Tip  -learning_styles_workshop
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Tip -learning_styles_workshop



أنماط التعلم والتعامل معها

أنماط التعلم والتعامل معها



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    Tip  -learning_styles_workshop Tip -learning_styles_workshop Presentation Transcript

    • Learning Styles Workshop Meg Sargent [email_address] Adam Goldberg [email_address]
    • 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 communities
      • Determine what’s best for your students
      • Mismatch between instruction and learning styles disastrous
    • Purpose of this Workshop
      • Introduction to Learning Styles!!
      • Specifically:
      • Instruments for Measurement
      • Instructional Strategies
      • Resources 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
    • 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?