Learning Styles

B. Amirheidari, PharmD, PhD.

Apr 2011, KMU

A Chinese Proverb

I hear...and I forgetI see...and I rememberI do...and I understand

Introduction to learning styles A complex and ongoing field of research A wide range of models to characterise Results adopted by many organisations

History and scope

• Learning styles research began in 1960s

• By 2006 over 650 books published on learning styles

• Over 4500 articles in scholarly publications

• 26,000 websites

Definition of Learning Styles

Specified patterns of behavior according to which the individual approaches a learning experience

A way in which the individual takes in new information and develops new skills

The process by which an individual retains new information or skills

(Sarasin, L.C, 2006)

Definitions (Contd.)

The manner in which individuals choose, or are inclined to approach, a learning situation

(Cassidy, 2004)

The way an individual perceives, organizes, processes, and remembers information

(Beebe, Mottet, Roach, 2004)

Goals Understand our own learning style Understand our students’ learning styles Apply to our teaching methodology Accommodate students’ differences Become better teachers

Does brain matter?

Ancient Egyptians believed the heart was the center of intelligence and emotion

They thought so little of the brain that during mummification, they removed the brain entirely from bodies

Brain Hemispheres

Right Reasoning Logical Mathematical Verbal

Left Mystical Musical Creative Visual-pictorial

Do we teach to both sides?

What teaching methods do we use for– a student who is left brain dominant?– a student who is right brain dominant?

1. Try to memorize the items below

2. Write down the items you remember

Memorize these lettersA X Q

Write down the letters you remember

Z Z G K J E

Write down the letters you remember

K W O F P A D S M

Write down the letters you remember

M A J H I Y K O W L P Q

Write down the letters you remember

A K A B K I P F I M I N F P W

Write down the letters you remember

Please Check your answers!

A X Q Z Z G K J E K W O F P A D S M M A J H I Y K O W L P Q  A K A B K I P F I M I N F P W

Models and terms

A huge range of words is employed A wide range of models is applied

So Many Words!

convergers versus divergers verbalisers versus imagers holists versus serialists deep versus surface learning activists versus reflectors pragmatists versus theorists adaptors versus innovators assimilators versus explorers field dependent versus field independent globalists versus analysts assimilators versus accommodators

imaginative versus analytic learners non-committers versus plungers common-sense versus dynamic learners concrete versus abstract learners random versus sequential learners initiators versus reasoners intuitionists versus analysts extroverts versus introverts sensing versus intuition

thinking versus feeling judging versus perceiving left brainers versus right brainers meaning-directed versus undirected theorists versus humanitarians activists versus theorists pragmatists versus reflectors organisers versus innovators lefts/analytics/inductives/successive processors versus

rights/globals/deductives/

simultaneous processors executive, hierarchic, conservative versus legislative, anarchic, liberal

Models: 1. Honey and Mumford (1982)

Distinguished b/w 4 preferred styles:ActivistReflectorTheoristPragmatist

Honey and Mumford model (1.1)Activists

learn best from activities in which there are: New experiences and challenges Short ‘here and now’ tasks including

teamwork and problem-solving Excitement, change and variety ‘High visibility’ tasks e.g. Leading roles

Honey and Mumford model (1.2)

Reflectors

learn best from activities where they: Are allowed or encouraged to

watch/think/ponder on activities Have time to think before acting Can carry out careful, detailed research Have time to review their learning Don’t have pressure and tight deadlines

Honey and Mumford model (1.3)Theorists

learn best from activities where: What is offered is part of a system,

model or theory They can explore the interrelationships

between ideas, events and situations They are asked to analyse and

evaluate, then generalise They can question basic assumptions

or logic

Honey and Mumford model (1.4)Pragmatists

learn best from activities if: There’s an obvious link between the

subject matter and a ‘real life’ problem They are shown techniques for doing

things with practical advantages They see a model they can emulate, or

can concentrate on practical issues They are given immediate opportunities

to implement what they have learned

Models: 2. Pask (1988) 2.1 Serialist learners

– Prefer to take a step-by-step approach– Pieces of information already inter-related– Building from the known to the unknown– More comfortable with "linear" subjects– May lose sight of the broader picture– Impatient with "jumping around“– Initial stages of learning arithmetic

