“There is strength in the                              differences between us.                               There is comf...
WE ARE DIVERSITY SIMPLIFIED.We’re a collective of critical, creative thinkers who simplify and solve problems. We share th...
“You must unlearnwhat you  havelearned.”
1     6                          2                STEP #1:              Describe the           situation or issue     5   ...
To acquire knowledge or skill      To become informed
Every day we learn…
…aschildren, welearned
…as young adults,      we learned
…even as we grow old,we continue to learn
It’s a fact, we’ll never        stop learning…
…because life is ournever-ending classroom.
LEARNING STYLES Preferred ways people learn based    on their ability to understand and                      retain infor...
Today, people acquire and process  more information in one day than     people from the Middle Ages          processed the...
LEARNING STYLE THEORIES Myers-Briggs Type Indicator Kolb Experiential Learning Cycle 4MAT by Bernice McCarthy Honey & ...
VARK LEARNING STYLES & PREFERENCES               Symbols, Charts, Diagr       A UDITORY                                   ...
TODAY’S DLA CURRICULUM SKEWSAUDITORY/VISUAL AND LACKS KINESTHETIC                           V   A   R   K            Power...
STEP #1:     1       Describe the             situation or issueOUR HYPOTHESISThe DLA curriculum isn’tdelivered with diver...
1     6                         2               STEP #2:            Recognize the               mixture     5             ...
WHO’S IN THE DLA MAIN MIX?           PARTICIPANTS                             TEACHERS GUESTS          ADMINISTRATORS
1     6                          2               STEP #3:          Assess the tensions            and individual     5    ...
OUR METHODOLOGY TO ASSESS THE MIX   VARK Assessments   Qualitative Interviews
DLA PARTICIPANTS ARE MULTI-MODAL LEARNERS                                        Visual - 9%                              ...
DLA MULTI-MODALS SKEW KINESTHETIC…   16   14   12   10    8                            Visual    6                        ...
UNFORTUNATELY, THE CURRICULUM SKEWSA/V, LACKS KINESTHETIC, R/W ALSO LOW                           V   A   R   K           ...
The information                                                          I’m  is abstract. How                            ...
STEP #3:       3       Assess the tensions and               individual experiencesOUR HYPOTHESIS CONFIRMED The DLA curri...
1     6                          2                STEP #4:           Identify the goals           and requirements     5  ...
THE DLA VISIONTo SHARPEN the SKILLSof society’s MOSTINFLUENTIAL LEADERSfor the purpose ofADVANCING DIVERSITYin business, e...
POSITIONING LEADERS provide LEADERSHIP on issues influence and participate in COMMUNITY DIALOGUES understand WHAT’S REQ...
ALIGNING THE GOAL           Equip participants   in all sectors with TOOLS               AND SKILLS to:   IDENTIFY AND AN...
DELIVERING IMPACT“RIPPLING throughout communities across thecountry…various media have all reported on thePOSITIVE IMPACT ...
STEP #4:                    4        Identify the goals and                             requirements            The Goals ...
1     6                         2                STEP #5:             Propose other              actions and     5        ...
WE NEED TOOLS.
DIVERSITYTOOLBOX
MIRROR
ZIPDRIVE     vCards for      Participants, Teachers      AND Administrators     All PowerPoint      Presentations     B...
DIVERSITYDINES
DIVERSIGIFTS
DIVERSICARDS My Diversity Manager Four Approaches to Managing Diversity SDMP Diversity Maturity
BOOKS
5        STEP #5:                        Propose other actions                        and forecast results                ...
1     6                          2               STEP #6:            Identify cultural              barriers and     5    ...
CULTURAL SUPPORTS & BARRIERS     The Cultural Supports             The Cultural Barriers As a culture specializing in   ...
WE ARE DIVERSITY SIMPLIFIED   AND WE THANK YOU!
APPENDIX
VISUAL LEARNERS Learn through Seeing Thinks in pictures and learn best from visual displays Take detailed notes to abso...
IF YOU’RE A VISUAL LEARNER…         General Strategies                   Study & Exam Strategies   Create maps, charts an...
