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META Webinar
7 October 2015
Marjorie Rosenberg
‘I never knew there were
different styles of learning. I
thought I just couldn’t learn
a foreign language.’
What are learning styles?
 Perceptual filters
 Strategies to perceive, store and recall material
 Cognitive processing
 Organisation of perceived material
 Approaches used by individuals
 Patterns of behavior
Learning styles in the classroom
 Most classes have variety of learner types
 Teachers often teach in the way we learn
 Mix of methods can reach more learners
 Help learners stretch out of preferred styles
 Encourage learners to develop successful strategies
 Harmonise and challenge learners
 Metacognition of styles gives learners more insight
 Tolerance grows from acceptance of other styles
What styles are not
 An excuse
 A way to pigeon-hole
 Right or wrong
 A limitation with no possibility of stretching
 An indication of competence
 Judgemental
Three models
 Sensory-perception: VAK
 Cognitive processing: Global-Analytic
 Behavioral: Mind Organisation
VAK Model
 Visual
 Auditory
 Kinesthetic motoric
 Kinesthetic emotional
VAK
AV
K
VA
AKVK
Standard VAK Model
Visual Handwriting Example
Visual Handwriting Example
Auditory Handwriting Example
Kinaesthetic Handwriting Example
Global / Analytic Model
 Global
 Analytic
Mind Organisation
Perceive
concretely
Organise non-
systematically
Organise
systematically
Perceive
abstractly
Power
Planner
Expert
Investigator
Radical
Reformer
Flexible
Friend
A complete profile
 Which of my senses do I use to perceive information?
 How do I store and recall information?
 Do I prefer abstract ideas or concrete situations?
 Do I use emotions or logic to understand?
 Do I organise systematically or non-systematically?
What makes activities appeal to
different learner types?
 Use different sensory channels
 Make use of different cognitive processing
 Accept different forms of organisation
 Help learners make use of strengths
 Create possibility to discover new strategies
 Accept how students learn
 Give feeling of progress
Activities
VAK Activities
What have I changed?
 Put learners in pairs.
 Have them look at each other.
 Ask them to stand back-to-back and change
something about their appearance.
 Have them look at each other again and find
out what has been changed.
 Extension: first in pairs, then walk about to
music, find each other – what has they
other changed.
The Statue
 Call learners up one by one.
 The first makes a pose as a statue.
 The second adds to the statue.
 This continues until several learners have created a final
statue.
 Have them sit down and recall what happened.
 Extension: Write out the sequence of what happened.
Can you describe the drawing?
Global / Analytic Activities
What would you do if ...?
 Send two people out of the room and choose a topic.
 Bring the two people back in and have them ask the
others ‘What would you do if this happened to you?‘
 Based on the answers they get, they should try to guess
what happened.
************************************************
it began to rain ice cream?
You had to come to work in your pajamas?
The Yes-No Hotseat
 Ask for a volunteer to think of an activity.
 Have the others ask questions to try and guess what the
activity is.
 The person answering is not allowed to say ‘Yes or No‘
but must find alternative ways to answer.
 If the person says ‘Yes or No‘ they tell the group the
activity and another volunteer is chosen.
The envelope game
 Brainstorm jobs.
 Hand out envelopes and small pieces of paper to each of the
learners.
 Have them write their names on their envelopes.
 They then pass their envelopes to the person on their right
who writes a job on a piece of paper they think the person is
suited for and puts it in the envelope.
 The envelopes are passed around till they come back to their
owners who take out the jobs and look at them.
 The learners discusses the jobs they feel they are suited for
and why.
Mind organisation activities
Can you sell it?
 Brainstorm persuasive language.
 Discuss USPs.
 Divide the group into buyers and sellers.
 Tell the buyers that they can buy a total of three different
products.
 Tell the sellers to look around the classroom and find an
object they can sell.
 Give them a time limit and then debrief to find out who
was successful and why.
My personal mindmap
Marjorie
UB
o
1975
voice
Opera
Camarata
1981
NLP
Santa
Cruz
adult ed
Graz
University
methodology
business
Englishteacher
training
This activity is
from page 87 of
Spotlight on
Learning Styles
Activities
 What have I changed?
 The statue
 Can you describe the drawing?
 What would you do if …?
 The ‘yes-no’ hotseat
 The envelope game
 Can you sell it?
 Personal mindmaps
Where do learning styles fit in?
 A way to raise awareness
 Learners take an active part
 Can increase motivation
 Learner-centred
 Help learners develop successful strategies
Time for Reflection
 Work in small groups
 Discuss which activities you personally enjoyed most
 Compare the activities with your styles
 Discuss which activities will work in your classroom
 Ideas for adapting the activities
Any questions?
Thank you for your
attention.
marjorie.rosenberg@tele2.at
Acknowledgements
Photos used
by Sandy Millan, @dfogarty and @val360 for
www.eltpics.com (crowd-sourced, Creative Commons
licensed photo resource by and for teachers)
Activities taken from
Spotlight on Learning Styles, Marjorie Rosenberg,
Delta Publishing 2013

