Pl2 learning styles
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This document discusses different learning styles and models. It summarizes three common learning style models: Felder-Silverman, Kolb's, and Myers-Briggs. The Felder-Silverman model categorizes learners based on their preferences for sensing/intuition, visual/verbal, active/reflective, and sequential/global dimensions. Kolb's model categorizes learners into four types based on how they grasp and process information. The Myers-Briggs model categorizes learners based on extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving dimensions. The document recommends that instructors teach to all styles by using various materials, balancing concrete
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This document discusses inquiry-based learning methods for teaching, including the inductive method, deductive method, scientific method, and problem-solving approach. It provides details on each method and explains that inquiry-based learning emphasizes the student's role in exploring material, asking questions, and sharing ideas rather than just being told information. The document outlines several benefits of inquiry-based learning such as enhancing learning experiences, teaching valuable skills, fostering curiosity, and increasing engagement. It also notes some limitations, such as it being challenging for low-achieving students and teachers needing to carefully facilitate the process.
Lesson Study - developing a complexity view
This document provides a critical reflection on learning and observation in lesson study. It discusses that lesson study is an iterative, collaborative process aimed at incremental and emergent change. However, the literature on lesson study is under-theorized in how learning is captured and observation is described. The document also notes that classrooms are complex adaptive systems, so only a partial view can be gained through observation. It advocates for using multiple sources of evidence like interviews and artifacts to better understand the learning process. Overall, the document presents lesson study as a useful approach for developing pedagogical literacy when combined with reflection, but acknowledges its limitations in providing a comprehensive view of the complex dynamics of learning in a classroom.
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Pl2 learning styles
- 1. Building University-Industry Learning and Development through Innovation and Technology LEARNING STYLES
- 2. LEARNING STYLES: how students prefer to receive and process information
- 3. 3 COMMON MODELS • Felder-Silverman Learning Style Model • Kolb’s Learning Style Model • Myers-Briggs Type Indicator (MBTI)
- 4. FELDER-SILVERMAN LEARNING STYLE Sensing Intuitive Prefer concrete, practical, and procedural information. Prefer graphs, pictures, and diagrams, etc. – visual information. Prefer physical experiments, group work, and figuring how things work. Prefer information given in an orderly manner. They put details together to see the big picture. Sequential Global Active Reflective Visual Verbal Prefer conceptual and theoretical information. Look for meaning. Prefer to hear or read information. Look for explanations with words. Prefer individual learning and thinking things through before doing something. Prefer a systematic approach. They see the big picture first and then the details.
- 5. KOLB’S LEARNING STYLE Type 4 – Concrete, Active Concrete Abstract ReflectiveActive Type 1 – Concrete, Reflective Type 2 – Abstract, ReflectiveType 3 – Abstract, Active Student • Typically asks “Why?” • Responds well to explanations of how course material relates to their experience, their interests, & future careers Instructor should motivate Student • Typically asks “What?” • Responds well to information that is presented in an organized, logical fashion and benefits from reflection Instructor should function as expert Instructor should function as coach Student • Typically asks “What?” • Responds well to working actively on well-defined tasks where they can fail safely Instructor should allow independence Student • Typically asks “What if?” • Prefers to apply course material in new situations to solve real problems
- 6. MYERS-BRIGGS TYPE INDICATOR Extravert Introvert Like to try things out and to focus on the outer world. Practical, Detail-oriented, Focus on procedures Skeptical and tend to make decisions based on logic and rules. Like to set and follow agendas and seek closure even with incomplete data. Judger Perceiver Thinker Feeler Sensor Intuitor Like to think things through and focus on the inner world of ideas. Imaginative, Concept-oriented, Focus on possibilities Appreciative and tend to make decisions based on personal and humanistic considerations. Adapt to changing circumstances and resist closure to obtain more data.
- 7. TEACH TO ALL TYPES • Use various types of material delivery • Balance concrete information such as experimental results with conceptual information like theories and models • Demonstrate the logical flow of material but also making connections to other classes, topics, and everyday experiences • Encourage cooperative learning • Provide in class time for students to consider the material presented as well as for active participation
- 8. REFERENCES • Matters of Style, Felder, Richard, ASEE Prism, 6(4), 18-23, December 1996 • http://www.ncsu.edu/felder-public