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Faculty learning and behavioral styles
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Faculty learning and behavioral styles

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  • These were the results from the first 3-learning style type inventoryAs you can see Visual and kinesthetic learners were in the majority of students.
  • The second inventory (note similarity)Results mirror previous inventory for faculty and staff.
  • Questions discussed with studentsDoes this surprise anyone? Makes sense when one considers the nature of this field. Do you think nursing favors these learning styles?How does this exhibit itself in your experiences?This created a great deal of engaged discussion among the students.
  • (Dille, 2007)Lets take a look at this video of the visual learner, what do you notice that might give us clues to this learning style?The students were very positive in their responses to these sample videos.
  • (Dille, 2007)
  • Approximately half of the students had a kinesthetic learning preference.Discuss our learning activities.(Dille, 2007)
  • Behavioral styles models have a long history. Many of you may remember hearing about Dr. Carl Jung’s Feeler/Intuitor, Thinker/Sensor model (Alessandra, n.d)I thought Diane would appreciate this.
  • One can see personality types represented by birds.Note range between Indirect/Direct and Supporting/ControllingIn the following diagram you will see the class plotted on a graph representing these behavioral types (Alessandra, n.d).
  • As you can see, there is quite a bit of range in the behavioral spectrum represents.This is the representation of the students’ behavioral styles distribution.
  • The faculty and staff are plotted along with the students. Faculty and staff are represented with initials.What do you all think? I wasn’t surprised at these results at all! Looking forward to hearing your impressions.
  • One can easily see the advantages to each of these style strengths.(Alessandra, n.d)Doves: Anna, Mary Ellen, Diane (who is also on the line with the Peacocks)Peacocks: Sandy and RobbinEagles: Marjorie and DawnNot an owl among us…
  • I discussed with the class how the interplay between these characteristics present in behaviors.(Alessandra, n.d: Morris, 2012)
  • (Alessandra, n.d: Morris, 2012)We discussed in class that this is about how one modifies their style in order to best work with others.
  • (Alessandra, n.d: Morris, 2012)
  • (Alessandra, n.d: Morris, 2012)
  • (Alessandra, n.d: Morris, 2012)
  • (Alessandra, n.d: Morris, 2012)
  • Now that we know more about the individual styles, here is the comprehensive graph again.
  • (Alessandra, n.d: Morris, 2012)These skills engendered a great deal of conversation among the students.
  • The students loved these pictures of themselves. I think these really served to highlight for them how exceptional, close, and collaborative their relationships with their classmates are.

Transcript

  • 1. CGCC Second-Year Student ResultsMarjorie ReillySenior PracticumSUNY DelhiNURS 403, 11070Cheryle Levitt
  • 2. 3 Learning-Style Inventory Visual 47% Auditory 8% Kinesthetic 45%Faculty and Marjorie are 100% Visual while Robbin is Tactile/Kinesthetic
  • 3. Second- 3 Learning-Style Inventory Visual 43% Auditory 10% Kinesthetic/Tactile 47%
  • 4. Predominant Learning StyleDistributions Upon Review of Inventories: Fairly even Distribution of Visual and Tactile/ Kinesthetic Approximately 8% Auditory
  • 5. Visual Not Distractible Finds verbal instruction difficult Good handwriting Remembers Faces Uses Advanced Planning Doodles Quiet Scrupulous in appearance Detail Oriented http://www.youtube.com/watch?v=S-I2EL_K5pM
  • 6. Auditory Talks to self aloud Enjoys talking Distractible Has difficulty with written directions Likes to be read to  Memorizes sequentially
  • 7. Kinesthetic Likes physical rewards In motion most of the timeLikes to touch people when talkingTaps pencil or foot when studying  Enjoys doing activities Reading not a priority
  • 8. Behavioral Styles
  • 9. FEELER/INTUITORTHINKER/SENSOR
  • 10. BasicStyleElements:
  • 11. Our StudentsThe Following Graph represents the distribution of our students behavioral types
  • 12. Faculty and StaffThe following slide includes the results from the faculty and staff inventories
  • 13. The Four Styles: Doves: Relationship-Oriented Eagles: Results-Oriented Owls: Detail-Oriented Peacocks: Socially-Oriented
  • 14. Basic Elements of Behavior Dove: Supporting and Indirect Eagle: Controlling and Direct Owl: Controlling and Indirect Peacock: Supporting and Direct
  • 15. Do Unto Others…How to Treat Each Type of Individual Doves: Friendly, Easygoing, Supportive Eagles: Communicate Rapidly, be Precise, Well- Organized, Results-Oriented Owls: Accuracy, Precision, Logical Peacocks: Flare and Excitement, be entertaining and Supportive
  • 16. Owls In Stressful Situations Resist change, slow to act, withdrawn, resentful, miss deadlines, unimaginative, relies too heavily on dataOwls Need:• Slower pace for processing and accuracy• Understanding of principles and details-This helps them know they are right “I can’t help you any further. Do what you want.”
  • 17. Peacocks in Stressful Situations Manipulative, Overeager, Impulsiv e, Inconsistent, Time- Wasting, Unrealistic, Superficial Peacocks Need: • Credit for their actions • Action and interaction • Quick pace for stimulation and excitement • Prestige! “Hey, let’s go onto something more positive.”
  • 18. DOVES in Stressful SituationsHesitant, Submissive, Passive , Indecisive, Defensive, Depend ent Doves Need: • To know they are liked • A slower pace • Comfortable relationship “Okay, if that’s the way you must have it, we’ll try it.”
  • 19. Eagles In Stressful Situations Restless, critical, blunt, intrusive, pushy, aggressive, irritable, uncooperativeEagles Need: To feel in control Tangible evidence of progress toward goals A fast pace with accomplishments “If you can’t stand the heat, get out of the kitchen.”
  • 20. Critical Skills: Identify Own and Other’s styles Listening Adjusting Style Improving Communication
  • 21. Our Students…
  • 22. Also Our Students…
  • 23. ReferencesAlessandra, T. (n.d). Relationship strategies. Retrieved from http://www.trainingsolutions. com/pdf/relationshiplg.pdfBehavioral-Style Evaluation. (n.d.). Retrieved from http://coe.winthrop.edu/blackburnb/ EDCI%20636/behavior.pdfDille, B. (2007). Learning style Inventory. Retrieved from http://www.odessa.edu/ dept/govt/dille/brian/courses/1100Orientation/LearningStyle Inventory_survey.pdfGill, N. (2013). Four Humors. Retrieved from http://ancienthistory.about.com/cs/ hippocrates/a/hippocraticmeds.htmLeonard, E. (2011). College success simplified. Upper Saddle River, NJ: Pearson.Morris, D. (2012). Mastering our relationships: Self-assessment of communication style. Retrieved from http://www.davidjcmorris.com/wp-content/uploads/2012/06/ davidjcmorris-masterclass-communicationselfassessment.pdf