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Spotlight on learning styles modovia webinar 2015

  • 1. META Webinar 7 October 2015 Marjorie Rosenberg
  • 2. ‘I never knew there were different styles of learning. I thought I just couldn’t learn a foreign language.’
  • 3. What are learning styles?  Perceptual filters  Strategies to perceive, store and recall material  Cognitive processing  Organisation of perceived material  Approaches used by individuals  Patterns of behavior
  • 4. Learning styles in the classroom  Most classes have variety of learner types  Teachers often teach in the way we learn  Mix of methods can reach more learners  Help learners stretch out of preferred styles  Encourage learners to develop successful strategies  Harmonise and challenge learners  Metacognition of styles gives learners more insight  Tolerance grows from acceptance of other styles
  • 5. What styles are not  An excuse  A way to pigeon-hole  Right or wrong  A limitation with no possibility of stretching  An indication of competence  Judgemental
  • 6. Three models  Sensory-perception: VAK  Cognitive processing: Global-Analytic  Behavioral: Mind Organisation
  • 7. VAK Model  Visual  Auditory  Kinesthetic motoric  Kinesthetic emotional
  • 13. Global / Analytic Model  Global  Analytic
  • 15. A complete profile  Which of my senses do I use to perceive information?  How do I store and recall information?  Do I prefer abstract ideas or concrete situations?  Do I use emotions or logic to understand?  Do I organise systematically or non-systematically?
  • 16. What makes activities appeal to different learner types?  Use different sensory channels  Make use of different cognitive processing  Accept different forms of organisation  Help learners make use of strengths  Create possibility to discover new strategies  Accept how students learn  Give feeling of progress
  • 19. What have I changed?  Put learners in pairs.  Have them look at each other.  Ask them to stand back-to-back and change something about their appearance.  Have them look at each other again and find out what has been changed.  Extension: first in pairs, then walk about to music, find each other – what has they other changed.
  • 20. The Statue  Call learners up one by one.  The first makes a pose as a statue.  The second adds to the statue.  This continues until several learners have created a final statue.  Have them sit down and recall what happened.  Extension: Write out the sequence of what happened.
  • 21. Can you describe the drawing?
  • 22. Global / Analytic Activities
  • 23. What would you do if ...?  Send two people out of the room and choose a topic.  Bring the two people back in and have them ask the others ‘What would you do if this happened to you?‘  Based on the answers they get, they should try to guess what happened. ************************************************ it began to rain ice cream? You had to come to work in your pajamas?
  • 24. The Yes-No Hotseat  Ask for a volunteer to think of an activity.  Have the others ask questions to try and guess what the activity is.  The person answering is not allowed to say ‘Yes or No‘ but must find alternative ways to answer.  If the person says ‘Yes or No‘ they tell the group the activity and another volunteer is chosen.
  • 25. The envelope game  Brainstorm jobs.  Hand out envelopes and small pieces of paper to each of the learners.  Have them write their names on their envelopes.  They then pass their envelopes to the person on their right who writes a job on a piece of paper they think the person is suited for and puts it in the envelope.  The envelopes are passed around till they come back to their owners who take out the jobs and look at them.  The learners discusses the jobs they feel they are suited for and why.
  • 27. Can you sell it?  Brainstorm persuasive language.  Discuss USPs.  Divide the group into buyers and sellers.  Tell the buyers that they can buy a total of three different products.  Tell the sellers to look around the classroom and find an object they can sell.  Give them a time limit and then debrief to find out who was successful and why.
  • 28. My personal mindmap Marjorie UB o 1975 voice Opera Camarata 1981 NLP Santa Cruz adult ed Graz University methodology business Englishteacher training
  • 29. This activity is from page 87 of Spotlight on Learning Styles
  • 30. Activities  What have I changed?  The statue  Can you describe the drawing?  What would you do if …?  The ‘yes-no’ hotseat  The envelope game  Can you sell it?  Personal mindmaps
  • 31. Where do learning styles fit in?  A way to raise awareness  Learners take an active part  Can increase motivation  Learner-centred  Help learners develop successful strategies
  • 32. Time for Reflection  Work in small groups  Discuss which activities you personally enjoyed most  Compare the activities with your styles  Discuss which activities will work in your classroom  Ideas for adapting the activities
  • 34. Thank you for your attention. marjorie.rosenberg@tele2.at
  • 35. Acknowledgements Photos used by Sandy Millan, @dfogarty and @val360 for www.eltpics.com (crowd-sourced, Creative Commons licensed photo resource by and for teachers) Activities taken from Spotlight on Learning Styles, Marjorie Rosenberg, Delta Publishing 2013

Editor's Notes

  1. Read Andrew Cohen’s quote
  2. 7
  3. 13