TO TEACH & SUPPORT VISUAL LEARNERSFaculty                       Library Incorporate charts,          Library tour / virt...
AUDITORY LEARNERS Learn through Listening Verbal lectures, discussions, talking things through and listening to what oth...
IF YOU’RE AN AUDITORY LEARNER…           General Strategies                            Study & Exam Strategies   Discuss ...
TO TEACH & SUPPORT AUDITORY LEARNERSFaculty                       Library Podcasting / Audio-Visual    Library Audio Tou...
READ-WRITE LEARNERS Learn through Reading and Writing  Words Like to use lists and words to  remember and keep things st...
IF YOU’RE A READ-WRITE LEARNER…           General Strategies                        Study & Exam Strategies•   Make lists ...
KINESTHETIC LEARNERS Learn through moving, doing and touching Hands-on approach Most explore their physical world
IF YOU’RE A KINESTHETIC LEARNER…           General Strategies                            Study & Exam Strategies   Use al...
TO TEACH & SUPPORT KINESTHETIC LEARNERSFaculty                            Library Incorporate field research,       Inco...
MULTI-MODAL LEARNERS   There are seldom instances where one    mode is used, or is sufficient   Those who prefer many mo...
USING SENSORY PREFERENCES1.Remember that VARK preferences are not  necessarily strengths2.If you have a strong preference ...
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
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Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation

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Diversity Simplified believes we can positively transform organizations, culture and each other with thoughtful conversations that work towards a common ground. For their capstone presentation, this team reminded us that we never stop learning, and when placed in learning environments, we possess a diverse array of learning preferences. Our individual learning styles actually have a strong influence on the lessons we understand and retain, and also those we struggle to understand or may even choose to reject. Diversity Simplified wants to find a common ground with all of you and welcome you into a thoughtful conversation about one specific learning environment that was shared in common by this team.

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  • VARK Assessment on All ParticipantsOf the active DLA participants, we have Validate the hypothesis: We believe there is diversity tension in that the way the material is delivered doesn’t appeal to all learning styles
  • VARK Assessment on All ParticipantsOf the active DLA participants, we have Validate the hypothesis: We believe there is diversity tension in that the way the material is delivered doesn’t appeal to all learning styles
  • Qualitative Interviews with past and current DLA participants and influencersWe interviewed and received feedbackValidate the hypothesis: We believe there is diversity tension in that the way the material is delivered doesn’t appeal to all learning styles
  • Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation

    1. 1. “There is strength in the differences between us. There is comfort where we overlap.” – Ani DiFranco DIVERSITY SIMPLIFIEDwhere’s your common ground?
    2. 2. WE ARE DIVERSITY SIMPLIFIED.We’re a collective of critical, creative thinkers who simplify and solve problems. We share the belief we can positively transform business, culture and each other with thoughtful conversations that work towards a common ground, the place where the best solutions lie. Where’s your common ground?
    3. 3. “You must unlearnwhat you havelearned.”
    4. 4. 1 6 2 STEP #1: Describe the situation or issue 5 3 4OUR PROCESSMy Diversity Manager TM Tool
    5. 5. To acquire knowledge or skill To become informed
    6. 6. Every day we learn…
    7. 7. …aschildren, welearned
    8. 8. …as young adults, we learned
    9. 9. …even as we grow old,we continue to learn
    10. 10. It’s a fact, we’ll never stop learning…
    11. 11. …because life is ournever-ending classroom.
    12. 12. LEARNING STYLES Preferred ways people learn based on their ability to understand and retain information No one style is better than another Teachers must adapt to the diverse learning styles of students, especially adult learners
    13. 13. Today, people acquire and process more information in one day than people from the Middle Ages processed their entire life!
