Suzanne GriffithsClare Humphries

Meeting Student Needs:Accommodating Learning Style Preferences in Your Training

CDG EOE 23 March 2012

Workshop outline

• Introduction to Learning Styles • Case study• Group activity• Report back and discussion• Summing up and what next

Learning Styles

• Proposed by Peter Honey and Alan Mumford in 1970s and 80s

• A description of the attitudes and behaviours which determine an individual’s preferred way of learning

• Explains why a group of learners, exposed to the same learning opportunity, may react in very different ways

Honey, P. and Mumford, A. (1992) The Manual of Learning Styles,

3rd ed, Maidenhead: Peter Honey

What is my Learning Style?

• The Learning Styles Questionnaire• An 80 item or 40 item questionnaire• On the CLA’s list of Excluded Works• Available at http://www.peterhoney.com/

• Mini quiz: ‘I learn best when…..’• Have a go!• Tick the statements which apply to you

What is my Learning Style?

• A = Activist

• R = Reflector

• T = Theorist

• P = Pragmatist

Learning styles: Activist

• Open minded – try anything once!• Act first, consider outcome later• Thrive on new challenges, open to change• Risk takers• Easily bored• They are ‘The Doers’

Learning styles: Activist

• Learns best from sessions where:• There is excitement/drama with a range of

activities to tackle• They can have a go

• Learns least from sessions where:• Learning involves a passive role or solitary work• They are required to interpret data

Learning styles: Reflector

• Prefer to stand back and observe situations from different angles

• Good listeners – seek others’ opinions before making up their own mind

• Thorough and methodical• Cautious – not risk takers, not very assertive• They are ‘The Reviewers’

Learning styles: Reflector

• Learns best from sessions where:• They have the opportunity to review what has

happened• They are allowed to watch/think about activities

• Learns least from sessions where:• They are ‘forced into the limelight’• They are involved in situations which require

action without planning

Learning styles: Theorist

• Solve problems in a logical, step-by-step approach• Perfectionists• Prefer rational and objective solutions rather than

ambiguous or subjective solutions• Dislike disorder and uncertainty• They are ‘The Concluders’

Learning styles: Theorist

• Learns best from sessions where:• They are in structured situations with a clear

purpose• They can listen to or read about ideas and

concepts• Learns least from sessions where:

• They are involved in unstructured activities• They have to participate in situations

emphasizing emotions

Learning styles: Pragmatist

• Like to test new ideas to see if they work in practice• Practical, down-to-earth problem solvers• See problems and opportunities as a challenge• Impatient• Task orientated not people orientated• They are ‘The Testers’

Learning styles: Pragmatist

• Learns best from sessions where:• There is an obvious link between subject matter

and an aspect of their job• They have an immediate opportunity to

implement what they have learned• Learns least from sessions where:

• They cannot see an immediate relevance or practical benefit

• The learning seems distant from reality

Your learning style may vary depending on the circumstances…….

And it can be changed!

Your students are likely to have different learning style preferences to you.

Learning Styles

Case Study:

Getting Started with Your Thesis: a workshop for Masters Students

Case Study

• Thesis Support Workshop• Background

• Cranfield University students• Why the workshop is required• An overview of workshop

• Modification of workshop for learning Styles • New workshop feedback

Background

• Cranfield University• Postgraduate education only• Schools in Management, Health, Applied

Sciences, Engineering and Defence• 3,800 students from 100 countries

• School of Management• 850 students per annum• 150 Executive Delegates per week

Thesis Support Workshop

• Why was workshop required?

• Thesis 40% of final mark• Four to six month project • Students were not sure how to get started• Unstructured time – no lectures

• Students were not taking full advantage of the library resources and support available

Workshop Content– 1.5 hours

• Practical Support• How to find theses • How to use Inter Library

Loan services • Review thesis guidelines • Provide tips on common

thesis problems • Encourage one to one

follow up appointment with information specialist

• Refreshers (Student led)• Key subject database • Getting to the full text• Citing, plagiarism and

Refworks • Writing a literature

review • Accessing materials off

campus • Anything else students

have difficulties with

Thesis WorkshopActivities

• Original content delivery• Lecture• Demonstration of resources/techniques• Library publications

• i.e. writing a literature review

• My training on learning styles led me to redevelop the workshop

Learning Style Tasks

• Modifications for Activists

• Ensured students have diverse range of activities to engage in • Students set hands on activities with

computers• Question and Answer section• Discussions about resources with fellow

students

Learning Style Tasks

• Modifications for Reflector

• Promoted workshop before and summarized after• Detailed outline of workshop emailed to students one week

before. • Follow up email sent day after class with summary of

content and links.• Students have hand-outs or list of online resources to

review or revisit• Students given opportunity to make follow up

appointments after workshop.

Learning Style Tasks

• Modifications for Theorists

• Thesis workshop has clear structure and clear purpose. (Improved the design - involved course directors and colleagues in content and structure)

• Students have step by step guides• Students have chance to ask questions on

methodology of writing and researching a thesis.

Learning Style Tasks

• Modifications for Pragmatists

• Obvious link in workshop between activities and need to write a thesis • i.e. changed title of workshop from “Library refresher” to

“Getting Started with Your Thesis”• Changed timing; within 3 weeks of proposal deadline• Techniques learnt save time, increase quality• Students self assess gaps in research skills

How did the Workshop Go?

• Second Year Results• Very successful;

• High attendance by students - relevant• Valued by Course Directors, booking for next year• Many students followed up with one to one

appointments or emails• Feedback comments from students

• The workshop came at the right time. • Looking forward to all the help I can get with my

thesis!

Group Activity

Group Activity

• Split into groups – each to consider a different learning style

• In your group, reflect on your own or your institution’s IL teaching

• Does the session accommodate this learning style?• Please record examples of good practice

• Could the learning style be better supported in the session?

Moving Forward…

• Can you identify one thing you will be able to incorporate in your training?

Learning Style Bias

• Be aware of your own learning style bias • My personal preference for the Activist learning

style is low • How does this affect my teaching?

• I am likely to avoid designing activities that require• Role Play

Summary

• Honey and Mumford identified 4 learning styles• Activist, Reflector, Theorist and Pragmatist

• It is important to consider that students may have different learning styles and to try to accommodate them in our teaching

What next?

• What next......• Fill in the contact form if you want us to email you

the group comments• Review the list of resources in your delegate pack• Take the test and find your learning style!

• Please email us if you have any comments or questions• c.humphries@cranfield.ac.uk• s.t.griffiths@cranfield.ac.uk