The document discusses learning styles and the Felder-Silverman learning style model. The model categorizes learners along four dimensions: active vs. reflective, sensing vs. intuitive, visual vs. verbal, and sequential vs. global. Knowing students' learning styles helps teachers balance instruction to address different needs. Assessments can also be tailored to different styles through tools like quizzes, performance tasks, and open-ended questions. The key difference is that assessment measures performance while evaluation provides qualitative interpretation.

1. Question
Learning Styles
Why do we need to
know about the
different learning
styles?
Learning Style Instructional Technology
The “characteristic strengths or LEARNER
preferences in the ways that
learners take in and process
information”
Learning
R. Felder TEACHER INSTRUCTION
Learning Theories Instructional Methods
LEARNER LEARNER
Learning Learning
TEACHER INSTRUCTION TEACHER INSTRUCTION
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2. Learning Styles Why is There a Gap?
Individuals learn in varied ways
LEARNER
Individuals teach in ways that they
have been taught
Learning
TEACHER INSTRUCTION
Bridging the Gap Felder-Silverman Learning Style Model
Be aware of the differences of how
students take in and process
information V A L
Try to balance instruction to address
different learning styles vs
V A L
Felder-Silverman Learning Style Model Visual
They remember what they see
V I S U A L They learn more by looking at and
observing
vs Graphs
Drawings
Pictures
V E R B A L Diagrams
Video
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3. Verbal Felder-Silverman Learning Style Model
Verbal learners learn more through the
use of words
Textbooks, journals and other written material
A V E
Lectures, symposiums and other spoken
explanations vs
P V E
Felder-Silverman Learning Style Model Active
Active learners learn best by being
A C T I V E directly involved
They like group work and interaction
vs “Learning by doing”
“Let's try it out and see how it works”
P A S S I V E
Passive/Reflective Felder-Silverman Learning Style Model
Works alone and usually learn best at
their own pace S I N G
Quietly thinks and reflects about the
subject matter first before applying it
and discussing it with peers or mentors
vs
"Let's think it through first"
I I V E
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4. Felder-Silverman Learning Style Model Sensing
Likes being directly involved in
hands-on or laboratory work
S E N S I N G Effectively learns about information
presented through
vs Clear details
Well-laid out procedures
Verifiable facts
I N T U I T I V E Practical applications
External: sounds, sights, sensations
Intuitive Felder-Silverman Learning Style Model
Training would be more effective when
discovery and exploration is involved G O A L
Likes innovation and dislikes repetition
Internal: insights and hunches
vs
S Q A L
Felder-Silverman Learning Style Model Sequential
They learn things step by step
G L O B A L Logical and sequential process in
solving problems appeals to them
vs
S E Q U E N T I A L
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5. Global How can you apply?
Learn by absorbing random chunks Visual learners Diagrams, charts, movies
of information about the topic then Demonstrations
putting it all together as a whole Discussions, oral reports
Verbal learners
They see and understand everything Writing projects
in the “Big Picture”
Active Learners Group projects, writing,
Have difficulty explaining it since discussion, debate
they see things in the “Big Picture”
Passive Learners Time for reflection
(Reflective)
Journals
How can you apply?
Sensing Students Real-world application
Hands-on activities
Intuitive Students Open ended, speculative
assignments Modes of Assessment
Connections: Concept
Maps
Sequential learners Outlines, stepwise
presentations
Topic overviews
Global learners
Connections to other
material
Modes of Assessment What’s the Difference?
Quiz
Performance Task
Open Ended
assessment
vs.
evaluation
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6. Assessment vs. Evaluation Assessment vs. Evaluation
assessment evaluation
quantitative qualitative
Assessment vs. Evaluation Quiz
Structured assessment
rating True / False
Multiple Choice
Identification
vs. Matching Type
interpretation
Performance Task Open Ended
Unstructured Assessment Requires individual analysis and
Requires the learner to do something synthesis
that exhibits mastery or understanding Journal Writing
Usually through a hands-on task or Essay
long term project
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