NAU 09 Sem VIII Learning Styles
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Transcript of NAU 09 Sem VIII Learning Styles
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ExCEEd Teaching Workshop July 12 - 17, 2009 1
Seminar VIII
Learn ing Sty les
Debra Larson
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When Things Are Going Wrong
In Class
What do you notice about
students behavior?
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When Things Go Wrong
As the Professor, maybe:
Become overly critical of students
Students today are not like students of yesterdayYou against them
Begin to doubt if in right profession
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ExCEEd Teaching Workshop July 12 - 17, 2009 4
Perhaps your teaching
techniques do notmatch your students
learning styles
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ExCEEd Teaching Workshop July 12 - 17, 2009
This Presentations Objectives
Determine your ownlearning style?
Recognize the ILS
dimensions Describe the
consequences of
mismatch Match teaching techniques
to learning styles.
Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
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ExCEEd Teaching Workshop July 12 - 17, 2009 6
What is your preferredlearning style?
Caveats
Many different learning style modelsLeave out important factors
Learning is dynamic
Avoid over-interpreting results
Felder, R.M. and Spurlin, J. 2005. Applications, Reliability and Validity of the Index of
Learning Styles. Int. J. of Eng Educ. Vol. 21, No. 1. pp. 103-112
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ExCEEd Teaching Workshop July 12 - 17, 2009
Index of Learning Styles
(ILS)
Read each question and answer by
circling a or b to every question.
Choose only one answer.
If both a or b seem to apply, choose
the one that applies more frequently.
Barbara Soloman and Richard Felder
North Carolina StateUniversityhttp://www.engr.ncsu.edu/learningstyles/ilsweb.html
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Question a b
1 __ 1
5 __ 1
9 1 __
ACT/REF
In the first part of the scoring sheet,designate your a or b choice by putting a 1
in the appropriate column of your scoring sheet.
Scoring Your ILS
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ExCEEd Teaching Workshop July 12 - 17, 2009
Scoring Your ILS
In the second part, total the columns and writethe totals in the indicated spaces
a = 2, and b = 9
For each dimension (e.g. ACT/REF), subtract thelarger score from the smaller one.
9-2 = 7
Write this difference in the third part along with
the letter of the larger score.
ACT/REF = 7b
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ExCEEd Teaching Workshop July 12 - 17, 2009
Plot Your Results
Each spoke of the wheel represents
a scale with two dimensions, the a
and b side.
For now, ignore the circles inscribed
on the wheel.
4 8 114811
a b
0
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4 8 114811
a b
Visual Verbal
Sensory
Intuitive
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4 8 114811
a b
Active
Reflective
Visual Verbal
Sensory
Intuitive
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ExCEEd Teaching Workshop July 12 - 17, 2009
4 8 114811
a b
4
8
11
4
8
11
a
b
Global
Sequential
Active
Reflective
Visual Verbal
Sensory
Intuitive
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As a group, how do we look?
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ExCEEd Teaching Workshop July 12 - 17, 2009 17
Learning style models tell us aboutpreferences for:
taking in information
processing that information.
What do thedimensions mean?
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ExCEEd Teaching Workshop July 12 - 17, 2009 18
ILS Dimensions
Inputvisual---- verbal
Pictures, diagrams, graphs,
demonstrations
Sounds, written and spokenwords, formulas
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ILS Dimensions
Perception
sensory- - - - intuitive
Sights, sounds, physical sensations
Practical & methodical
Memories, ideas, insights
Abstract & imaginative
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ILS Dimensions
Organizationinductive---- deductive
Facts and observations first,
then infer principles
Natural human learning style
Principles given first,applications deduced
Natural human teaching style
Not incorporated into the I LS
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ExCEEd Teaching Workshop July 12 - 17, 2009 21
ILS Dimensions
Processingactive- - - - reflective
Learn by doing
Working with others
Thinking through things
Work alone
ILS Di i
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ILS Dimensions
Understanding
sequential- - - - global
Logical progression of smallincremental steps. Solve problems w/o
complete understanding. Orderly and
easy to follow solutions
In large jumps and holistically
Solve problems - all or nothing
Systems thinking and synthesizer
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There you have it
The Missing Dimens ion
Learn ing Styles and
Class room Impl icat ions
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ExCEEd Teaching Workshop July 12 - 17, 2009
ILS Dimensions: Organization
inductive---- deductive
Not incorporated into the I LS
Theory
x yz Theory
xy
z
Novices Experts
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ILS Dimensions: Organization
inductive---- deductive
Not incorporated into the I LS
The best teaching method is inductionbut it isntconcise and prescriptiveI dont want instructors to
be able to determine somehow that their students
prefer deductive presentation and use thatto justifythe traditional (deductive), but less effective lecture
paradigm.
