Learning Styles

1. Learning Styles Regina Frey, Director Washington University Teaching Center Eads Hall 105 Phone: 314-935-6810 Fax: 314-935-7917 http://artsci.wustl.edu/~teachcen Washington University Teaching Center

2. Outline • Definition of learning style • General categories of different models of learning styles • Explanation of Felder’s learning categories • Teaching strategies to meet needs of all styles Washington University Teaching Center

3. Definition of Learning Style • An individual’s characteristic and preferred methods • Gathering information • Interpreting information • Organizing information • Thinking about information • No one learning style has been shown to be better than another • No single learning style leads to better learning Washington University Teaching Center

4. Why Instructors Should Know about Learning Styles • Helps one understand and explain the differences observed among students • Helps one develop a range of teaching strategies to build on the different strengths of individual students • Helps one assist the student to expand his or her repertoire of learning strategies • Students may be more satisfied and more productive if they are studying with some methods compatible with their learning styles Washington University Teaching Center

5. Categories for Various Models of Learning Styles • Personality or affective models • Group based on personality characteristics, people’s motivations or value system • Example: extrovert vs. introvert; learning oriented vs. grade oriented • Information-processing or conceptualization models • Group based on how people process material • Example: holistic vs. serial • Perceptual or cognitive models • Group based on how one acquires knowledge • Example: auditory, visual, kinesthetic, or tactile Washington University Teaching Center

6. Felder’s Model of Learning Styles • Perception: What type of information does the student preferentially perceive? • Sensory – prefer data and facts • Intuitive – prefer theories and interpretations of factual information • Input: Through which modality is information most effectively perceived? • Visual – prefer pictures, diagrams, graphs, demonstrations • Verbal – prefer written or spoken words; mathematical equations Ref: R. Felder and B. Soloman North Carolina State University. URL: http://www.ncsu.edu/felder-public/Learning_Styles.html. (accessed 10/04). Washington University Teaching Center

7. Felder’s Model of Learning Styles • Processing: How does the student prefer to process information? • Actively – through engagement in physical activity or discussion • Reflectively – through introspection • Understanding: How does the student progress toward understanding • Sequentially – in a logical progress of small incremental steps • Globally – holistically; must have “big picture” first Washington University Teaching Center

8. Felder’s Model of Learning Styles Washington University Teaching Center

9. Felder’s Model of Learning Styles Washington University Teaching Center

10. Felder’s Model of Learning Styles Washington University Teaching Center

11. Information Handling Domains Ref: Southeastern Oklahoma State University, Center for Instructional Technology and Development. URL: http://www.sosu.edu/cidt/cidt_techbriefs.htm (accessed 10/04). Washington University Teaching Center

12. Use of learning styles to improve teaching effectiveness • Do not categorize a student as one specific type of learner • The learning style is a preference and students may use different ones depending on the situation • Do not match your teaching style to the students’ learning style • Impossible to do – many students, many styles • Use a variety of teaching activities and strategies to meet a broad range of student learning styles Washington University Teaching Center

13. Accommodating Different Learning Styles • Recognize your own style and how it influences the way you teach • Teach with a variety of teaching methods • Present the same information in several modes, such as verbally, reading (textual), discussion, hands-on activities • Vary your assignments and learning activities • Group work vs. individual work • Written reports, oral reports, diagramming, problem-solving • Give exams that have students think in different ways • Questions that ask students to give specific information • Open-ended essay questions that force students to generate solutions to problems and think in divergent ways • Questions that compare and contrast ideas • Questions that ask applications of theoretical principles • Encourage students to value different learning styles • Students learn more effectively if they study with others of differing learning styles Washington University Teaching Center

14. What is Your Learning-Style Preference? • What kinds of activities do you find the most comfortable and most productive? • What actions do you take to acquire new information and skills? • How do you prepare for class? • What type of learning takes place for you in a workshop or seminar? Washington University Teaching Center