Learning Styles

1. Learning Styles From Cengage Learning http://college.hmco.com/instructors/ins_teachtech_foundations_module_thinkstyles.html

2. Definition of Concept & Theory • People learn in many different ways • The brain is the source of who we are and how we learn • Ned Herrmann combined research on right brain/ left brain differences with research on the Triune brain to create a model that illustrates that each person basically has four brains when it comes to the process of thinking and learning • Depending on which quadrants we engage, our learning processes can be very different • Brain dominance leads to thinking style preferences, which impact what we pay attention to and how and what we learn best • Each of these four "brains" or quadrants is listed on the next slide with words that typically characterize a person who uses that thinking style

3. Put a "1" next to descriptors most like yourself. Next put a "2" next to descriptors somewhat like you. Finally, put a "3" next to descriptors least yourself.

4. Put a "1" next to descriptors most like yourself. Next put a "2" next to descriptors somewhat like you. Finally, put a "3" next to descriptors least yourself. • Tally each quadrant. • Find the quadrant with the lowest score. This is likely to be the quadrant you prefer the most. • Gather with your fellow students who have the same preferred quadrant and discuss the following: Explain how these characteristics describe you. What courses or subjects do you like the most and why?

5. Now find your quadrant with the highest score. This is likely to be the quadrant you least prefer. • Now regroup with other students who share their least preferred quadrant and discuss the following questions: What would a course look like if the teacher taught entirely in this mode? What one characteristic from this quadrant's list could you choose to try for a week? How would you begin?

6. Experimental Rational Feeling Safekeeping

7. “A” LEARNERS - Rational EXPECTS STRUGGLES WITH Fun and spontaneity Playful, surprising approaches Pictures, metaphors, overviews Discovery of the content Freedom to explore Quick pace and variety in format Opportunity to experiment New ideas & concepts • Precise, to the point, information • Theory & logical rationales • Proof of validity • Research references • Textbook reading • Quantifiable numbers, data sets, problems • Opportunity to ask challenging questions • Subject matter expertise

8. “B” LEARNERS - SAFEKEEPING EXPECTS STRUGGLES WITH Risk Ambiguity Unclear expectations/directions • An organized consistent approach • Staying on track, on time • Complete subject chunks • A beginning, middle, and end • Opportunity to practice & evaluate • Practical applications • Examples • Clear instructions/expectations

9. “C” LEARNERS - FEELING EXPECTS STRUGGLES WITH Too much data and analysis Lack of personal feedback Pure lecture, lack of participation • Group discussion & involvement • To share & express feelings/ideas • Kinesthetic, moving around • Hands-on learning • Personal connection with teacher/group • Emotional involvement • A user-friendly learning experience • Use of all the senses

10. “D” LEARNERS - EXPERIMENTAL EXPECTS STRUGGLES WITH Time management and deadlines Administration and details Lack of flexibility • Fun and spontaneity • Playful, surprising approaches • Pictures, metaphors, overviews • Discovery of the content • Freedom to explore • Quick pace and variety in format • Opportunity to experiment • New ideas & concepts

11. Next 2 slides are for students to work on

12. What Does This Tell Us? • We need to use all four areas of our brain – even if it is uncomfortable for us • We need to respect how others think so we can communicate and work with them • Teachers need to adapt instructional delivery to meet the needs of all four learners • Students need to be flexible towards style of other students and teacher

13. Put a "1" next to descriptors most like yourself. Next put a "2" next to descriptors somewhat like you. Finally, put a "3" next to descriptors least yourself.

14. Student Name: _________________________________ Class: _________ Lowest score = most preferred style (*) Highest score = least preferred style (√)