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Seminar VII An Introduction to Learning Styles

Seminar VII An Introduction to Learning Styles. Carol Considine. Learning Styles. The Big Idea: People learn in different ways. So what? Characterize these differences in terms of the dimensions of the learning process .

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Seminar VII An Introduction to Learning Styles

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  1. Seminar VII An Introduction to Learning Styles Carol Considine

  2. Learning Styles • The Big Idea: • People learn in different ways. • So what? • Characterize these differences in terms of the dimensions of the learning process. • Use this theoretical framework to guide the planning and delivery of instruction.

  3. Sequential Intuitive Active Visual Deductive Inductive Verbal Sensory Reflective Global Learning Style Objectives • Determine your own learning style? • Recognize the ILS dimensions • Describe the consequences of mismatch • Match teaching techniques to learning styles.

  4. What is your preferred learning style? • Caveats • Many different learning style models • Leave out important factors • Learning is dynamic • Avoid over-interpreting results Felder, R.M. and Spurlin, J. 2005. Applications, Reliability and Validity of the Index of Learning Styles. Int. J. of Eng Educ. Vol. 21, No. 1. pp. 103-112

  5. Index of Learning Styles (ILS) • Read each question and answer by circling “a” or “b” to every question. • Choose only one answer. • If both “a” or “b” seem to apply, choose the one that applies more frequently. Barbara Soloman and Richard FelderNorth Carolina StateUniversity http://www.engr.ncsu.edu/learningstyles/ilsweb.html

  6. Scoring Your ILS In the first part of the scoring sheet, designate your “a” or “b” choice by putting a “1” in the appropriate column of your scoring sheet. ACT/REF

  7. Scoring Your ILS • In the second part, total the columns and write the totals in the indicated spaces • a = 2, and b = 9 • For each dimension (e.g. ACT/REF), subtract the larger score from the smaller one. • 9-2 = 7 • Write this difference in the third part along with the letter of the larger score. • ACT/REF = 7b

  8. b a 8 11 8 4 4 11 Plot Your Results • Each spoke of the wheel represents a scale with two dimensions, the “a” and “b” side. • For now, ignore the circles inscribed on the wheel. 0

  9. a b Visual Verbal 8 11 8 4 4 11 Input

  10. a a b b 8 11 8 4 4 11 8 4 11 11 8 Intuitive Visual Verbal Perception Sensory

  11. a a a b b b 8 11 8 4 4 11 8 8 4 11 8 4 4 11 11 11 8 Active Intuitive Visual Verbal Processing Sensory Reflective

  12. Sequential a a a b b b a b 8 11 8 4 4 11 8 8 4 11 8 4 4 11 11 11 8 8 8 4 11 11 4 Active Intuitive Understanding Visual Verbal Sensory Reflective Global

  13. As a group, how do we look?

  14. Learning style models tell us about preferences for: taking in information processing that information. What do the dimensions mean?

  15. ILS DimensionsInput visual---- verbal Pictures, diagrams, graphs, demonstrations Sounds, written and spoken words, formulas

  16. ILS DimensionsPerception sensory- - - - intuitive Sights, sounds, physical sensations (Practical & methodical) Memories, ideas, insights (Abstract & imaginative)

  17. ILS DimensionsOrganization inductive---- deductive Facts and observations first, then infer principles (Natural human learning style) Principles given first, Then deduce applications (Natural human teaching style) Not incorporated into the ILS

  18. ILS DimensionsProcessing active- - - - reflective Learn by thinking through things Work alone Learn by doing Working with others

  19. ILS DimensionsUnderstanding sequential- - - - global Learn in a logical progression of small incremental steps. (Solve problems w/o complete understanding.) Learn in large disconnected jumps (Solve problems - all or nothing)

  20. There you have it The Missing Dimension Learning Styles and Classroom Implications

  21. ILS Dimensions: Organization Not incorporated into the ILS inductive---- deductive x y Theory z Theory z x y Novices Experts

  22. ILS Dimensions: Organization Not incorporated into the ILS inductive---- deductive “The best teaching method is induction…but it isn’t concise and prescriptive…I don’t want instructors to be able to determine somehow that their students prefer deductive presentation and use that…to justify the traditional (deductive), but less effective lecture paradigm.” Felder, R. 2002, Author’s preface to Learning and teaching styles in engineering education. http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf

  23. Most engineering students1 are: Visual Sensing Active Sequential Inductive Most teaching2 is: Verbal Intuitive Neither Act. or Ref. Sequential Deductive Learning and Teaching Mismatch • 1Zyno, M.S. 2003. A contribution to validation of score meaning for Felder-Soloman’s Index of Learning Styles. ASEE Conference Proceedings, Session 2351. • 2Felder, R. and L. Silverman. 1988. Learning and teaching styles in engineering education. Engr. Education, 78(7) 674-681.

  24. Consequences & What to Do • Students taught only in their less-preferred mode can’t learn effectively. • Students taught only the preferred modeswon’t develop balanced learning skills. • Accommodate all learning styles by teaching around the wheel.

  25. So What? • Give all students opportunities to learn in their preferred modes some of the time. • Vary: • Organization • Teaching techniques • Learning activities

  26. Teaching Around the Wheel Sequential Intuitive Active Incorporate sketches, graphs, pictures, demonstrations, simulations, video clips into lectures Visual Deductive Inductive Verbal Sensory Reflective Global

  27. Teaching Around the Wheel Sequential Intuitive Active Present concrete evidences first s.a. war stories, lab observation, every-day phenomena, practical numerical problems. Pose a challenge Visual Deductive Inductive Verbal Sensory Reflective Global See Prince, M.J. and R. M. Felder, 2006, Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. J. Engr. Education, 95(2), 123-138.

  28. Teaching Around the Wheel Sequential Active Intuitive Use brief in-class group problem solving activities. Use and pass around toys. Encourage collaboration on homework. Visual Deductive Inductive Verbal Sensory Reflective Global

  29. Teaching Around the Wheel Sequential Intuitive Active Ask questions and pause, Integrate CATs, Students create their own: questions, examples, solution plans, Journaling & PMs Visual Deductive Inductive Verbal Sensory Reflective Global

  30. Teaching Around the Wheel Sequential Active Intuitive Use analogies. Connect new material to other material in class, in other classes, in other disciplines, in every day life. Find and describe the big picture. Provide overviews. Visual Deductive Inductive Verbal Sensory Reflective Global

  31. In Summary • You will have students of all learning styles. • We need all styles in engineering. • We need to address all styles in our classes, not just one. • Do so by incorporating a small number of additional techniques.

  32. Equal Opportunity Learning Sequential Intuitive Active Visual Deductive Inductive Verbal Sensory Reflective Global

  33. The One-Minute Paperon Learning Styles What was the most important thing you learned? What important question remains unanswered?

  34. Good References • Felder, R., 1996, Matters of Style, ASEE Prism, 6(4), 18-23, December. http://www2.ncsu.edu/unity/lockers/f/felder/public/Papers/LS-Prism.htm • Felder, R., 1988, How Students Learn: Adapting Teaching Styles to Learning Styles, Frontiers in Education Conference Proceedings, 489-493. • Wankat, P. and F. Oreovicz, 1993, Teaching Engineering, McGraw-Hill, Inc., 244-305. • Bransford, J.D. & others, 2000, How People Learn, National Academy Press

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