Learning:

1. 4/10/2012 Learning:

2. Learning styles refer to an individual�s preferred manner of processing material, or characteristic style of acquiring and using information when learning. -Adult Learning From Theory to Practice, L. Herod The characteristic ways that learners perceive, interact with, and respond to their environment. -Randy Burke Hensley from the University of Hawaii Learning Styles Definition

3. Learning styles are the preferred ways by which people learn. Common learning styles include visual, auditory, and tactile (hands-on). -ADE Glossary, University of Maryland University College (UMUC)

4. Types of Learning Styles Visual Learn through seeing Auditory Learn through listening Tactile/Kinesthetic Learn through moving, doing & touching

5. Assessment of Learning Styles Everybody has a preferred learning style. Knowing and understanding our learning style helps us to learn more effectively.

6. Assessment of Learning Styles Learning Styles Self-Assessment -from LdPride.net Learning Styles Chart-Adapted from Colin Rose 1987, Accelerated Learning The VARK Questionnaire-Honolulu Community College Intranet Learning Styles Inventory-handout-Honolulu Community College

7. Strategies-Visual Learner Use visual materials such as pictures, charts, maps, graphs, etc. Have a clear view of your teachers when they are speaking so you can see their body language and facial expression Use color to highlight important points in text Take notes or ask your teacher to provide handouts Illustrate your ideas as a picture or brainstorming bubble before writing them down

8. Strategies-Visual Learner Write a story and illustrate it Use multi-media (e.g. computers, videos, and filmstrips) Study in a quiet place away from verbal disturbances Read illustrated books Visualize information as a picture to aid memorization

9. Strategies-Auditory Learner Participate in class discussions/debates Make speeches and presentations Use a tape recorder during lectures instead of taking notes Read text out aloud Create musical jingles to aid memorization

10. Strategies-Auditory Learner Create mnemonics to aid memorization Discuss your ideas verbally Dictate to someone while they write down your thoughts Use verbal analogies, and story telling to demonstrate your point

11. Strategies-Tactile Learner Take frequent study breaks Move around to learn new things (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept) Work at a standing position Chew gum while studying Use bright colors to highlight reading material

12. Strategies-Tactile Learner Dress up your work space with posters Skim through reading material to get a rough idea what it is about before settling down to read it in detail If you wish, listen to music while you study

13. Learning Styles Definition Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts. -Dr. Richard Felder & Dr. Linda Silverman

14. Types of Learning Styles Felder & Soloman�s model for individual learning style preferences includes: Active and Reflective Learners Sensing and Intuitive Learners Visual and Verbal Learners Sequential and Global Learners Index of Learning Styles-developed by Richard M. Felder and Barbara Soloman of North Carolina State University

15. Active vs. Reflective Active Learner�s Phrase �Let�s try it out and see how it works� Reflective Learner�s Phrase �Let�s think it through first� Use what you learn by your inventory scores to better develop learning strategies that are best suited to your particular style.

16. Student Strategies Active Learner Study in a group, taking turns explaining different topics to each other You will retain information better if you find ways to do something with it Reflective Learner Stop periodically to review what you have read Write short summaries of readings or class notes in your own words

17. Sensing vs. Intuitive Sensing Learners Tend to like learning facts Resent being tested on material that has not been explicitly covered in class Intuitive Learners Prefer discovering possibilities Intuitors don�t like courses that involve a lot of memorization and routine calculations

18. Student Strategies Sensing Learner Sensors remember and understand information best if they can see how it connects to the real world. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. Intuitive Learner Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don�t like repetition.

19. Visual vs. Verbal Visual Learners Remember best what they see--pictures, diagrams, flow charts, timelines, films, and demonstrations Verbal Learners Get more out of words--written and spoken explanations

20. Student Strategies Visual Learner Try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material Verbal Learner Write summaries or outlines of course material in your own words Working in groups can be effective

21. Sequential vs. Global Sequential Learners Tend to gain understanding in linear steps, with each step following logically from the previous one Global Learners Tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly �getting it.�

22. Student Strategies Sequential Learner If you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. When you are studying, take the time to outline the lecture material for yourself in logical order. Global Learner It can be helpful for you to realize that you need the big picture of a subject before you can master details. Try to relate the subject to things you already know.

23. What are Learning Outcomes? Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity or learning experience. Outcomes are usually expressed as knowledge, skills, or attitudes.

24. Three Characteristics Learning outcomes have three distinguishing characteristics. The specified action by the learners must be observable. The specified action by the learners must be measurable. The specified action must be completed by the learners.

25. Ultimate Test The Ultimate Test when writing a learning outcome is whether or not the action taken by the student can be assessed. If not, the outcome probably does not meet all 3 of the characteristics. Who is to perform; What action they are to take; Some result that must come from their action.

26. They help to: Focus on the student's behavior that is to be changed Serve as guidelines for content,instruction, and evaluation Identify specifically what should be learned Convey to learners exactly what is to be accomplished Learning Outcomes

27. Learning Outcomes Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes represent the solution to the identified need or issue.

28. Assessment Principles Knowing what you are doing Knowing why you are doing it Knowing what students are learning as a result Changing because of the information

29. 5 Questions for Assessment What do your want the student to be able to do? What does the student need to know in order to do this well? What activity will facilitate the learning? How will the student demonstrate the learning? How will I know the student has done this well?

30. Assessment Process

31. OUTCOMES What indicates that a student has achieved this? What do students need to do? What do you need to see happening? For example: Successful Transfer Send an e-mail message

32. INDICATORS Completion of courses with final i.e. department-wide final Confidence in and outside of classes Conduct Research GPA Number of Units Communication Critical Thinking Problem Solving

33. EVIDENCE Hard Evidence Easier to collect (i.e. transfer count) Soft Evidence Harder to collect Affective domain (needs to be systematic) Qualitative vs. Quantitative Qualitative Problem Solving; Critical Thinking Quantitative Organized; Documentation; Descriptive

34. EVIDENCE (examples) Conduct Research Research Paper Assignment Completion Log of Library Use Internet Use-Bibliography Sources Research Portfolio Student Confidence Presentation in Class (with Peer & Self Feedback) Self - Evaluation, Journal Writing Group Involvement (Participation/Facilitator Role) Volunteering

35. CRITERIA and/or STANDARDS You have to have criteria to judge outcomes Depends upon what you are looking for� Get input from students/advisory boards We need to demonstrate � For example: How do we demonstrate caring for nurses?

36. What Can We Do? Let students assess their Learning Styles Once identified, a student will be able to capitalize on his or her strengths and improve his or her self-advocacy skills Rethink our expectations about our assignments Teach the students the strategies that work with their learning preference. Teach to all Learning Styles, so no student is left behind

37. Don�t get caught up in this irrational belief!

38. Any Questions?

39. 4/10/2012 Additional Resources: - Learning / Study Strategies

40. Learning/Study Strategies Break up big projects into small parts Study in a clear workplace and keep materials organized Have a study partner Use a daily planner with a prioritized �to do� list Complete projects and assignments before starting new ones Review lecture material within 24 hours of the lecture

41. Learning/Study Strategies Know when your best times are for studying Schedule 2 hours of study time for each hour of lecture time Study each subject every day at least for a short time Study most difficult materials and subjects first Plan ahead and schedule your work

42. Learning/Study Strategies Use waiting time to study Walk around while memorizing Link new information with your own life Practice relaxation exercises to avoid anxiety Take short breaks every hour Realize that you cannot do it all

43. Learning/Study Strategies When reading, take notes Use a Spelling Checker Ask for help when needed Investigate prospective instructor�s teaching styles Take a light load of classes, if possible