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Learning Styles
 

Learning Styles

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    Learning Styles Learning Styles Presentation Transcript

    • Directing Learning Experiences Student Learning Styles
    • Objectives
      • Discuss the importance of considering students' learning styles when designing lessons
      • Evaluate the learning style of your students
      • Assess your own learning style
      • Design lessons that take into account differences in students' learning styles
    • Why Is It Important to Know Students Learning Styles?
      • Students process information differently
      • If educators teach exclusively to one style student’s comfort level may be diminished
      • If only taught in one style students may lose mental dexterity to think in different ways
      • Meet the learning needs of all students
    • Field-dependent and Field Independent Characteristics (Garger & Guild, 1984)
      • Field Dependent Learner
      • perceives globally
      • experiences in a global fashion, adheres to structures as givenships
      • social orientation
      • learns material with social content best
    • Field-dependent and Field Independent Characteristics (Garger & Guild, 1984)
      • Field Dependent Learners
      • attends best to material relevant to own experience
      • requires externally defined goals and reinforcements
      • needs organization provided
      • more affected by criticism
      • uses spectator approach for concept attainment
    • Field-Dependent and Field Independent Characteristics (Garger & Guild, 1984)
      • Field Independent Learners
      • perceives analytically
      • experiences in an articulated fashion, imposes structure or restrictions
      • makes specific concept distinctions, little overlap
      • impersonal orientation
    • Field-Dependent and Field Independent Characteristics (Garger & Guild, 1984)
      • Field Independent Learners-
      • learns social material as an intentional task
      • interested in new concepts for their own sake
      • has self-defined goals and reinforcement
      • can self-structure situations
      • less affected by criticism
      • uses hypothesis-testing approach to attain concepts
    • Field-Dependent and Field Independent Characteristics (Garger & Guild, 1984)
      • Field Dependent Teaching Styles
      • prefers teaching situations that allow interaction and discussion with students
      • uses questions to check on student learning following instruction
      • uses student-centered activities
      • viewed by students as teaching facts
      • provides less feedback, avoids negative evaluation
      • strong in establishing a warm and personal learning environment
    • Field-Dependent and Field Independent Characteristics (Garger & Guild, 1984)
      • Field Independent Teaching Styles
      • prefers impersonal teaching situations such as lectures, emphasizes cognitive aspects of instruction
      • uses questions to introduce topics and probe student answers
      • uses teacher-organized learning situations
      • viewed by students as encouraging to apply principles
      • gives corrective feedback, uses negative evaluation
      • strong in organizing and guiding student learning
    • Learning Styles Analytic vs. Global Learners www.wavefront.com/~nelson/styles.htm
      • Analytical Learners
      • Left-brained
      • Words
      • Numbers
      • Parts
      • Sequential
      • Linear
      • Detail
      • Verbal
      • Punctual
      • Organized
      • Global Learners
      • Right-brained
      • Images
      • Patterns
      • Wholes
      • Simultaneous
      • Patterns
      • Whole picture
      • Non-verbal
      • Without sense of time
      • Creative
      • Intuitive
      • Spontaneous
    • Learning Styles Sensory Learning Modalities
      • VISUAL - (learn by seeing and writing)
      • 40% of learners
      • Can be verbal (sees words) or pictorial (sees pictures)
      • Remembers faces but not names
      • Vivid imaginations
      • Think in pictures
      • Facial expression tells what their emotions are
      • Uses color
      • Caution: TV, Movies, Nintendo can be addicting
    • Learning Styles Sensory Learning Modalities
      • AUDITORY - (learn by listening)
      • 30% of learners
      • Learn from verbal instruction
      • Need phonics
      • Enjoy plays
      • Write lightly and it is not always legible
      • Remember names and forget faces
      • Distracted by noise
      • Remember by listening, especially with music
      • Games and pictures are annoying and distracting
    • Learning Styles Sensory Learning Modalities
      • KINESTHETIC - (large motor, whole body learning)
      • Learn by doing
      • Not avid reader
      • Poor spellers
      • Remember what was done
      • Doesn't "hear" things as well
      • Touch is important
      • Attacks things physically - fight, hit, pound
      • Impulsive
      • Needs math and science manipulatives
      • Loves games
    • Learning Styles Sensory Learning Modalities
      • TACTILE - (small motor learning)
      • Most of the same traits as kinesthetic
      • Note: Kinesthetic and tactile learners have the most difficulty learning to read.