Felder, R. 2002, Authors preface to Learning and teaching styles in engineeringeducation. http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf
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ExCEEd Teaching Workshop July 12 - 17, 2009
Learning and Teaching Mismatch
Most engineering
students1 are:
Visual
SensingActive
Sequential
Inductive
Most teaching2 is:
Verbal
Intuitive
Neither Act. or Ref.
Sequential
Deductive
1Zyno, M.S. 2003. A contribution to validation of score meaning for Felder-
Solomans Index of Learning Styles. ASEE Conference Proceedings, Session 2351.2
Felder, R. and L. Silverman. 1988. Learning and teaching styles in engineeringeducation. Engr. Education, 78(7) 674-681.
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Consequences & What to Do
Learning is interrupted whenteaching is in only the less-
preferred modes.
Teaching in only the preferred
modes wont develop mental
dexterity.
Accommodate all learning styles by
teaching around the wheel.
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Question
Indentify three teaching techniquesthat go beyond:
Non-stop verbal presentation that starts
with the fundamentals and theory, and
is organized in discrete, linear chunks.
Match the technique to one or more
ILS dimension
See Handout - Teaching to All Types found
in Felder, R., 1996, Matters of Style
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Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
Teaching Around the Wheel
Incorporate sketches,
graphs, pictures,demonstrations,
simulations, video clips
into lectures
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ExCEEd Teaching Workshop July 12 - 17, 2009
Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
Teaching Around the Wheel
Present concrete
evidences first s.a. war
stories, lab observation,every-day phenomena,
practical numerical
problems. Pose a
challenge
See Prince, M.J. and R. M. Felder, 2006, Inductive Teaching and Learning Methods:Definitions, Comparisons, and Research Bases. J. Engr. Education, 95(2), 123-138.
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Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
Teaching Around the Wheel
Use brief in-class group
problem solvingactivities. Use and pass
around toys. Encourage
collaboration on
homework.
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ExCEEd Teaching Workshop July 12 - 17, 2009
Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
Teaching Around the Wheel
Ask questions and
pause, Integrate CATs,
Students create theirown: questions,
examples, solution
plans, Journaling &
PMs
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ExCEEd Teaching Workshop July 12 - 17, 2009
Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
Teaching Around the Wheel
Use analogies. Connect
new material to other
material in class, inother classes, in other
disciplines, in every day
life. Find and describe
the big picture. Provideoverviews.
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In Summary
You will have students of all learningstyles.
We need all styles in engineering.
We need to address all styles in ourclasses, not just one.
Do so by incorporating a small numberof additional techniques.
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ExCEEd Teaching Workshop July 12 - 17, 2009
Global
Sequential
Active
Reflective
Visual
Verbal
Sensory
Intuitive
Inductive
Deductive
Equal Opportunity Learning
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ExCEEd Teaching Workshop July 12 - 17, 2009
The One-Minute Paper
on Learning StylesWhat was the most important thing you learned?
What important question remains unanswered?
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Good References
Felder, R., 1996, Matters of Style, ASEE Prism,6(4), 18-23, December.http://www2.ncsu.edu/unity/lockers/f/felder/public/Papers/LS-Prism.htm
Felder, R., 1988, How Students Learn:Adapting Teaching Styles to Learning Styles,Front iers in Education Conference
Proceedings, 489-493.
Wankat, P. and F. Oreovicz, 1993, TeachingEngineer ing, McGraw-Hill, Inc., 244-305.
Bransford, J.D. & others, 2000, How PeopleLearn, National Academy Press