Using Technology in the Classroom, Chapter 6a Learning Styles

Copyright © Allyn & Bacon 2008Prepared by Michelle I. McKeogh
Learning Styles
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Using Technology in the ClassroomUsing Technology in the Classroom
Gary G. Bitter & Jane M. LegacyGary G. Bitter & Jane M. Legacy
Chapter 6Chapter 6

Copyright © Allyn & B
VARK Learning Styles
V
A
R
K
 Visual
 Aural
 Read/Write
 Kinesthetic

Study Practices
• Select your particular preference(s) to see
how you should:
– Take in information to perform well and learn
effectively

Appealing to Visual Learners
• Teachers must keep in mind that
visual learners are interested in
color, layout, and design.

Visual Study Strategies
• Textbooks with diagrams and pictures
• Highlight & Underline
• Remembering the format material is
presented in
• Pictures, posters, slides

Appealing to Aural Learners
• As teachers, we must remember that
students are going to remember the funny
stories, jokes, and examples we give them.
Aural learners are listening.

Aural Study Practices
• Prefer to have everything explained to them
versus reading it for themselves
• Discuss topics with teachers & others
• Use a tape recorder
• Describe the lesson to someone who wasn’t
there

Appealing to Read/Write
Learners
• These learners will be happier with each
new handout they receive from their
teacher. Appeal to these learners by
turning visuals such as diagrams, charts or
illustrations into words.

Read/Write Study Strategies
• Create lists using headings
• Write out definitions
• Read and write your notes repeatedly
• Review the text

Appealing to Kinesthetic
Learners
• Provide your kinesthetic learners with
opportunities for “hands on” learning.
They need to experience the lesson in order
for them to understand it. Try using case
studies to illustrate the main points of the
lesson.

Kinesthetic Study Strategies
• Remember what you
sensed around you at
the time of the lesson
(ie. sight, touch, taste,
smell, hearing)
• Recall
– field trips
– experiments
– trial and error
– Hands-on
approaches

Multimodal Preferences
• You have multiple preferences
• 50% - 75% of the population fits in this
group
• Some people have equal preferences for all
4 modes due to adapting to the mode being
used or requested

Myers Briggs Type Indicator
(MBTI)
Based on the MBTI®
Instrument
http://www.capt.org/The_MBTI_Instrument/Home.cfm

Myers Briggs Type Indicator
(MBTI)
• Our personality plays an
important part in determining
our learning style.

Dimensions
1. Extroversion vs. Introversion
2. Sensing vs. Intuition
3. Thinking vs. Feeling
4. Judging vs. Perceptive

Introversion vs. Extroversion
• “This indicates whether a learner prefers to
direct attention towards the external world
of people and things or toward the internal
world of concepts and ideas. This
preference tells us from where people get
their energy.”

Introversion vs. Extroversion
– Find energy in the
inner world of
ideas, concepts, and
abstractions
– Want to relate new
information to old
– Reflective thinkers
– Prefer interaction
with others, action-
oriented
– Talk more than
listen
– Learn by teaching
others

Sensing vs. Intuition
• “This indicates whether a learner prefers to
perceive the world by directly observing the
surrounding reality or through impressions
and imagining possibilities.”

Sensing vs. Intuition
• Rely on their 5 senses
• Detail-oriented
• Learners prefer
organized, linear, and
structured lectures
• Step-by-step learning
• Innovative thinkers
• Trust hunches and
look for “big picture”
• Learners prefer
concept maps and
compare and contrast
tables

Thinking vs. Feeling
• “This indicates how the learner makes
decisions, either through logic or by using
fairness and human values.”

Thinking vs. Feeling
• Value fairness
• Logical, straight-
forward thinkers
• Prefer clear goal and
objectives
• Value harmony by
focusing on human
values to make
decisions or judgments
• Persuasive and good
mediators
• Enjoy small group
exercises

Judging vs. Perceptive
• “This indicates how the learner views the
world, either as a structured and planned
environment or as a spontaneous
environment.”

Judging vs. Perceptive
• Decisive, self-starters
• Focus on completing
the task
• Can be encouraged by
offering self-
improvement
• Deadline oriented
• Curious, adaptable, and
spontaneous
• Postpone doing
assignments
• Breaking down complex
projects will help keep
them on target

Tapping Into Multiple
Intelligences
Based on Howard Gardner’s Theory

What Is Intelligence?
• Utilizing newly acquired knowledge to
resolve problems or conflicts to improve a
situation.

Who is Howard Gardner?
• Claims that all humans
have multiple
intelligences which
can be nurtured and
strengthened or
ignored and weakened.
• He believes each
individual has nine
intelligences.

The 9 Intelligences:
1. Verbal-Linguistic
2. Mathematical-
Logical
3. Musical
4. Visual-Spatial
5. Bodily-Kinesthetic
6. Interpersonal
7. Intrapersonal
8. Naturalist
9. Existential

Theory Concepts:
• All human beings possess all nine
intelligences in varying amounts.
• Each person has a different intellectual
composition.

How can applying M.I. theory
help students learn better?
• Students begin to understand in what ways
they are intelligent.
– Identify their strengths
• We can improve education by addressing
the multiple intelligences of our students.

