Ohana-Learning Styles
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Ohana-Learning Styles
- 1. Reaching Them All:Reaching Them All: Using Learning Styles toUsing Learning Styles to Teach More EffectivelyTeach More Effectively CARLOS F. CAMARGO, PH.D. OHANA FOUNDATION
- 2. OHANA TEFL SERIES 2 What Do You Know? Using the paper provided by the facilitator, identify what you already know about learning styles by creating one of the following: • Essay • Outline • Concept map An example of a mind map is in your manual in Appendix A on page 26.
- 3. OHANA TEFL SERIES 3 Discussion o What are some key areas you identified about Learning Styles? o What did you think of this technique? • Do you think you would find it more difficult to assess an outline or a concept map compared to an essay?
- 4. OHANA TEFL SERIES 4 Objectives o Identify three main learning styles in the Sarasin model o Determine your personal learning style o Define characteristics of each style o Develop strategies for reaching each style o Select appropriate teaching methods to meet the course outcomes of a given course
- 5. OHANA TEFL SERIES 5 What is a Learning Style? o “A certain pattern 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, and the process by which the individual retains new information or new skills.” -Sarasin, 1999
- 6. OHANA TEFL SERIES 6 Influences on Learning Styles o Environment o Personality o Biology/genetics • 3/5 is genetically determined (Dunn, 1990) o Developmental • May change learning styles as student matures (Kolb, 1984)
- 7. OHANA TEFL SERIES 7 Do Labels Matter? o Each author has his/her own theory and label for how students learn o Research is ongoing, particularly with adult learners o Focus is on what faculty can do to improve student learning
- 8. OHANA TEFL SERIES 8 Sarasin-1999 o Auditory • Learns best by hearing information o Visual • Learns best by seeing information in some kind of visual form o Tactile/Kinesthetic • Learns best by being physically and actively involved in learning
- 9. OHANA TEFL SERIES 9 What Does it Mean? o Ohana TEFL encourages students to learn their style according to the Sarasin model: • Auditory, Visual, Kinesthetic o Each student learns differently o Instructors need to try and reach as many students as possible o Certain methods can reach more than one type of students
- 10. OHANA TEFL SERIES 10 What’s My Style? o Complete the learning style quiz provided to you by the facilitator o Select the best answer to the question, realizing that occasionally no answer will match completely
- 11. OHANA TEFL SERIES 11 Activity o Break into groups by your learning style o Answer the questions on the sheet provided by the facilitator
- 12. OHANA TEFL SERIES 12 Auditory Learner Descriptors o Abstract sequential o Reflective o Independent o Achievement-oriented o Memory-oriented o Competitive o Skill-oriented
- 13. OHANA TEFL SERIES 13 Auditory Learners in the Classroom o Learn best by hearing • Lectures and/or audiotapes o Distract easily • Noise or music o Talk to self aloud o Participate in class discussions • Need time to consider ideas before speaking o Tape and then listens to lectures later o Use mnemonic devices
- 14. OHANA TEFL SERIES 14 Visual Learner Descriptors o Abstract random o Global o Concrete o Active o Affective o Field-sensitive o Concept-oriented
- 15. OHANA TEFL SERIES 15 Visual Learners in the Classroom o Like graphics, pictures, diagrams o Find verbal instructions difficult as mind sometimes wanders o Likes to read, generally a good speller o Doodles frequently, usually organized o Has good handwriting o Notices details
- 16. OHANA TEFL SERIES 16 Kinesthetic Learner Descriptors o Dependent and independent o Creative o Behavioral o Needs interaction o Physical by nature o Sensory o Active
- 17. OHANA TEFL SERIES 17 Kinesthetic Learners in the Classroom o Likes motion and physical application of information o May prefer other activities other than reading – could be poor speller o Uses hands while speaking o Works through problems physically – translates brain to body quickly
- 18. OHANA TEFL SERIES 18 Activity o Review the student descriptions on the sheet the facilitator provided o Identify each student’s learning style o Form a group of 3 with the people on either side of you and share your results o Identify any areas of disagreement and come to a group conclusion
- 19. OHANA TEFL SERIES 19 What Difference Does My Style Make? Your learning style affects the way you structure: • Quizzes/tests • Presentations • Lectures • Demonstrations • Lab time
- 20. OHANA TEFL SERIES 20 Current Research Shows o “A relationship between learning styles and teaching styles is a factor in the success of postsecondary students.” (Sarasin, 1999) o James Anderson (1985) says that the interaction among teaching styles and learning styles and the classroom environment is primary to the structure and process of learning.
