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Learning Styles Defining Strengths and Weaknesses

Learning Styles Defining Strengths and Weaknesses. Prior to introduction of this module, students should complete the learning styles test available at: http://www.engr.ncsu.edu/learningstyles/ilsweb.html

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Learning Styles Defining Strengths and Weaknesses

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  1. Learning Styles Defining Strengths and Weaknesses Prior to introduction of this module, students should complete the learning styles test available at: http://www.engr.ncsu.edu/learningstyles/ilsweb.html This module introduces levels of knowing in terms of advancement in cognitive development expected or typically during the undergraduate years. Learning styles are also introduced as they translate to strengths and weaknesses that are brought to the table by the different styles in an engineering environment. Students are encouraged, through an in-class activity, to match their individual learning style to definition and pursuit of objectives most suited to strengths.

  2. AgendaBig Pictures Big picture of college education: • Design • Analysis • But there’s this other part of KNOWING… • Levels of Knowing • Knowing your strengths and weaknesses

  3. Levels of Knowing

  4. Adapt Strategy Minimize Impact SUCCESS Resentful Bored Insecure Discouraged Frustrated Lost Unfulfilled Angry Knowing Strengths & Weaknesses Purpose Know only my strengths Know only my weaknesses Fulfilled

  5. Index of Learning StylesThe Basics Learning styles are • Characteristic cognitive, affective and psychological BEHAVIORS • Indicators of how learners • perceive, • interact with, and • respond to the environment. The Index of Learning Styles is a • learning style model • designed to capture the most important learning style differences • among ENGINEERING students! “Students whose learning styles fall in any of the given categories have the potential to be excellent scientists.” – Richard M. Felder

  6. Index of Learning StylesWhat are it’s uses and misuses? Learning style profiles … • are CONTINUOUS • They are NOT either/or categories. • suggest behavioral TENDENCIES. • They are NOT infallible predictors of behavior. • suggest that you have MORE strengths associated with one learning style THAN the other. • They are NOT an accurate measure of your skill at tasks associated with your profiles • You may be weak at both acting and reflecting, but you might be less weak at acting! • are NOT 100% accurate. • If your learning style preference differs from the instrument, DO NOT discount your judgment. • can be affected by your educational experiences.

  7. Index of Learning StylesActive or Reflective Learner – Processing

  8. Index of Learning StylesSensing or Intuitive Learner– Perception

  9. Index of Learning StylesVisual or Verbal Learner – Input

  10. Index of Learning StylesSequential or Global Learner – Understanding

  11. Purpose Minimize Impact SUCCESS Fulfilled Minimizing WeaknessesWhere/what do you need to adapt in the current engineering classroom to be more successful? In small groups (3 to 4), discuss the following and write down your individual answers on the 3x5 index card. • What are the weaknesses of your learning style? • Where are your weaknesses apparent in the engineering classroom? In the workplace? In the job search? • Pick one weakness. What compensation strategy are you going to use to minimize that weakness?

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