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1. Notes View Cover Page

2. Accommodating Learning Styles in TAFE NSW ICVET TAFE NSW International Centre for VET Teaching & Learning Conversation Starter Pack

3. Learning goals What are learning styles? It’s easiest to understand the way people talk about learning styles by considering a learner using various delivery options to achieve his / her learning goals Learner Option 1 Option 2 Option 3 Delivery options

4. 3 Strategies taken to achieve learning goals Examples Learner • try something out & observe what happens • collect information as first priority Option 1 Learning goals Option 2 Option 3 Delivery options What are learning styles? ‘Learning style’ can relate to any of the following: 1 Cognitive processes Examples • rely on intuition • visualize patterns 2 Delivery preferences Examples • hands-on • small group project

5. What are learning styles? The various measures of ‘learning style’ can be divided into five families: 1 Cognitive processes Learner 2 Delivery preferences Option 1 Learning goals Option 2 Option 3 Delivery options Constitutionally-based, e.g., preference for visual, auditory, kinaesthetic, tactile Personality-based e.g., Myers-Briggs Measures of deep-seated cognitive structure e.g., Riding Based on learning process & preferences e.g., Kolb; Honey & Mumford Based on learning & study strategies & attitudes to education e.g., Entwistle

6. ‘Learning styles quiz Disagree It depends Agree 1 ‘Learning styles’ are the different ways people perceive, process & learn information 2 Using questionnaires & observation, you can find out a lot about someone’s learning style 3 Different students can & often do have quite different learning styles 4 Good teachers tailor what they’re doing to suit the individual learning styles in their class 5 Adjusting what you do to each learner’s style makes a huge difference to how much learning takes place

7. STEP 1 STEP 2 Tailor learning experience to accommodate this style POW!!! Fast & efficient learning Determine the preferred learning style of each individual The literature of learning styles The literature of learning styles 2 • the literature is huge (Google shows up over 600 000 sites!) • the popular learning styles literature is simplistic about the value of matching how you teach to individuals’ preferred learning style. If it DOES match, it’s claimed that: • anyone can learn virtually anything • there are huge benefits in scholar achievement, motivation & behaviour... The rationale is like this:

8. The literature of learning styles The most thorough review of the literature was conducted in 2004/5 by Coffield & associates. They show that the scholarly learning styles literature is full of competing paradigms & scales, including: • convergers vs divergers • verbalisers vs imagers • holists vs serialists • surface learning vs deep • activists vs reflectors • adaptors vs innovators • aassimilators vs explorers • field independent vs field dependent • globalists vs analysts • assimilators vs accommodators • imaginative vs analytic learners • non-committers vs plungers • common-sense vs dynamic learners • concrete vs abstract learners • random vs sequential learners • initiators vs reasoners • intuitionists vs analyst • extroverts vs introverts • sensing vs intuition • thinking vs feeling • judging vs perceiving • left brainers vs right brainers • theorists vs humanitarians • activists vs theorists • pragmatists vs reflectors • organisers vs innovators • lefts vs rights • inductives vs deductives • hierarchic vs anarchic • conservative vs liberal learners

9. there’s something wrong with your teaching, and • it’s up to you to change your teaching approach The literature of learning styles The literature of learning styles 2 If you don’t tailor your teaching to match each individuals’ learning style, the literature and/or websites tends to suggest that:

10. The literature of learning styles The literature of learning styles 2 Fortunately, there are exceptions. Thoughtful publications relating to learning styles in the Australian VET context include: Learning styles & pedagogy in post-16 learning: A systematic & critical review Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK) www.lsrc.ac.uk Should we be using learning styles?: What research has to say to practice Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK) www.lsrc.ac.uk Accommodating learning styles: Relevance & good practice in TAFE Smith, P & Dalton, J (2005, Aust) www.ncver.edu.au

11. The literature of learning styles The literature of learning styles 2 According to Learning Styles & Pedagogy in post-16 learning, 2000 (Coffield & associates) • the claims of the various learning style theorists are not backed up by solid evidence • the picture is made more murky by the fact that there is $ $ $ to be made from getting a new learning styles inventory to market • the value, if any, of a teacher taking questionnaire-based learning styles into account has not been established

