Learning Styles Workshop
description
Transcript of Learning Styles Workshop
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Learning Styles Learning Styles WorkshopWorkshop
Meg SargentMeg [email protected]@southernct.edu
Adam GoldbergAdam [email protected]@southernct.edu
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Learning Styles“Specified patterns of behavior and/or
performance 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)
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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).
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How do we Learn?
By Seeing (visual)
By Hearing (auditory)
By touching (tactile)
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Why is an Understanding of Learning Styles
Important?Diverse learning communitiesDetermine what’s best for
your studentsMismatch between instruction
and learning styles disastrous
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Purpose of this Workshop
Introduction to Learning Styles!!
Specifically:Instruments for MeasurementInstructional StrategiesResources and Assessment Tools
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Steps of Teaching Effectiveness:
Understanding Learning (both of self and student)Understanding TeachingAssessing LearningAccommodating Differences
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Understanding Learning
How do your students learn best?
How do you learn best?
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Understanding Teaching
Consider how you teach in terms of how your students learn: Teaching strategies reflect learning preference
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Reflection Activity Think of a recent class.
How did you present new material? What methods did
you use to help students learn (lecture, discussion, group
work, etc)?
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Assessing Learning
How do you determine whether your students are actually learning?
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Accommodating Differences
Using a knowledge of different learning styles to drive instruction
Ensuring that all students have the opportunity to learn
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Examining the 3 Learning
Styles
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Visual Learners: Defined
(global, affective, abstract, random, concept-oriented):
Learn by reading and observing others
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Visual: Learning• Holistic focus: need to see how pieces
fit together• Need to visualize what they’re doing (may
stop, look into space and visualize what they’re learning)
• Learn best in interactive format: role play, modeling, groups, etc.
• Become impatient with extensive listening
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Visual: Teaching • Use multiple visual formats: charts
presentation software, video, notes, worksheets, flip charts, diagrams, etc.
• Write goals/objectives of lesson on board
• Open-ended creative questions encouraging multiple interpretations and solutions
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Visual: Teaching• Leave white space in handouts for
note taking.• Invite questions to help them stay
alert • Emphasize key points to cue when to
takes notes. • Webbing (mind mapping)
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Visual: Assessment • Need open-ended assessment• Assign groups problem-solving activities
(focus on process and product)• Individual research projects to show
mastery of material• Objective tests should include short
answers• Individual oral presentations (explore,
explain and present material)• Demonstrations (applying material
in real contexts)
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Auditory Learners: Defined
(concrete sequential, independent, perceptual, field-independent, competitive).
Learn through hearing and speaking
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Auditory: Learning• Most commonly rewarded in post-
secondary classrooms• Skill-oriented & Achievement-oriented• Memorize well• Clarify learning through articulation• Learn from hearing others speak• Prefer processing the spoken versus
written word• Precise, logical, definite
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Auditory: Teaching • Traditional lecture; independent work• Group discussion: feedback, paraphrasing
from peers• Individual conference/interviews with
instructor • Allow “thinking time” to process information• Use the Socratic method of lecturing by
questioning
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• Tasks calling for specific answers/solutions• Phrasing information several different
ways• Begin new material with “what is coming”
Conclude with “what was covered”• Auditory activities, such as brainstorming,
buzz groups, or Jeopardy• Give time to debrief in order to make
connections
Auditory: Teaching
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Auditory: Assessment • Objective, specific questions orally or
written (true-false, multiple-choice, matching, fill-in)
• Summative evaluation requiring individual, specific pieces of information
• Independent research projects
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Tactile Learners: Defined
(random learners, behavioral, both dependent and independent learners).
Learn by touching and doing
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Tactile: Learning • Most neglected at post-
secondary levels• Needs rarely addressed outside of
laboratory-required classes• Need opportunities for creative,
hands-on learning; interactions with concrete materials
• Learning accommodated through movement
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Tactile: Teaching • Experiential learning activities: labs,
modules, educational games• Simulations (interact with/apply
concepts)• Interaction via technology: audio,
video, computers• Demonstrations/ Role play/ Case
Studies
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• Internships/Practica/ Field trips• Give frequent stretch breaks (brain
breaks)• Have students transfer information
from the text to another medium such as a keyboard
Tactile: Teaching
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Tactile: Assessment
• Respond least effectively to traditional methods of testing, papers, etc. so need to modify conventional assessment
• Demonstrations of learning• Role playing• Simulations, replicas, exhibits,
models
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Working in groups, how could you revise your earlier lesson from incorporating different learning styles
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CONCLUSION
Implications
Strategies
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• Familiarize yourself with research on Learning Styles• Organize informal discussion or focus groups to share
understandings/gain additional perspectives• Analysis of Student Behavior• Develop & Implement Teaching Strategies• On-going Assessment• Commitment: time, resources, administration, faculty
Workshop: A great first step!
How Do We Do It?