    14. 14. LEARNING STYLE THEORIES Myers-Briggs Type Indicator Kolb Experiential Learning Cycle 4MAT by Bernice McCarthy Honey & Mumford Learning Styles Gardner’s Multiple Intelligences Andragogy by Malcolm Knowles VARK by Nick Fleming
    15. 15. VARK LEARNING STYLES & PREFERENCES Symbols, Charts, Diagr A UDITORY Lectures, Podcasts, Stu AUDITORY READ-WRITEVISUAL ams, Color, Flow Charts dy Groups, Chats, Oral Presentations V MULTI- A MODAL K R KINESTHETIC Textbooks, Arti Hands-on, Role Plays, Games, Le cles, Papers, Note-Taking arn by Doing KINESTHETIC READ|WRITE
    16. 16. TODAY’S DLA CURRICULUM SKEWSAUDITORY/VISUAL AND LACKS KINESTHETIC V A R K PowerPoint Teaching Capstone Sessions Articles Group Sharing Books Videos Lecture
    17. 17. STEP #1: 1 Describe the situation or issueOUR HYPOTHESISThe DLA curriculum isn’tdelivered with diverse learningstyles in mind, and thus, atension has developed amongcurrent participantsOUR CHALLENGETo address the learning stylesand preferences of all DLAparticipants to ensure theygain the maximum benefit fromthis important training
    18. 18. 1 6 2 STEP #2: Recognize the mixture 5 3 4OUR PROCESSMy Diversity Manager TM Tool
    19. 19. WHO’S IN THE DLA MAIN MIX? PARTICIPANTS TEACHERS GUESTS ADMINISTRATORS
    20. 20. 1 6 2 STEP #3: Assess the tensions and individual 5 3 experiences 4OUR PROCESSMy Diversity Manager TM Tool
    21. 21. OUR METHODOLOGY TO ASSESS THE MIX VARK Assessments Qualitative Interviews
    22. 22. DLA PARTICIPANTS ARE MULTI-MODAL LEARNERS Visual - 9% Aural - 9% Read/Write - 9% Kinesthetic - 0% Multimodal - 73% FACT: 65% of all humans are multi- modal learners, so no surprise here!
    23. 23. DLA MULTI-MODALS SKEW KINESTHETIC… 16 14 12 10 8 Visual 6 Aural 4 Read/Write 2 Kinesthetic 0 …THEN AUDITORY/READ-WRITE EQUALLY.
    24. 24. UNFORTUNATELY, THE CURRICULUM SKEWSA/V, LACKS KINESTHETIC, R/W ALSO LOW V A R K PowerPoint Teaching Capstone Sessions Articles Group Sharing Books Videos Lecture
    25. 25. The information I’m is abstract. How disappointed am I supposed and confused. to apply this in the workplace? I’m very clear on the diversity management model and how to apply it. I’ve reached I’ve mostly used this out to a DLA My employer class as an graduate for paid for me to opportunity tofeedback and participate with network with others guidance. the expectation I who are also I’m struggling interested in diversity could apply the tools I learned at with how the management. my workplace. information is I’m challenged with how to really being presented. do that.
    26. 26. STEP #3: 3 Assess the tensions and individual experiencesOUR HYPOTHESIS CONFIRMED The DLA curriculum isn’t being delivered with diverse learning styles in mind, and it has created a tension within its current participant group Multi-modals need a diverse set of teaching tools that work across the VARK spectrum for maximum learning Current multi-modals need a much more kinesthetic, hands-on approach
    27. 27. 1 6 2 STEP #4: Identify the goals and requirements 5 3 4OUR PROCESSMy Diversity Manager TM Tool
    28. 28. THE DLA VISIONTo SHARPEN the SKILLSof society’s MOSTINFLUENTIAL LEADERSfor the purpose ofADVANCING DIVERSITYin business, education,government,community, religion,and philanthropy
    29. 29. POSITIONING LEADERS provide LEADERSHIP on issues influence and participate in COMMUNITY DIALOGUES understand WHAT’S REQUIRED to increase an organization’s ability to address diversity address PERSONAL diversity issues
    30. 30. ALIGNING THE GOAL Equip participants in all sectors with TOOLS AND SKILLS to:  IDENTIFY AND ANALYZE key diversity mixtures  CAPITALIZE on opportunities  MANAGE TENSIONS in effective ways
    31. 31. DELIVERING IMPACT“RIPPLING throughout communities across thecountry…various media have all reported on thePOSITIVE IMPACT the DLA has had and continuesto have on LEADERS, ORGANIZATIONS ANDCOMMUNITIES.”
