Learning Styles Learning Styles WorkshopWorkshop

Learning Styles Learning Styles WorkshopWorkshop

Meg SargentMeg Sargent

sargentm1@southernct.edusargentm1@southernct.edu

Adam GoldbergAdam Goldberg

goldberga2@southernct.edugoldberga2@southernct.edu

Learning Styles

“Specified patterns of behavior and/or performance according to which the individual approaches a learning experience; a way in which the individual takes in new information and develops new skills; the process by which an individual retains new information or skills”

(Sarasin, L.C, 2006)

The manner in which individuals choose, or are inclined to approach, a learning situation (Cassidy, 2004).

The way an individual perceives, organizes, processes, and remembers information (Beebe, Mottet, Roach, 2004).

How do we Learn?

By Seeing (visual)

By Hearing (auditory)

By touching (tactile)

Why is an Understanding of Learning Styles

Important?

Diverse learning communitiesDetermine what’s best for

your studentsMismatch between instruction

and learning styles disastrous

Purpose of this Workshop

Introduction to Learning Styles!!

Specifically:Instruments for MeasurementInstructional StrategiesResources and Assessment Tools

Steps of Teaching Effectiveness:

Understanding Learning (both of self and student)

Understanding Teaching

Assessing Learning

Accommodating Differences

Understanding Learning

How do your students learn best?

How do you learn best?

Understanding Teaching

Consider how you teach in terms of how your students learn: Teaching strategies reflect learning preference

Reflection Activity Think of a recent class.

How did you present new material? What methods did

you use to help students learn (lecture, discussion, group

work, etc)?

Assessing Learning

How do you determine whether your students are actually learning?

Accommodating Differences

Using a knowledge of different learning styles to drive instruction

Ensuring that all students have the opportunity to learn

Examining the 3 Learning

Styles

Examining the 3 Learning

Styles

Visual Learners: Defined

(global, affective, abstract, random, concept-oriented):

Learn by reading and observing others

Visual: Learning

• Holistic focus: need to see how pieces fit together

• Need to visualize what they’re doing (may stop, look into space and visualize what they’re learning)

• Learn best in interactive format: role play, modeling, groups, etc.

• Become impatient with extensive listening

Visual: Teaching

• Use multiple visual formats: charts presentation software, video, notes, worksheets, flip charts, diagrams, etc.

• Write goals/objectives of lesson on board

• Open-ended creative questions encouraging multiple interpretations and solutions

Visual: Teaching

• Leave white space in handouts for note taking.

• Invite questions to help them stay alert

• Emphasize key points to cue when to takes notes.

• Webbing (mind mapping)

Visual: Assessment

• Need open-ended assessment• Assign groups problem-solving

activities (focus on process and product)

• Individual research projects to show mastery of material

• Objective tests should include short answers

• Individual oral presentations (explore, explain and present material)

• Demonstrations (applying material in real contexts)

Auditory Learners: Defined

(concrete sequential, independent, perceptual, field-independent, competitive).

Learn through hearing and speaking

Auditory: Learning

• Most commonly rewarded in post-secondary classrooms

• Skill-oriented & Achievement-oriented• Memorize well• Clarify learning through articulation• Learn from hearing others speak• Prefer processing the spoken versus

written word• Precise, logical, definite

Auditory: Teaching • Traditional lecture; independent work• Group discussion: feedback, paraphrasing

from peers• Individual conference/interviews with

instructor • Allow “thinking time” to process information• Use the Socratic method of lecturing by

questioning

• Tasks calling for specific answers/solutions• Phrasing information several different

ways• Begin new material with “what is coming”

Conclude with “what was covered”• Auditory activities, such as brainstorming,

buzz groups, or Jeopardy• Give time to debrief in order to make

connections

Auditory: Teaching

Auditory: Assessment

• Objective, specific questions orally or written (true-false, multiple-choice, matching, fill-in)

• Summative evaluation requiring individual, specific pieces of information

• Independent research projects

Tactile Learners: Defined

(random learners, behavioral, both dependent and independent learners).

Learn by touching and doing

Tactile: Learning

• Most neglected at post-secondary levels

• Needs rarely addressed outside of laboratory-required classes

• Need opportunities for creative, hands-on learning; interactions with concrete materials

• Learning accommodated through movement

Tactile: Teaching

• Experiential learning activities: labs, modules, educational games

• Simulations (interact with/apply concepts)

• Interaction via technology: audio, video, computers

• Demonstrations/ Role play/ Case Studies

• Internships/Practica/ Field trips• Give frequent stretch breaks (brain

breaks)• Have students transfer information

from the text to another medium such as a keyboard

Tactile: Teaching

Tactile: Assessment

• Respond least effectively to traditional methods of testing, papers, etc. so need to modify conventional assessment

• Demonstrations of learning• Role playing• Simulations, replicas, exhibits,

models

Working in groups, how could you revise your earlier lesson from incorporating different learning styles

CONCLUSION

Implications

Strategies

• Familiarize yourself with research on Learning Styles• Organize informal discussion or focus groups to share

understandings/gain additional perspectives• Analysis of Student Behavior• Develop & Implement Teaching Strategies• On-going Assessment• Commitment: time, resources, administration, faculty

Workshop: A great first step!

How Do We Do It?