Understanding the Balance
• When students understand the balance
of their own multiple intelligences they
begin:
• To manage their own learning
• To value their individual strengths

To Help Understand How
Students Learn Best
• Take a Multiple Intelligences Self-
Inventory.
– http://www.thirteen.org/edonline/concept2class/mi/ind

Applying MI in the Classroom
• Teachers are creating
lesson plans
specifically geared
towards addressing the
multiple intelligences
of their students.
• Students may
demonstrate
understanding through
multiple intelligence
activities.

Classroom Activities
• Group discussion
– Verbal-Linguistic; Interpersonal
• Journal writing
– Intrapersonal; Verbal/Linguistic
• Constructing timelines
- Logical-Mathematical; Visual-Spatial
• Making a video
– Logical-Mathematical, Musical-Rhythmic;
Verbal/Linguistic; Interpersonal; Visual-Spatial

Classroom Activities (Cont.)
• Writing a report or essay
– Verbal-Linguistic
• Making graphs
– Logical-Mathematical; Visual-Spatial
• Designing posters
– Verbal-Linguistic, Visual-Spatial
• Communicating with experts online
– Verbal-Linguistic; Interpersonal

Classroom Activities
• Hands-on experimentation
– Kinesthetic; Logical/Mathematical
• Composing a song
– Musical/Rhythmic; Verbal-Linguistic
• Building a model or 3-D displays
– Kinesthetic; Logical-Mathematical

Does MI Curriculum Measure
Up to State and National
Standards?
• Students may represent their understanding
and knowledge of the topic being studied in
a number of ways using M.I.
• The goal is to maximize both understanding
and self-esteem for students to perform
better on standardized tests.

Keys to Curriculum Structure and
Lesson Planning
1. It is important to teach subject matter
through a variety of activities and
projects.
2. Assessments should be integrated into
learning.
3. It is counterproductive to label students
with a particular intelligence.

Implementation Exercises
1. Learning Centers
2. Simulations
3. Presentations

Learning Centers
• Reading/Writing Center
– (Verbal/Linguistic; Visual/Spatial;
Intrapersonal and Interpersonal Intelligences)
• Illustration/Visual Expression Center
– (Visual/Spatial; Intrapersonal Intelligences)
• Science/Experiment Center
– (Logical/Mathematical, Naturalist,
Visual/Spatial Intelligences)

Learning Centers (Conclusion)
• Math Center
– (Logical/Mathematical, Bodily-Kinesthetic,
Interpersonal, Intrapersonal Intelligences)
• Build It/Paint It Center
– (Visual/Spatial, Bodily-Kinesthetic,
Interpersonal, Logical/Mathematical
Intelligences)
• Performance Center
– (Visual/Spatial, Bodily-Kinesthetic,
Interpersonal)

Simulations
• “Simulation Activities help develop
students' intelligences by allowing them
to experiment with real-world activities.”
–http://www.thirteen.org/edonline/concept2class/mi/index.html

Simulations
• Role-Playing
• Debating
– Students get a chance to support their responses
• Simulation Software
– SimCity & Virtus Walk Through

Presentations
• Students must understand
• The material
• The audience
• Public speaking

Multiple Intelligence
Lesson Plans
• Lesson plans are the blueprints of teaching
• Including more than 3 intelligences in an
activity does not provide greater benefit.

Lesson Plan
• Topic
• Goals/Objectives
• Available Time (days,
weeks, class periods)
• Assessment Options
• Supplies
• Introducing the Topic
• Plan for using “Using
Learning Centers”
• Plan for Using
Simulations
• Plan for Using
Presentations

The Components
• Topic
– What is subject matter
you are teaching?
• Goals/Objectives
– What do you want
students to learn?
• Available Time
– How many periods?
• Assessment Options
– How will you know if
students understand?
• Supplies
– What will you need to
have on hand to
complete the lesson?
• Introducing the Topic
– Attention getter/ Focus

Benefits of Using MI in the
Classroom
• Providing opportunities for authentic
learning based on your students' needs,
interests and talents.
• Parent and community involvement may
increase.
• Students will demonstrate and share their
strengths.
• Teaching for understanding

Countless educators have
incorporated multiple
intelligence theory into
their work.

Putting the Styles Together
• Remember that no single measurement of
style ensures that a learner’s needs will be
met.
• It is more important to build an adaptable
learning environment that presents the
material in a variety of methods than try to
determine each learners personal style.
http://www.nwlink.com/~donclark/hrd/learning/styles.html#kolb

Recognizing Your Own Style
• Ensures you do not unintentionally force
one learning style upon your learners.
• The more styles you address, the easier the
instruction will be received by the learners.
• Material presented in a variety of methods
keeps the learners interested and reinforces
itself.

What’s My Style?
• Teaching Style Surveys:
– http://longleaf.net/teachingstyle.html
– http://www.creativelearningcentre.com/products.asp?page=
• Learning Style Surveys:
– http://longleaf.net/learningstyle.html
– http://ttc.coe.uga.edu/surveys/LearningStyleInv.html
– http://www.learning-styles-online.com/inventory/questions

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