies

Go beyond basic teaching methods.Go beyond basic teaching methods. Use a variety of instructional Use a variety of instructional

activities, especially for different activities, especially for different domains of learning outcomes.domains of learning outcomes.

With respect to learning preferences, With respect to learning preferences, why is varying activities important?why is varying activities important?

Practical Advice

Variety of Activities (1)

Practical Advice

Variety of Activities (2)

A key to effective learning is interactivity A key to effective learning is interactivity (i.e., learners think and/or do). Meaningful (i.e., learners think and/or do). Meaningful and relevant interactions engage and relevant interactions engage allall learners!learners!

Different questioning techniques and Different questioning techniques and question types provide variation (e.g., question types provide variation (e.g., asking why, how, divergent, and asking why, how, divergent, and convergent questions, for a prediction, for convergent questions, for a prediction, for the next step, …).the next step, …).

Practical Advice

Interactivity/Questioning…

Experiential learning is a cyclical Experiential learning is a cyclical model that addresses preferences.model that addresses preferences.

Practical Advice

Experiential Learning

Stage 1: ExperienceStage 1: Experience Stage 2: Reflect on the experienceStage 2: Reflect on the experience Stage 3: Conclusions – Think about Stage 3: Conclusions – Think about

the theory, make generalizations, the theory, make generalizations, hypothesize, consider what should hypothesize, consider what should change, transfer ideas to related change, transfer ideas to related situations …situations …

Stage 4: Plan for the next experienceStage 4: Plan for the next experience

Practical Advice

Experiential Learning (cont’d)

Include a variety of media, as is Include a variety of media, as is appropriate.appropriate.

Providing both visual and text-based Providing both visual and text-based content reaches most learners.content reaches most learners.

Learning through more than one Learning through more than one medium involves more areas of the medium involves more areas of the brain.brain.

Practical Advice

Variety of Media

Have some pair or group activities.Have some pair or group activities. Consider problem-based learning Consider problem-based learning

and case studies.and case studies. Consider challenge problems.Consider challenge problems.

Practical Advice

Other Recommendations

Write down three ways you can Write down three ways you can address learning preferences for address learning preferences for your students.your students.

1) ___________________________________ 1) ___________________________________ ___________________________________ ___________________________________ 2)2) ___________________________________ ___________________________________ ______________________________________________________________________ 3)3) ___________________________________ ___________________________________ ______________________________________________________________________ ______________________________________________________________________

Practical Advice

Conclusions

You should sometimes teach each You should sometimes teach each student in a way he/she learns best.student in a way he/she learns best.

No one single teaching method is No one single teaching method is perfect for all.perfect for all.

Use a variety of instructional Use a variety of instructional strategies that go beyond basic strategies that go beyond basic teaching methods.teaching methods.

Consider the experiential learning Consider the experiential learning model.model.

Practical Advice Summary

Key Points to Remember

Make lessons highly interactive.Make lessons highly interactive. The interactions should be The interactions should be

meaningful and relevant.meaningful and relevant. Vary the types of interaction that you Vary the types of interaction that you

provide.provide. Include a variety of media.Include a variety of media. Have your students do some work in Have your students do some work in

pairs or groups.pairs or groups.

Practical Advice Summary

Key Points to Remember

What questions about What questions about learning preferences, learning preferences,

research, and practical research, and practical advice do you still have?advice do you still have?