1. My Students’ Learning
Styles versus My Teaching
Style: A Study for Having a
Better Teaching and
Learning Process
Assignment 1 HMLT 5203
Budi Poniam
1 Budi Poniam. February 2013
2. Introduction
Much research supports the view that when
students’ learning preferences match their
instructor’s teaching styles, student motivation
and achievement usually improve. (Brown,
Bettina L. (2003). Teaching style vs. learning
style. Myths and Realities (no. 26). Educational
Resources Information Center.)
A study of my students’ learning styles and my
teaching style is conducted to have a better
teaching and learning process in my courses;
more effective and joyfull.
Budi Poniam. February
2
2013
3. Data Collection
13 students (Higher Education) participated in the
Don Clark’s Learning Style Survey
(http://www.nwlink.com/~donclark/hrd/styles.html),
but only 12 completed the survey.
Instructor (my self) was the subject of Teaching Style
Inventory survey.
http://www.texascollaborative.org/tools/TSI.pdf.
Budi Poniam. February
3
2013
4. Data Analysis
A B
Purple Area
D C
4 Diagram 1. Learning Styles of My studentsPoniam.
Budi February
2013
6. Data Analysis (Diagram 1)
35.0
30.0
25.0 Purple Area
20.0 Quadran A
15.0 Quadran B
Quadran C
10.0
5.0
0.0
Distribution of Students (%)
Chart 1. Distribution of Students (in %)
Budi Poniam. February
6
2013
7. Data Analysis (Chart 1)
2 major groups of students (Quadran A and C)
in the class that have very different learning
styles.
Students in Quadran A (Doing and Feeling) are
in the organizing category.
Students in Quadran C (Watching and
Thinking) are in the philosophy category.
Budi Poniam. February
7
2013
8. The Organizing Category
In this category students prefer Doing and Feeling:
Good at adapting to changing circumstances
and solves problems in an intuitive, trial-and-
error manner, such as discovery learning.
Tend to be at ease with people.
Prefer the challenges of new
experiences, involvement with
others, assimilation, and role-playing.
Like anything new, problem solving, and small
group discussions.
Budi Poniam. February
8
2013
9. The Philosophy Category
In this category students prefer Watching and
Thinking:
Prefer to pull a number of different
observations and thoughts into an integrated
whole in a step-by-step manner (go from
details to big-picture).
Prefer to reason logically and design
models, theories, and projects.
Like lectures, analogies, systems, and case
studies.
Talking with experts is normally not helpful
Budi Poniam. February
9
2013
10. Data Analysis
(6,3)
Diagram 2. Matrix of My Teaching Goals
Budi Poniam. February
10
2013
14. Data Analysis
My Students’ Learning Styles Versus My Teaching Styles
Teaching Students’ Learning Styles
Styles The Organizing Category The Philosophy Category
Teaching Instructor is expected to give
Goals more challenges of new Students get most
Matrix experiences, discovery benefits from this
Quadran D learning; not just familiar teaching goals.
(6,3) applications of the concepts.
Students get most
Students get most benefits
Teaching benefits from theoretical
from group works.
Methods and symbolic cognitive
Instructor is expected to
Matrix processing.
design interactive activities
Quadran B Instructor is expected to
such as role play, hands-on
(11,-2) accomodate students’
activities.
need for individual tasks.
Budi Poniam. February
14
2013
15. Conclusion
There are 2 major groups of students that have
different learning styles therefore instructor has
to design differentiated instructions that can
accomodate the needs of most students in their
learning process.
More challenges of new experiences must be
added to more familiar applications of the
concepts.
Individual and group tasks must be balanced.
Budi Poniam. February
15
2013
16. Reflection
In doing the Teaching Style Inventory (TSI)
survey, instructor (my self) was reminded several
instructional practices that were not conducted any
more in my class such as giving individual task to
my students. I have to reconsider some pratices in
my future instruction.
I need to know my students’ learning styles (by
doing a survey at the beginning of the course) so I
can adjust the instruction design and process to
accomodate their needs, therefore making the
learning process effective and joyful.
Some surveys should be conducted and studied
before I decide to choose the appropriate surveys of
learning styles and also teaching styles.
Budi Poniam. February
16
2013
17. References
1. Learning Style Survey.
http://www.nwlink.com/~donclark/hrd/styles/learn_style_
survey.html. Downloaded at 15 February 2013.
2. Teaching Style Inventory.
http://www.texascollaborative.org/tools/TSI.pdf.
Downloaded at 15 February 2013.
3. Brown, Bettina L. (2003). Teaching style vs. learning style.
Myths and Realities (no. 26). Educational Resources
Information Center.
Budi Poniam. February
17
2013