2.2 Holist learners– Prefer to form a global view of subject– Make relations between parts later on– More comfortable with "topic" based learning– May leave gaps, or repeat themselves– May over-generalise– History or literature

Models: 2. Pask (1988)

Models: 2. Pask (1988)

Broader distinction made between:

Visual-holist learners Verbal-sequential learners

Models: 3. VAK (1988)

Common distinction between: Visual learners

– Prefer to learn through seeing Auditory learners

– Prefer to learn through hearing Kinaesthetic learners

– Prefer to learn through physical activity

Models: 4. VAKT

Visual– Seeing: Text, Charts, Diagrams, Pictures

Auditory– Hearing: Audio, Music, Speaking

Kinesthetic– Bodily Action: Movement

Tactile– Touching: Doing with the hand

Rooted in psychology of Carl Jung

Adapted by Isabel Myers Briggs in 1940’s

Focus on 4 areas of perceiving and judging

Strong implications for learning

Models: 5. Myers Briggs Type Indicator

MBTI Reveals 16 Types

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

Myers Briggs

Four Rating Scales Energy: Extravert/Intravert E/I Information: Sensing/Intuitive S/N Decisions: Feeling/Thinking F/T Decisions: Judging/Perceiving J/P

Receiving energy : Introverted/Extraverted

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

22

IIEE

Extravert/Introvert

Receives energy externally or internally

Extravert Introvert

49% 51%

Extravert/Introvert

Extravert Introvert

Tolerate noise and crowds Talk more than listen Communicate with enthusiasm. Be distracted easily Meet people readily and participate in

many activities  Blurt things out w/o thinking Parties recharge your batteries Hates to do nothing. On the go  Likes working or talking in  groups Likes to be center of attention

Avoid crowds and seek quiet Listen more than talk Keep enthusiasm to self Concentrate well Proceed cautiously in meeting people

participate in selected activities Think carefully before speaking Time alone recharges batteries Needs to have time to reflect Would prefer to socialize in small groups

or just do job "by myself" Content being on the sidelines

E/I Manifestations

http://www.rbdc.com/~patmarr COPYRIGHT ©1996-1999  PAT MARR

Gaining Information/Perceivin: Sensing/Intuitive

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

11

SS NN

Sensing/Intuitive

Gaining Information/Perceiving

Uses senses Intuitive

75% 25%

Sensing/Intuitive

Sensing Intuitive

Learn new things by imitation and observation

Value solid, recognizable methods achieved in step-by-step manner

Focus on actual experience Tend to be specific and literal; give detailed

descriptions Behave practically Rely on past experiences Likes predictable relationships Appreciate standard ways to solve problems Methodical Value realism and common sense

Learn new things through general concepts

Value different or unusual methods achieved via inspiration

Focus on possibilities Tend to be general and figurative use

metaphors and analogies Behave imaginatively Rely on hunches Value change in relationships Use new and different ways to solve

problems and reach solutions Leap around in a roundabout way Value imagination and innovation

Sensers and Intuitives

Myers Briggs Type Table: I/E and S/N

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

11

22

Making decisions: Thinking/Feeling

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

33 33

FF TTTT

Feeling/Thinking

Making decisionsEmotions Logic

Feeling Thinking

50% 50%

Feeling/Thinking

Feeling Thinking

Have harmony as a goal Decide more with my heart Agree more with others' findings, because

people are worth listening to Notice when people need support Choose tactfulness over truthfulness Deal with people compassionately Expect the world to recognize individual

differences Note how an option has value and how it

affects people Like to please others; show appreciation Appreciate frequent queries as to my

emotional state ANY feeling is valid

Question others' findings because they might be wrong

Notice ineffective reasoning Choose truthfulness over tactfulness’ Deal with people firmly, as needed   Expect world to run on logical principles Note pros & cons of each option See others' flaws...critical Tolerate occasional queries as to my