      • Note: All children are very kinesthetic to age 6.
    • Learning Styles Models The Myers-Briggs Type Indicator (MBTI)
      • http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm
      • extraverts (try things out, focus on the outer world of people)
      • or introverts (think things through, focus on the inner world of ideas);
      • sensors (practical, detail-oriented, focus on facts and procedures)
      • or intuitors (imaginative, concept-oriented, focus on meanings and possibilities);
    • Learning Styles Models The Myers-Briggs Type Indicator (MBTI)
      • thinkers (skeptical, tend to make decisions based on logic and rules)
      • or feelers (appreciative, tend to make decisions based on personal and humanistic considerations);
      • judgers (set and follow agendas, seek closure even with incomplete data)
      • or perceivers (adapt to changing circumstances, resist closure to obtain more data).
    • Learning Styles Models Kolb's Learning Style Model
      • Type 1 (concrete, reflective).
        • A characteristic question of this learning type is "Why?"
        • learners respond well to explanations of how course material relates to their experience, their interests, and their future careers.
        • To be effective instructor should function as a motivator.
    • Learning Styles Models Kolb's Learning Style Model
      • Type 2 (abstract, reflective).
        • A characteristic question of this learning type is "What?"
        • learners respond to information presented in an organized, logical fashion and benefit if they have time for reflection.
        • To be effective, the instructor should function as an expert.
    • Learning Styles Models Kolb's Learning Style Model
      • Type 3 (abstract, active).
        • A characteristic question of this learning type is "How?"
        • learners respond to having opportunities to work actively on well-defined tasks and to learn by trial-and-error in an environment that allows them to fail safely.
        • To be effective, the instructor should function as a coach, providing guided practice and feedback.
    • Learning Styles Models Kolb's Learning Style Model
      • Type 4 (concrete, active).
        • A characteristic question of this learning type is "What if?"
        • learners like applying course material in new situations to solve real problems.
        • To be effective, the instructor should stay out of the way, maximizing opportunities for the students to discover things for themselves.
    • Learning Styles Models Herrmann Brain Dominance Instrument (HBDI)
      • Quadrant A (left brain, cerebral). Logical, analytical, quantitative, factual, critical
      • Quadrant B (left brain, limbic). Sequential, organized, planned, detailed, structured
      • Quadrant C (right brain, limbic). Emotional, interpersonal, sensory, kinesthetic, symbolic
      • Quadrant D (right brain, cerebral). Visual, holistic, innovative
    • Learning Styles Models Felder-Silverman Learning Style Model
      • sensing learners (concrete, practical, oriented toward facts and procedures)
      • or intuitive learners (conceptual, innovative, oriented toward theories and meanings)
      • visual learners (prefer visual representations of presented material--pictures, diagrams, flow charts)
      • or verbal learners (prefer written and spoken explanations)
    • Learning Styles Models Felder-Silverman Learning Style Model
      • inductive learners (prefer presentations that proceed from the specific to the general)
      • or deductive learners (prefer presentations that go from the general to the specific)
      • active learners (learn by trying things out, working with others)
    • Learning Styles Models Felder-Silverman Learning Style Model
      • or reflective learners (learn by thinking things through, working alone)
      • sequential learners (linear, orderly, learn in small incremental steps)
      • or global learners (holistic, systems thinkers, learn in large leaps)
    • Determine Student and Teacher Learning Styles
      • Observation of students in class and response to assignments
      • GEFT Test
      • MBTI
      • Several tests on-line
    • How do we develop lessons that consider learning styles?
      • Develop lesson to suit teachers learning style and add diverse activities
      • Vary assessment activities
      • Include the use of all the senses
      • Use a variety of teaching techniques
      • Offer alternative paths
      • Type of feedback given
      • Variety of instructional materials
    • Application
      • Students will complete one of the learning styles inventories.
      • http://snow.utoronto.ca/Learn2/mod3/index.html
      • Learning Styles Test of the Center for New Discoveries in Learning http://www.howtolearn.com/personal.html
      •   Keirsey Character Sorter & Keirsey Temperament Sorter http://keirsey.com/
      • http://www.womensmedia.com/seminar-learningstyle.html
      • http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
      • http://www.d.umn.edu/student/loon/acad/strat/lrnsty.html
      • http://capital2.capital.edu/faculty/afields/STYLE.HTM
      • Demonstrate knowledge of learning styles in lesson plans and peer teaching.
    • Evaluation
      • Teaching Plans
      • Mid-semester Exam