- 21. OHANA TEFL SERIES 21 How Can I Use This in Class? o Design activities that meet all types of learning styles o Change activities often • Every 15-20 minutes of class time o Use activation to gain attention o Be aware of your learning method when planning your class
- 22. OHANA TEFL SERIES 22 Auditory Activation Activities o Verbal questioning o Focusing using directive questions o Verbal sharing or interaction • Has this ever happened to you? What do you think about this? o Reword directions, expectations and important points
- 23. OHANA TEFL SERIES 23 Auditory Instructional Activities o Lecture o Discussion o Activities that involve memory o Verbal sorting o Individual work • Students will keep a running commentary in their heads while working. Also appeals to their competitive nature
- 24. OHANA TEFL SERIES 24 Auditory Assessment Techniques o Allow students to give oral presentation o Question and answer session o Include questions on tests that appeal to their concrete, ordered nature • Multiple choice • Ranking o Allow them to conduct and present an original research project • Concentrates on independent nature
- 25. OHANA TEFL SERIES 25 Visual Activation Activities o Add visual aids to instructions o Focusing using writing as a response o Include visual stimuli in explanation o Use graphics, charts, diagrams to gain attention o Provide a “big-picture” view • Appeals to their holistic method of learning
- 26. OHANA TEFL SERIES 26 Visual Instructional Activities o Visual formats • PowerPoint appeals to both visual and auditory o Models and demonstrations o Videos o Mind (concept) maps o Field trips • Appeals to their holistic view of the concept o Group work • Appeals to their social nature
- 27. OHANA TEFL SERIES 27 Visual Assessment Techniques o Problem-based learning o Case study o Projects o Tests that include essay or short- answer questions o Mind maps
- 28. OHANA TEFL SERIES 28 Kinesthetic Activation Activities o Questioning based on physical interactions with objects o Focus techniques that involve object interaction or manipulation o Discuss materials to be used in the upcoming lesson, allow students to get hands-on view
- 29. OHANA TEFL SERIES 29 Kinesthetic Instructional Activities o Internships/Co-op o Field trips o Experiential learning/labs o Group work that involves movement o Simulations and demonstrations o Active learning
- 30. OHANA TEFL SERIES 30 Kinesthetic Assessment Techniques o Role-play o Demonstration of concept to others o Build a replica o Design/conduct a simulation o Create a lab environment and experiments
- 31. OHANA TEFL SERIES 31 Activity Design o Review the course outcomes provided by the facilitator o Select one outcome and design an activity for each type of learner that includes: • Activation • Instruction • Assessment
- 32. OHANA TEFL SERIES 32 In Closing o Answer the following questions: • What still confuses you about learning styles? • What are you going to do differently as a result of this session?
Editor's Notes
- Good activation activity which you can later point
- About 5 minutes to debrief/discuss You can assess an outline or concept map in much the same way. Identify before beginning the grading process what main points you are looking for in the response and check from there. It is often easier to assess an outline or concept map since there is less reading and the connections that the student makes (at least in a concept map) are more readily visible.
- Term is often used interchangeably with cognitive style but not a true synonym. Cognitive style is simply information processing while learning style is context, processing, retention and regurgitation.
- Environment can affect all learners…if you learned to learn in a quiet place, then you are going to want to learn in relative quiet all the time. Your personality can also effect your learning style, as can your age. The way you learned to learn and if you are an introvert/extrovert can be big factors in determining what style you prefer, not just for taking in info, but for giving it back to the instructor. Genetics can be the base of your learning styles, where it starts but it most likely won’t be where it ends
- Refer participants to the handout which contains information about several other learning style theorists and theories. The reason that Ohana TEFL has selected the Sarasin model is because it matches what the students should learn about themselves, which many of our students take as one of their first classes.
- This is why participants are here, so that they learn to recognize the basic differences between learning styles and can begin to account for these differences in their instruction
- About 10 minutes for this activity
- Give the preferences sheet, 1 per group. May want to collect these at the end and make copies for all participants. Can refer to this activity throughout the rest of the session, noting which items participants identified that matched the research This activity can be eliminated if necessary
- Abstract-sequential is a Gregorc and Butler term, meaning that they like lectures, tapes, individual study since it allows them to be “intellectual, logical, and rational” (see reference in manual for more info) They are reflective thinkers, often considering what they will say well before speaking. Be sure to give these folks enough time in discussions to formulate their thoughts before moving on to another topic.
