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Tip -learning_styles_workshop


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أنماط التعلم والتعامل معها

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Tip -learning_styles_workshop

  1. 1. Learning Styles Workshop Meg Sargent [email_address] Adam Goldberg [email_address]
  2. 2. Learning Styles <ul><li>“ 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” </li></ul><ul><li>(Sarasin, L.C, 2006) </li></ul>
  3. 3. 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).
  4. 4. How do we Learn? <ul><li> By Seeing (visual) </li></ul><ul><li>  By Hearing (auditory) </li></ul><ul><li>  By touching (tactile) </li></ul>
  5. 5. Why is an Understanding of Learning Styles Important? <ul><li>Diverse learning communities </li></ul><ul><li>Determine what’s best for your students </li></ul><ul><li>Mismatch between instruction and learning styles disastrous </li></ul>
  6. 6. Purpose of this Workshop <ul><li>Introduction to Learning Styles!! </li></ul><ul><li>Specifically: </li></ul><ul><li>Instruments for Measurement </li></ul><ul><li>Instructional Strategies </li></ul><ul><li>Resources and Assessment Tools </li></ul>
  7. 7. Steps of Teaching Effectiveness: <ul><li>Understanding Learning (both of self and student) </li></ul><ul><li>Understanding Teaching </li></ul><ul><li>Assessing Learning </li></ul><ul><li>Accommodating Differences </li></ul>
  8. 8. Understanding Learning <ul><li>How do your students learn best? </li></ul><ul><li>How do you learn best? </li></ul>
  9. 9. Understanding Teaching <ul><li>Consider how you teach in terms of how your students learn: Teaching strategies reflect learning preference </li></ul>
  10. 10. 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)?
  11. 11. Assessing Learning <ul><li>How do you determine whether your students are actually learning? </li></ul>
  12. 12. Accommodating Differences <ul><li>Using a knowledge of different learning styles to drive instruction </li></ul><ul><li>Ensuring that all students have the opportunity to learn </li></ul>
  13. 13. Examining the 3 Learning Styles
  14. 14. Visual Learners: Defined <ul><li>(global, affective, abstract, random, concept-oriented): </li></ul><ul><li>Learn by reading and observing others </li></ul>
  15. 15. Visual: Learning <ul><li>Holistic focus: need to see how pieces </li></ul><ul><li>fit together </li></ul><ul><li>Need to visualize what they’re doing (may stop, look into space and visualize what they’re learning) </li></ul><ul><li>Learn best in interactive format: role play, modeling, groups, etc. </li></ul><ul><li>Become impatient with extensive listening </li></ul>
  16. 16. Visual: Teaching <ul><li>Use multiple visual formats: charts presentation software, video, notes, worksheets, flip charts, diagrams, etc. </li></ul><ul><li>Write goals/objectives of lesson on board </li></ul><ul><li>Open-ended creative questions encouraging multiple interpretations and solutions </li></ul>
  17. 17. Visual: Teaching <ul><li>Leave white space in handouts for note taking. </li></ul><ul><li>Invite questions to help them stay alert </li></ul><ul><li>Emphasize key points to cue when to takes notes. </li></ul><ul><li>Webbing (mind mapping) </li></ul>
  18. 18. Visual: Assessment <ul><li>Need open-ended assessment </li></ul><ul><li>Assign groups problem-solving activities (focus on process and product) </li></ul><ul><li>Individual research projects to show mastery of material </li></ul><ul><li>Objective tests should include short answers </li></ul><ul><li>Individual oral presentations (explore, explain and present material) </li></ul><ul><li>Demonstrations (applying material in real contexts) </li></ul>
  19. 19. Auditory Learners: Defined <ul><li>(concrete sequential, independent, perceptual, field-independent, competitive). </li></ul><ul><li>Learn through hearing and speaking </li></ul>
  20. 20. Auditory: Learning <ul><li>Most commonly rewarded in post-secondary classrooms </li></ul><ul><li>Skill-oriented & Achievement-oriented </li></ul><ul><li>Memorize well </li></ul><ul><li>Clarify learning through articulation </li></ul><ul><li>Learn from hearing others speak </li></ul><ul><li>Prefer processing the spoken versus written word </li></ul><ul><li>Precise, logical, definite </li></ul>
  21. 21. Auditory: Teaching <ul><li>Traditional lecture; independent work </li></ul><ul><li>Group discussion: feedback, paraphrasing from peers </li></ul><ul><li>Individual conference/interviews with instructor </li></ul><ul><li>Allow “thinking time” to process information </li></ul><ul><li>Use the Socratic method of lecturing by questioning </li></ul>
  22. 22. <ul><li>Tasks calling for specific answers/solutions </li></ul><ul><li>Phrasing information several different ways </li></ul><ul><li>Begin new material with “what is coming” Conclude with “what was covered” </li></ul><ul><li>Auditory activities, such as brainstorming, buzz groups, or Jeopardy </li></ul><ul><li>Give time to debrief in order to make connections </li></ul>Auditory: Teaching
  23. 23. Auditory: Assessment <ul><li>Objective, specific questions orally or written (true-false, multiple-choice, matching, fill-in) </li></ul><ul><li>Summative evaluation requiring individual, specific pieces of information </li></ul><ul><li>Independent research projects </li></ul>
  24. 24. Tactile Learners: Defined <ul><li>(random learners, behavioral, both dependent and independent learners). </li></ul><ul><li>Learn by touching and doing </li></ul>
  25. 25. Tactile: Learning <ul><li>Most neglected at post-secondary levels </li></ul><ul><li>Needs rarely addressed outside of laboratory-required classes </li></ul><ul><li>Need opportunities for creative, hands-on learning; interactions with concrete materials </li></ul><ul><li>Learning accommodated through movement </li></ul>
  26. 26. Tactile: Teaching <ul><li>Experiential learning activities: labs, modules, educational games </li></ul><ul><li>Simulations (interact with/apply concepts) </li></ul><ul><li>Interaction via technology: audio, video, computers </li></ul><ul><li>Demonstrations/ Role play/ Case Studies </li></ul>
  27. 27. <ul><li>Internships/Practica/ Field trips </li></ul><ul><li>Give frequent stretch breaks (brain breaks) </li></ul><ul><li>Have students transfer information from the text to another medium such as a keyboard </li></ul>Tactile: Teaching
  28. 28. Tactile: Assessment <ul><li>Respond least effectively to traditional methods of testing, papers, etc. so need to modify conventional assessment </li></ul><ul><li>Demonstrations of learning </li></ul><ul><li>Role playing </li></ul><ul><li>Simulations, replicas, exhibits, models </li></ul>
  29. 29. <ul><li>Working in groups, how could you revise your earlier lesson from incorporating different learning styles </li></ul>
  30. 30. CONCLUSION Implications Strategies
  31. 31. <ul><li>Familiarize yourself with research on Learning Styles </li></ul><ul><li>Organize informal discussion or focus groups to share understandings/gain additional perspectives </li></ul><ul><li>Analysis of Student Behavior </li></ul><ul><li>Develop & Implement Teaching Strategies </li></ul><ul><li>On-going Assessment </li></ul><ul><li>Commitment: time, resources, administration, faculty </li></ul><ul><ul><ul><ul><ul><li>Workshop: A great first step! </li></ul></ul></ul></ul></ul>How Do We Do It?