12. ‘ The learning styles I’ve observed appear to be characterized by a “perceptive-accommodative” mode, coupled with a period of assimilation. ’ ‘ MY APPROACH IS JUST TO SUCK-IT-AND-SEE !’ The literature of learning styles Overall, much of the scholarly material on learning styles seems out of step with how we think about our own learning:

13. 2005 Phase 2 = identify key areas of theory which impact on practice, and: • review literature & conduct interview research • package results in way that stimulates discussion & reflection on practice Project background There has been ongoing interest in identifying theories that underpin quality in VET. ‘The time has come to uncover what’s unique in how vocational skills are imparted…and to develop the theories that can expand our thinking of VET practice & [contribute to] quality.’ NSW TAFE ex-DDG Robin Shreeve • 2004 Phase 1 = Theory into Practice • literature review & annotated bibliography • series of case studies

14. Extensive literature review in collaboration with ETIS Center for Learning Innovation • Laurie Field’s investigations into VET teaching & learning over several decades Project background Extensive literature review in collaboration with ETIS Center for Learning Innovation In-depth interviews with 11 NSW TAFE teachers & educational experts: Cliff Trood Engineering apprentices Taree Brigette Collins Food North Sydney Susan Carter Administration Sydney Margaret Gardner General Education Taree Alison Jones Child Care Illawarra Darryl Griffin Arts (largely aboriginal) Metropolitan Mardella Basset Travel & tourism National Kevin Clayton Engineering paraprofessional State-wide Noelene Milliken Foundation Studies (aboriginal) Riverina Jeanne Boote Physical disability Hunter Billie Ayling OTEN State-wide We’re going to just look at the first three...

15. Teacher views: Cliff Trood (Fitting & Machining) • main meaning of ‘learning style’ = 'learning by doing’ vs ‘learning by bookwork’ • learning style closely related to motivation (e.g., is individual studying to get a study benefit? to change careers?) • ideal = blend of ‘individualized’ with ‘whole group learning’ • should provide information & provide skills in finding information • budget & structure limit flexibility at classroom level • perceptions impact directly on self-esteem (e.g., 'tradesperson' vs 'knowledge worker') • teacher orientation is crucial (e.g., a preference for ‘lock-step’ vs ‘independence’) Teacher stance A strong wish to interest & inspire students to extend their skills, knowledge & horizons

16. main meaning of ‘learning style’ = ‘how you go about learning something’ (e.g., on-line, using hard-copy resources, getting one-to-one help) + confidence • we should help learners understand their own preferred learning style(s) & to extend their styles • for unconfident students with no positive educational experience, 1st priority = nurturing • supporting flexible learning requires: - teachers who are flexible & broadly knowledgeable - flexible TAFE systems such as admissions & student records Teacher views: Susan Carter (Office Admin) Teacher stanceMindfulness, supportiveness & patient, to help students ‘bridge the gap’ to positive learning experience

17. main meaning of ‘learning style’ = spoon-fed vs learning independently + age / ethnicity differences • student interest best served via mix of: - ‘nurturing’ (e.g., writing everything down for young students) & - 'extending' (e.g., getting students to find own information) • illustrates difference between 'wants' & 'needs’: - some students may want to dress as they like & arrive when they like - to be employable, they need to adhere to dress requirements & be punctual • there is close relationship between: • - a teacher's willingness / capacity to accommodate student needs & • - their general enthusiasm & enjoyment as teachers Teacher views: Brigette Collins (Food & Beverage) Teacher stanceEnthusiasm, enjoyment, openness

18. Discussion 1 When you talk about ‘learning styles’, what do you mean? 2 How important is it to take ‘learning styles’ into account in TAFE teaching?

19. Discussion According to a 2003 report on TAFE: ‘Learners want services and support providing ‘just for me’ training. They want to develop skills at times, in ways and at locations that suit them, not the VET provider.’Mitchell et al, 2003 1 From your experience, how accurate is this statement? 2 How much should the VET system try to accommodate ‘just for me’ expectations?