- Abstract random is another Gregorc/Butler term, where they have a chance to get in touch with their emotions (affective) to more effectively learn. They like a reflection period before a discussion so they have this chance to work through things. They are sensitive to their surroundings and prefer big picture ideas first rather than details from which they have to construct the big picture.
- Like both group and individual work as long as they can be physically involved in some way Take in information using more of their senses than other learning styles do Behavioral means that they like processes and procedures (like science labs, computer classes)
- May be fidgety in class, tapping pencil, moving foot, etc. Some instructors keep stress balls on their desk for this reason and students can take one when they enter class to help with this issue and then return it when they leave.
- Correct answers are provided in facilitator notes.
- Are quizzes oral or written? Do they contain lots of diagrams and other pictures or are they just text? Do you give handouts for your presentations or do you rely on the students to take notes? Do you lecture and then give the students a chance to practice or is it just lecture and then homework?
- Important to note that if we just teach in one way we are doing our students a disservice as we will miss a large number of them. Traditional education is geared toward the auditory learner, of which there are fewer as time goes on. Student centered instruction is much more learner focused, meaning that students will be required to interact with the materials in a more active way, which should appeal to more of the visual/kinesthetic learners in your classroom.
- Recent research shows that students of any age and/or learning style can attend to one thing for about 15-20 minutes at a time. After that point, you’ve lost most of your audience, including your auditory learners who can listen longer than other styles. Using a variety of activities throughout the course of the class session will help learners of all styles feel more engaged with the materials. Instructors need to get out of the habit of feeling like they have to cover the material, instead they need to get across that the students need to learn it, whether it is through activities, group projects, reading, lecture, etc.
- Use these activities to gain the attention of your audience and get them to focus on what you are about to do. Activation activities should take no longer than 5-10 minutes, similar to the activity in slide 2 of this presentation. It also allows you to determine where your audience is strong (and therefore where you need to spend less time) and where they could use more help.
- Notice that there are more activities listed here than just lecture. Lecture definitely appeals to auditory learners, but listening to others (as in a class discussion) or doing other activities (like a pro/con grid, compare/contrast list) will also help them recall information they read better.
- Traditional educational assessment methods are geared toward the auditory learner. They like multiple choice tests, where there is one clear answer rather than the more open ended short answer or essay exams. Oral exams are another way of assessing students.
- Use these activities to gain the attention of your audience and get them to focus on what you are about to do. Activation activities should take no longer than 5-10 minutes, similar to the activity in slide 2 of this presentation. It also allows you to determine where your audience is strong (and therefore where you need to spend less time) and where they could use more help.
- Visual learners need to have materials covered in a way that they can see, not just hear. Visual learners also tend to be more social and more in touch with their emotions, so group work and group discussions are also helpful to them.
- Using case studies or problem-based learning allows the students to focus on the bigger picture and to add details as they go. They like essay questions on tests because it allows them that chance to be reflective and to include the entire concept/idea rather than just a portion of it.
- Use these activities to gain the attention of your audience and get them to focus on what you are about to do. Activation activities should take no longer than 5-10 minutes, similar to the activity in slide 2 of this presentation. It also allows you to determine where your audience is strong (and therefore where you need to spend less time) and where they could use more help.
- Anything that gets these students physically involved in the learning process will engage them better than a lecture. Active learning techniques such as a jigsaw or a rotating trio activity will appeal to both their need for movement as both of these activities involve participant movement, but also to their need to start with the big picture and then drill down to the details.
- More difficult to do sometimes, but we do a disservice to our students when we teach using multiple methods but only test using one. Instructors need to get out of the habit of thinking there is only one way to asses their students and can contact the Effective Teaching and Learning Department for more help in these areas.
- Give about 15 minutes for this activity Be sure to have copies of course outcomes for several classes. This activity often works better if instructors are given a class vastly different from one they teach as it allows them to think “outside of the box” a bit more.
- About 5 minutes or less for this. The most important point is for participants to identify one (or more) things they will do differently as a result of the information presented in the session.