    32. 32. STEP #4: 4 Identify the goals and requirements The Goals The RequirementsEquip participants in all sectors  Present an INCLUSIVEwith TOOLS AND SKILLS to: LEARNING EXPERIENCE that delivers a clear understanding IDENTIFY AND ANALYZE key of diversity diversity mixtures mixtures, tension, maturity and management CAPITALIZE on opportunities  ENGAGING content that MANAGE through tensions in nurtures a path from newly effective ways learned skill to retention and direct application  Provide leaders with the TOOLS to effectively impact and manage diversity
    33. 33. 1 6 2 STEP #5: Propose other actions and 5 3 forecast results 4OUR PROCESSMy Diversity Manager TM Tool
    34. 34. WE NEED TOOLS.
    35. 35. DIVERSITYTOOLBOX
    36. 36. MIRROR
    37. 37. ZIPDRIVE  vCards for Participants, Teachers AND Administrators  All PowerPoint Presentations  Benchmark Capstone Presentations  Relevant Videos  Worksheets  PDF Versions of Reading Materials  Links to Social Media Communities
    38. 38. DIVERSITYDINES
    39. 39. DIVERSIGIFTS
    40. 40. DIVERSICARDS My Diversity Manager Four Approaches to Managing Diversity SDMP Diversity Maturity
    41. 41. BOOKS
    42. 42. 5 STEP #5: Propose other actions and forecast results ALectures UDITORY AUDITORY READ-WRITEVISUAL Mirror Zip Drive Zip Drive V MULTI- A MODAL K R KINESTHETIC Zip Drive, Gifts, M irror, Zip Drive Dines, Cards Books KINESTHETIC READ|WRITE
    43. 43. 1 6 2 STEP #6: Identify cultural barriers and 5 3 supports 4OUR PROCESSMy Diversity Manager TM Tool
    44. 44. CULTURAL SUPPORTS & BARRIERS The Cultural Supports The Cultural Barriers As a culture specializing in  Willingness to refresh strategic diversity program to appeal to management, there diverse preferences of should be an openness to multi-generation learners managing current tension  Willingness to invest in Plan protects integrity of consultancy to evaluate long-standing and refresh curriculum curriculum, only updates delivery  Willingness to invest in higher-cost items without Lower-cost items should be sponsor funding to offset easy to fit into budget
    45. 45. WE ARE DIVERSITY SIMPLIFIED AND WE THANK YOU!
    46. 46. APPENDIX
    47. 47. VISUAL LEARNERS Learn through Seeing Thinks in pictures and learn best from visual displays Take detailed notes to absorb the information Needs to see the professor’s body language and facial expression to fully understand the content of a lesson.