emotional state in relationships Feelings are valid if they're logical

Myers Briggs Type Table: I/E, S/N and T/F

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

11

22

33 33

Making decisions: Judging/Perceiving

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

44

44

JJ

PPJJ

Judging/Perceiving

Making Decisions

Judging Perceive

50%50%

Judging/Perceiving

Judging Perceiving

Prefer my life to be decisive imposing my will on it

Prefer knowing what they're getting themselves into

Feel better after making decisions Enjoy finishing things Work for a settled life, with my plans in order Dislike surprises & want advance warning See time as a finite resource, and take

deadlines seriously Like checking off "to do" list Feel better with things planned Settled.  Organized.

Like adapting to new situations Prefer to keep things open Enjoy starting things Keep my life as flexible as so

nothing is missed Enjoy surprises and like adapting

to last minute changes See time as a renewable resource

and see deadlines as elastic Ignore "to do" list even if made

one Would rather do whatever comes

along Tentative.  Flexible. 

Spontaneous.

Perceivers Resist Closure

http://www.rbdc.com/~patmarr COPYRIGHT ©1996-1999  PAT MARR

Myers Briggs Type Table

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

11

22

33 33

44

44

Myers Briggs Type Indicator

Extravert Introvert49% 51%

Sensing Intuitive75% 25%

Feeling Thinking50% 50%

Judging Perceiving50% 50%

Models:6. Kolb Learning Style Model

Reflective Observation

Active Experimentation

Processing Information

Direct Experience

Abstract Concept

Rece

ivin

g In

form

ati

on

Intersection=Learning Style

Reflective Observation

Active Experimentation

Concrete Experience

Abstract Concept

Concrete ReflectiveReflectorsDiverging

Abstract ReflectiveTheorists

Assimilating

Abstract ActivePragmatistsConverging

Concrete ActiveActivists

Accommodating

Models:7. Experiential Learning Styles

Learning style Learning characteristic

Converger Abstract conceptualization + Active experimentation

Diverger Concrete experience + Reflective observation

Assimilator Abstract conceptualization + Reflective observation

Accommodator Concrete experience + Active experimentation

Models:Gregoric Learning Style Model

RandomSequentialOrganizing Information

Concrete

Abstract

Perc

eiv

ing

In

form

ati

on

Concrete Sequential Concrete Random

Abstract RandomAbstract Sequential

Left Brain/Right Brain

Learners also favor one side of the brain over another.

Left Brain Right Brain

logical creative

verbal spatial

analytical intuitive

Models:8. Multiple Intelligences

Verbal-Linguistic Ability to use words and language

Logical-Mathematical Capacity for inductive and deductive thinking and reasoning, use of numbers, recognition of abstract patterns

Visual-Spatial Ability to visualize objects and spatial dimensions, and create internal images and pictures

Body-Kinesthetic Wisdom of the body; ability to control physical motion

Musical-Rhythmic Ability to recognize tonal patterns and sounds, sensitivity to rhythms and beats

Interpersonal Capacity for person-to-person communications and relationships

Intrapersonal Spiritual, inner states of being, self-reflection, awareness

If learning is fundamental to everything we do, then understanding one’s

unique learning style is fundamental to learning.

BUILDING EXCELLENCE…The Learning Individual®Self-Awareness — “Know Thyself”

Models:9. Building Excellence

The BE Survey is an online learning & productivity style assessment tool (copyright ‘96, ‘98, ‘99, ‘00 R. Dunn & S. Rundle).

BE identifies twenty-one critical variables that can promote or obstruct learning, including the efficacy with which individuals concentrate on, process, internalize, and retain new and complex information.

The Building Excellence (BE) Survey

The BE Survey generates a personalized Learning and Productivity Style (LPS) Profile report, which includes:

A one-page summary;

Narrative descriptions of one’s preferences;

Recommended strategies; and

A personal development plan to help people create individualized learning solutions.

Learning and Productivity Style Profile Report

A non-essential element that does

not usually require special

attention.