20. Discussion 1 Reasons for wanting a qualification 2 General learning & study skills (e.g., note-taking; internet searching) 3 Cultural assumptions (e.g., about teachers; individual study) 4 Age & maturity 5 Whether the learning experience follows general ‘good design / delivery’ principles 6 Whether broad preferences (e.g., for hands-on activity) are accommodated 7 Whether specific individual learning style preferences are accommodated • Here are some factors which influence student learning experiences • Based on your experience, discuss the impact of each factor on student learning • Rate the impact of each on the success of your classes

21. Discussion • 1 Rigid curriculum design with too little flexibility / too much material • 2 Unmotivated teachers who don’t enjoy what they’re doing • 3 Inflexible general management & information systems • 4 The need to accommodate a range of priorities cost-effectively • 5 Lack of time & opportunities to tailor the necessary learning resources • This project identified some impediments to accommodating learner needs in TAFE • What would you add to / subtract from this list? • What barriers most need to be tackled?

22. LEARNER LEARNING ENVIRONMENT Needs & preferences common to most learners What is being learnt & why Immediate learning environment Other learners Potential learning environment: People & other sources of information & guidance Learner-specific characteristics Planned learning environment Learning styles fit in here A model of learning styles

23. A model of learning styles Example: Learning bar service skills • learning during part-time work • bars & restaurants visited socially LEARNER LEARNING ENVIRONMENT • learn by doing • feedback & guidance • positive atmosphere Immediate learning environment Potential learning environment: People & other sources of information & guidance Needs & preferences common to most learners e.g., to get study benefit vs start own business What is being learnt & why • wine industry experts • wine shows • internet information Other learners • co-students’ work experience Planned learning environment Learner-specific characteristics • simulated bar • packaged resources • budget & staffing • resources • learning space • ethnicity • English language [Source: Data partly based on interview with Brigitte Collins, TAFE NSW]

24. Traditional one-size-fits-all Tailored to individual needs The aim • Individual needs determine content • Highly labour intensive • Expensive • High customer satisfaction • Matches closely what individual students want • Curriculum determines content • Doesn’t require much teaching time • Cost-effective • Low customer satisfaction • Unlikely to match what individual students want A compromise that meets the needs of broad classroom segments Focus on broad-brush student groups [Source: Adapted from material developed by Greg Madden, NSW TAFE]

25. High aspiration & attentive Low aspiration & easily distracted Independent learner Face-to-face support Focus on broad-brush student groups Example: Categories of office administration students Computer-savvy males getting extra qualifications Mature working women Low aspiration qualification-focussed female [Source: Adapted from material developed by Greg Madden, NSW TAFE]

26. Option 1 Option 2 ‘This is the way like to learn in circumstances Y & Z’ ‘This is the way I prefer to learn in circumstances X’ ‘This is my preferred learning strategy & I’m sticking to it!’ ‘I use these approaches when I’m teaching someone else; sometimes, I use them myself’ ‘These are some other learning strategies I like to use’ Encourage multiple learning strategies

27. Focus: Extending Focus: Nurturing Encourage multiple learning strategies Confident Unconfident Negative educational experience Positive educational experience

28. Aim for ‘good’ design & delivery Have goals 'I want to learn something / feel motivated to learn' Do it'I try it out, practice & learn from my mistakes' Get feedback 'I check my results & take into account other people's reactions' Digest it 'I make sense of what I've learnt & where it fits, in the process getting a sense of ownership'

29. Independent Verbal Hands-on Dependent Limit the use of ‘learning styles’ questionnaires Our investigation (coupled with Smith & Dalton’s ‘05 NCVER study) suggests ‘YES’! • Learning styles questionnaires can help teachers & students to think about how they learn • It’s best to avoid emphasis on (difficult to justify) theoretical models • Simple frameworks, like this one (from P. Dalton, Deakin Uni) are easiest to justify & use

30. Discussion...