    48. 48. IF YOU’RE A VISUAL LEARNER… General Strategies Study & Exam Strategies Create maps, charts and graphs  Convert lecture notes to A visual format Use symbols and draw pictures  Study placement of Underline text items, colors, and shapes Use highlighters and colors  Put complex concepts into flowcharts or graphs Use word imagery  Redraw ideas you create from Use spatial arrangements memory Pay attention to teachers who are  Practice turning your visuals back dramatic and dynamic into words  Practice writing out answers  Use diagrams to answer exam questionS
    49. 49. TO TEACH & SUPPORT VISUAL LEARNERSFaculty Library Incorporate charts,  Library tour / virtual diagrams, pictures, and graphs into assignments &  Create online tutorials tests  Demonstrate Internet and Place graphics/videos to database searching demonstrate a concept or skill  Use images and snapshots of library materials on Be specific in written handouts instructions, highlight important concepts
    50. 50. AUDITORY LEARNERS Learn through Listening Verbal lectures, discussions, talking things through and listening to what others have to say Interpret the underlying meanings of speech through listening to tone of voice, pitch & speed and other nuances Benefit from reading text aloud and/or using a tape recorder
    51. 51. IF YOU’RE AN AUDITORY LEARNER… General Strategies Study & Exam Strategies Discuss topics with other students  Read your notes aloud Use tape recorder to listen more than once  Explain notes to another auditory learner Attend as many class lectures as you can  Ask others to “hear” your understanding of the material Leave spaces in your notes for later recall  Talk about your learning Join a study group. Find ways to talk about and listen to conversations about material  Record your notes onto tapes or CDs or listen to your podcasts Make a point of remembering examples, stories, and jokes: things people use to  Practice by speaking your answers aloud explain things  Listen to your own voice answer questions Tune in to your teacher’s voice  Opt for an oral exam if allowed  Imagine you are talking with the teacher as you answer questions
    52. 52. TO TEACH & SUPPORT AUDITORY LEARNERSFaculty Library Podcasting / Audio-Visual  Library Audio Tour (CD or Materials MP3) Assignments that utilizes  Library Jargon/ audio resources like NPR Terminology Classroom discussion and  Reduce or clearly explain debates Reading text out loud  Familiarize students with audio books and other materials available  Encourage discussion in library instruction
    53. 53. READ-WRITE LEARNERS Learn through Reading and Writing Words Like to use lists and words to remember and keep things straight Benefit from instructors who write out essential points of a lecture, or provide an outline to follow along with during lecture Benefit from information obtained from textbooks and class notes
    54. 54. IF YOU’RE A READ-WRITE LEARNER… General Strategies Study & Exam Strategies• Make lists  Write out your lecture notes repeatedly• Take notes and journal about lessons  Read your notes (silently) repeatedly• Pay attention to handouts and headings  Put ideas and principles into different words• Read textbooks thoroughly  Translate diagrams, graphs, etc. into text• Look up words and write out definitions  Rearrange words and “play” with wording• Read and find quotations  Write and type out potential exam answers• Read websites and manuals  Practice creating and taking exams• Listen to teachers and students who are  Organize your notes into lists or bullets. articulate  Write practice paragraphs: particularly beginnings and endings.
    55. 55. KINESTHETIC LEARNERS Learn through moving, doing and touching Hands-on approach Most explore their physical world
    56. 56. IF YOU’RE A KINESTHETIC LEARNER… General Strategies Study & Exam Strategies Use all your senses  Recall experiments, field trips, etc. Go on field trips and view  Remember the real things that happened exhibits, samples, and photos  Talk over your notes with other “K” people Find real examples of abstract concepts  Use photos and pictures that make ideas Use hands-on approaches, computers for come to life example  Go back to the lab, your lab manual, or your Take advantage of labs and service-learning notes that include real examples Listen to teachers who give real-life  Use case studies to help learn abstract ideas examples  Role-play the exam situation  Put plenty of examples into your answers  Write practice answers and paragraphs  Give yourself practice tests
    57. 57. TO TEACH & SUPPORT KINESTHETIC LEARNERSFaculty Library Incorporate field research,  Incorporate hands-on projects, trial-and-error, and activities within library role-playing into lesson instruction. plans.  Have students search Include links to related OPAC, find the library item external web sites, surveys, and check it out. and interactive Flash slide show in your discussion  Request a journal article area. using Inter Library-Loan Weave questions and  Library scavenger hunt instructions throughout the lecture to ensure note taking.
    58. 58. MULTI-MODAL LEARNERS There are seldom instances where one mode is used, or is sufficient Those who prefer many modes almost equally are of two types There are those who are context- specific, who choose a single mode to suit the situation There are others who are not satisfied until they have had input (or output) in all of their preferred modes They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding
    59. 59. USING SENSORY PREFERENCES1.Remember that VARK preferences are not necessarily strengths2.If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality3.An estimated 55 to 65 percent of people are multimodal4.If you are multimodal, you may have to use all your modalities to be confident you’ve learned something5.You may want to save experimenting with modalities you don’t prefer until after college

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