Learning Styles Adapting our training for student learning styles Richard Felder Linda Silverman.

Learning Styles

Adapting our training for student learning styles

Richard Felder

Linda Silverman

How do we turn information into learning? What types of information do we perceive? How do we take it in? How do we like our information

organised? How do we process it? How do we gain understanding?

Preferred Learning Styles

Aspect of Aspect of LearningLearning

Learning StylesLearning Styles

Perception Sensory(concrete)

Intuitive(abstract)

Input Visual Verbal

Organisation Inductive Deductive

Processing Active Reflective

Understanding Sequential Global

Perception of InformationSensorySensory IntuitiveIntuitive

Concrete Abstract

Sights, sounds Speculation, imagination, insights

Facts, data, experiments Principles, theories, symbols, concepts, relationships

Sensors & Intuitors Same as in Myer-Briggs Type Indicators

See

www.humanmetrics.com

Daydreaming?

Teaching sensors & intuitors Blend concrete information

facts, data, observable phenomena

and abstract information principles, theories, mathematical

models

Visual and Verbal InputVisualVisual Verbal Verbal

SightsPicturesChartsSymbols

Graphs Colours

SoundsWordsDiscussionsTone of voiceStories

Remember what they see, especially if they draw it

Remember what they hear, especially if they explain it to others

Visual and Verbal Input The written word (notes or PowerPoint)

is not visual but verbal Our brain translates the writing

into words

Visual learner

Teaching visual and verbal Visual – not just text

Pictures, diagrams, colour, demonstrations, animation, tables, graphs, graphic design

Verbal - Be expressive Strong words, intonation, varied loudness and rhythm, stories

Use multisensory Use all senses including kinesthetic





Intuitive(abstract)

Input Visual Verbal




Inductive & Deductive Organisation

Infer principles Natural learning style

Deduce consequences “Natural” teaching style

generalities

particulars

Inductive

Deductive

Inductive-DeductiveFacts, observations, events

So what? Generalise

Inductive

Now what? Apply

Deductive

Interpret

Inductive-Deductive

Known(facts, real)

Unknown(principles)

Constructivism

Teaching inductive & deductive learners Start with observations or problem Infer governing rules, principles, equations Deduce other implications or consequences

Exercises Give phenomenon/observations Ask for underlying principles Apply theory

Active and Reflective Learners

Active Active ExperimentationExperimentation

Do something with it Discuss it, explain it Test it - experiment

Reflective Reflective ObservationObservation

Introspective Postulate

explanations Draw analogies Formulate models

Perceived information is converted to knowledge by:

Teaching active and reflective learners Active

“What will the students be doing?”

Reflective Include pauses

Do both eg small discussion groups with

report back

Reflective is not passive!

Active and passive teaching Active and reflective learners both need to

do something – external or internal Passive teaching

(eg lectures – watch and listen)

suits neither!





Intuitive(abstract)

Input Visual Verbal




Sequential & Global Understanding

SequentialSequential Trees Learn progressively Linear reasoning Convergent thinking Analysis

GlobalGlobal Forest “fits and starts” Intuitive leaps Divergent thinking Synthesis

Homework

Sequential and Global Learning

Sequential and Global Learning

Exam Time

Passmar

k

Learning

Teaching sequential and global learners Sequential

Already well catered for

Global Start with context and “big picture” Introduce advanced concepts early Encourage creative solutions Make them aware of their different

learning style





Intuitive(abstract)

Input Visual Verbal




Models of Learning & Teaching Styles

Learning Styles Teaching StylesPerception Sensory

Intuitive Content Concrete

Abstract

Input VisualVerbal

Presentation

VisualVerbal

Organisation

InductiveDeductive

Organisation

InductiveDeductive

Processing ActiveReflective

Student participation

ActivePassive

Understand-ing

SequentialGlobal

Perspective SequentialGlobal

Most StudentsMost Students



Abstract

Input VisualVerbal

Presentation

VisualVerbal

Organisation

InductiveDeductive

Organisation

InductiveDeductive



ActivePassive

Understand-ing

SequentialGlobal


MostMost TeachersTeachers

**

******

**

Most StudentsMost Students



Abstract

Input VisualVerbal

Presentation

VisualV erbal

Organisation

InductiveDeductive

Organisation

InductiveDeductive



ActivePassive

Understand-ing

SequentialGlobal


MostMost TeachersTeachers

**

******

**

Most TeachingMost Teaching

Online Questionnaire

www.engr.ncsu.edu/learningstyles/ilsweb.html

So is all So is all lost?lost?

No!No!

Teaching for all Learning Styles

Motivate learning, provide Motivate learning, provide contextcontext

Relate to previous material, what is to come, other subjects, student’s experience

Inductive/global


Balance concrete & abstractBalance concrete & abstract Facts, data, experiments

Sensing Principles, theories, mathematical

models Intuitive


Balance Balance practical & practical & understandingunderstanding

Practical problem solving Sensing/active

Fundamental understandings Intuitive


Encourage reflectionEncourage reflection Do not fill every minute of class

timeReflective


Engage studentsEngage students Provide opportunities for

activities, other than note takingActive


Balance Balance detail and open-endeddetail and open-ended Provide practice in the basics

Sensing/active/sequential Provide open-ended problems that

need analysis and synthesis

Intuitive/reflective/global


Encourage cooperationEncourage cooperation Give the option for students to

work together on assignments Active


Encourage failureEncourage failure Applaud creative solutions, even if

they are wrong Intuitive/global


Self-awarenessSelf-awareness Talk to students about their

learning styles All

Learning Styles Adapting our training for student learning styles Richard Felder Linda Silverman.

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