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Learning Styles in the

ClassroomPeter M. Delaney, EdD.

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Objectives

To develop an awareness of the commonlearning styles

To develop an awareness of our individual

style(s) To understand how particular learning

styles affect a students ability to processinstruction

To develop teaching strategies to facilitatelearning within the various styles

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Activity 1

List from your experience and in youropinion the characteristics of asuccessful student.

Are there similarities in theresponses?

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Teaching Style

Learning Style

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Teaching Style

Learning Style

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How do we learn?

And

Do we teach the way our students

learn?

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Activity 2

Break into subject groups andtogether choose another departmentin the school that you feel would be

the most receptive to instruction.Please indicate the reasons for yourchoice.

Report findings to total group.

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How does knowing a students learningstyle help us as teachers?

Understanding why a student may behaving difficulty

Creating activities which may aidlearning

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What is a learning style?

The particular way we process andretain information

Visual

Auditory

TactileKinesthetic

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Field independent (analytic)

Field dependent (global)

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Sensing-Thinking Learners (Mastery)

Intuitive-Thinking (Understanding)

Sensing-Feeling (Interpersonal) Intuitive-Feeling (Self-Expressive)

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Visual

Knowledge processed primarilythrough seeing

Strongly predominant visual learnerslearn on own without additionalstimuli

Learning style best geared towardformal teaching/learning

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Auditory

Knowledge processed throughhearing

Learning style taught to in straightlecture

Not dominant style for most learners

Butquite dominant in teaching!

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Tactile

Learning enhanced by feeling andtactile involvement

Hands on reinforcement

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Kinesthetic

Learning through the body

Learning by doing-by physicalinvolvement

Effective with athletes, dancers,actors etc.

Ex. Acting out Shakespeare ratherthan just reading

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Field Independent (Analytic)

Processes information withoutexternal frame of reference

Perceives information in componentparts- particular to general

Can work well alone

Comfortable with abstractions Often visual and auditory

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Field Dependent (Global)

Processes information best inexternal frame of reference

Holistic- general to particular

Works comfortably in groups

Abstractions can be problematic

Feedback essential

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Mastery Style

Efficient/ results oriented

Prefer actions to words

Prefer involvement to theory

Pragmatic, logical

Appetite for work

Require immediate feedback

Need to know precisely what isexpected

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Understanding Style

Theoretical

Curious about ideas

Have a tolerance for theory

Think things through themselves

Complex problems

Think about long-range consequences

Organized and logical

Plan before working

Require little feedback until work is completed

Cause and effect thinkers

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Self Expressive Style

Curious, insightful, imaginative

Committed to their values

Open to new ideas

Prefer activities that allow imagination

Turned off by rote or routine

Prefer open-ended questions

Do not fear being different

Intuitive

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Interpersonal Style

Sociable, friendly Sensitive to others Prefer learning that affects people rather

than theories and impersonal facts Work best when emotionally involved in

learning Impulsive; act on what feels right Need personal attention and support Prefer cooperation to competition Influenced by the likes and dislikes of

others

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Activity 4

Learning Styles Inventory

How do you learn best?

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What is your predominant learningstyle?

and

Do you teach the way you learn?

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Do You Recognize any of Your

Students?

I have no problem concentrating innoise or confusion

I need a quiet environment in orderto work well

I can learn well from a book andlectures

I think learning should be by doing

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Multiple Intelligence Theory

Howard Gardner

*Verbal-linguistic*Logical-mathematical

*Spatial*Interpersonal*Musical*Naturalist

*Intrapersonal*Bodily-Kinesthetic

(hand-out)

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Old View of Intelligence

Fixed

Measurable by a number

Exhibited in familiarly recognized ways

Measured in isolation

Used to sort students and predict success

Silver et al. So Each May Learn. ASCD, 2000

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New View of Intelligence

Dynamic not fixed (developmental)

Not numerically quantifiable

Exhibited in diverse ways Measured in context (real life

situations)

Used to understand individualcapacities and how an individual canbest achieve

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The question is not:

Are you smart?

but

How are you smart?