0

A non-essential element

that, for the most part, does not affect the individual.

SLIGHT

An essential element

that requires attention MUCH of the time.

MODERATE

An essential element

that requires attention ALL of

the time.

STRONG

Interpreting the LPS One-Page Profile

Interpreting the LPS One-Page Profile

DEFINITELY NOT the most effective

modality for retaining new and difficult

material.

LEAST

NOT the most effective

modality for retaining new and difficult

material.

LESS

Remember best when

they LISTEN to a lecture, a presentation,

or an audiotape.

AuditoryLearners

Remember best when

they DISCUSS with others the new

and complex information

they are learning.

VerbalLearners

Remember best when they READ the written

word (textbooks, memos,

and e-mail messages).

Visual Text

Learners

Remember best by DOING

rather than sitting and listening, reading,

or thinking about the

information.

Tactile and/or Kinesthetic

Learners

Remember best when they SEE (create) mental images of what

they hear or read.

Visual Picture

Learners

Perceptual Elements

Analytic / Global

ANALYTICS…

…assimilate and process information best when it is presented sequentially and the information builds toward a conceptual understanding.

GLOBALS…

…assimilate and process information best when humor and metaphors are used and they need to understand

the concept before the details make sense.

INTEGRATED

PROCESSORS…

… use both the Analytic and Global dimensions interchangeably. Persons with this preference often take on the role of an interpreter because they can easily translate what the Analytics and Globals are saying.

Analytic / Global

Reflective / Impulsive

Impulsive learners prefer less detail when making decisions and

solving problems.

When taken to the extreme, impulsive people want others to

be brief, be bright, and be gone!

Reflective learners take time to weigh their options before making decisions and solving problems.

When taken to the extreme, thisapproach leads to analysis paralysis!

Environmental Elements

Sound

Do you concentrate

best with sound in the background or a in quiet

environment?

Do you study or work best when when the lights are bright or softly

illuminated and indirect?

Light

Do you concentrate

and stay focused longer

when the temperature

is warmer or cooler?

Temperature

Do you concentrate best when sitting at a desk with a straight-backed chair or

more informal seating?

Seating

At what time of day are you most effective

and efficient:

Early Morning?

Late Morning/Early Afternoon?

Late Afternoon?

Evening?

Time of Day

Do you focus your attention best when you

snack while you work or study or snack after you are finished?

Intake

When you stay in one place for

too long, do you become restless and

fidgety?

Mobility

Physiological Elements

Positive feedback

from others (externally motivated)

Positive feedback

from yourself (internally motivated)

Motivation

Do you prefer completing one task before

beginning another?

Do you prefer to work on

several tasks at the same

time?

Persistence

Do you prefer to do things the way you think they should be

done?

Do you prefer to do things

the way others think they should be done?

Conformity

Do you like others to provide

procedures for you to follow?

Do you prefer

to create your own

procedures?

Structure

Emotional Elements

Are you more productive when you work alone or with one other person, in a small group of 3 people, or in a large team?

Team Interaction

Do you work well with a

person who is an expert in his field?

Are you less effective when

someone is looking over

your shoulder when you work

or study?

Authority

Do you prefer routine work using proven

methods?

Do you become bored

when you have to do the

same thing over and

over?

Variety

Sociological Elements

74Copyright 2004 Susan M. Rundle • www.pcilearn.com

Models:10. Memletics learning system

Models:11. VARK Learning

Styles www.vark-learn.com

A Simple System to Understand and

Use

Designed by Neil D. Fleming,

Lincoln University, New Zealand

Developed by help of Charles C.

Bonwell, Saint Louis College of

Pharmacy, U.S.A.

A sample VARK Question

You are not sure whether a word should be spelled 'dependent' or 'dependant'. I would:

a) look it up in the dictionary.b) see the word in my mind

and choose by the way it looks.

c) sound it out in my mind.d) write both versions down

on paper and choose one.

The questionnaire output:Learning Preferences

Visual

Aural

Read / Write

Kinesthetic

If you are a visual learner…

You learn best by: Taking notes and making lists to read later Reading information to be learned Learning from books, videotapes, filmstrips and printouts Seeing a demonstration

You are good at: Dressing well, putting clothes together easily Remembering details and colors of what he/she sees Reading, spelling and proof reading Remembering faces of people he/she meets (forgets

names); remembers names seen in print Quietly taking in surroundings Creating mental photos

If you are an auditory learner…

You learn best by: Talking aloud Listening to a lecture Discussing in small or large groups Hearing music without words as a background in the learning

environmentYou are good at: Speaking on his/her feet Noticing sounds in environment Remembering names of people he/she meets (forgets faces) Working with words and languages Tuning into small shifts in voice intonation

If you are a read/write learner…

You: Learn through reading and writing Learn best by reading and re-reading

the textbook and their notes, writing and rewriting their notes, and in general, organizing items into lists.

Often like to read Learn by listening, speaking, reading,

telling, discussing and writing

If you are a kinesthetic learner…

You:Process information trough touch,

movement and rhythmic movementsLike hands on activities such as wood

shop, dance, and/or athletics. Express yourself and your ideas

through movementHave good fine-motor skills and need to

touch and do things

What does this mean?You have all four of the learning styles, but you are stronger in some of the areas. Based on your strengths you will find some activities to be either favorable or difficult. Which learning style did you have the lowest score? We are now going to look at how you can improve on this learning style…Write down your lowest learning style and three suggestions that YOU will use to improve.

Ways to be a BETTER Visual Learner

Occasionally change the color of ink in your pen Use highlighters to point out important

information Pay attention to the details of pictures Read ALL of the assignment directions

Replace words with symbols or initials.

Example: @ = at● Use diagrams, flowcharts and graphic organizers

to keep your work organized and easy to study.

Ways to be a Better Auditory Learner

Say vocabulary and spelling words out loud. Read your assignments out loud. Pay close attention to your teacher’s voice. Remember details by saying them over and over.

Use a tape recorder Discuss topics with others (have a study group) Study in a quiet so you can recall items

discussed in class Use stories, poems, etc to remember items in

class.

Ways to be a BETTER Read / Write Learner

Make Lists Have headings at the top of your page Use post-it notes Keep track of your hand-outs Read notes silently again and again

Re-write difficult notes into ones that make it simple for you to remember.

Practice doing multiple choice questions.

Learn to take good notes in class.

Ways to be a BETTER Kinesthetic Learner

Type important information Take breaks when needed, especially

when studying. Build models to explain yourself during

projects

Frequently change pens and pencils so you have a different feel when you write.

Pay close attention during examples and experiments

Use pictures to illustrate ideas.

MISMATCH Visual: most people in our culture. Verbal: Most of our teaching material:

lectures, texts, equations, overhead, PowerPoint, ...

MISMATCH

Deductive teaching is quick, easy, appears straight forward and easy for the teacher

But, it is confusing and difficult for the student.

Most students think and learn inductively!

MISMATCH If you teach in your own preferred style:

– People like you are likely to learn If you teach in multiple styles:

– Everyone is more likely to learn more easily

MISMATCH

Most curricula, textbooks, teaching techniques, and teachers are sequential

Global learners make good researchers, systems analysts, and creative problem solvers if they make it through school.

Summary Tips Give students the global view or goal at the beginning

Teach inductively (step by step) and encourage students to reason deductively

Ask questions and devise assignments that cause students to be field-independent

Use the Socratic Method so students respond with their own dominant learning style.

Appeal to all the senses in your teaching.

Plan for active learning. The most prominent learning mode is through doing.

Take pains to use the nondominant side of your brain in your teaching methodology

Devise lesson plans that use the opposite of your learning style preference

(students who have your learning style will catch on easily it is those who do not that are likely to have trouble in your class.)

Vary assignments between visual, auditory, kinesthetic and read-write.

Use visual approaches rather than lectures, equations, chalkboard, PowerPoint, etc.

Use course activities that address each of the different learning styles

“I think that only daring speculation can lead us further and not accumulation of facts.”

Albert Einstein1879-1955