LearningStyles Handout

8/20/2019 LearningStyles Handout

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LEARNING STYLES

Adapted from

Susan Groh, Chemistry & Biochemistry

Harry Shipman, Physics & Astronomy

University of Delaware, 1999


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What is a Learning Style?

The “characteristic strengths and

preferences in the ways that [learners]take

in and process information”

- R. Felder


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Why Worry About Learning Styles?

STUDENT

INSTRUCTOR CURRICULUM


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Why is There a Gap?

One view of the education system is that it

is a giant sorting system that selects out

individuals who tend to:• learn in certain ways

• teach in the ways that they’ve been taught

• select out individuals who learn in the same

way that their professors did


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Goals: Using Learning Styles

• To be aware of differences in how our

students take in and process information

• To balance instruction so that all learning

styles are addressed at least some of the

time


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Three Learning Style Models

• Myers-Briggs Type Indicator (MBTI)Isabel Briggs Myers, Gifts Differing, Consulting

Psychologist Press, 1980• Kolb Model

David Kolb, Experiential Learning, Prentice Hall, 1984

•

Felder-Silverman ModelFelder, R.M. & Silverman, L.K. (1988) Learning stylesand Teaching Strategies in Engineering Education,

Engineering Education, 78, pp. 674-681


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Myers-Briggs Type Indicator (MBTI)

Based on Jung’s psychological types

predictable patterns of behavior stemming

from differences among people in• Perception: taking in information

• Judging: organizing/evaluating information

• Preferred domain: external or internal


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Opposite Preferences in …..


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Is the person interested mostly

in …..The external world of

action, people, and

materials?

• EXTRAVERSION

The internal world of

ideas and thoughts?

• INTRAVERSION

after G. Lawrence, “People Types and Tiger Stripes”, 1982


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Does the person tend to

perceive….Actual, concrete, and

tangible data, facts,

and details fromobservation and

experience?

• SENSING

Concepts , “big-

picture” connections,

and possibilitiesthrough insight and

imagination?

• INTUITION



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Does the person tend to make

judgments….Impersonally, based

on logic, analysis and

objectivity?

• THINKING

Subjectively, based on

values and potential

impact on others?

• FEELING



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Is the person’s approach to

life…Organized and

managed according to

preconceived plans?

• JUDGMENT

Spontaneous, flexible,

and open to new

possibilities?

• PERCEPTION



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Myers-Briggs Types

• Type is determined by the preferred mode

for each of these four areas

• 16 possible combinations: – Thinking Types: ESTJ, ENTJ, ISTP, INTP

– Intuitive Types: ENTP, ENFP, INFJ, INTJ

– Feeling Types: ESFJ, ENFJ, ISFP, INFP – Sensory Types: ESTP, ESFP, ISJ, ISTJ


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Keirsey Temperaments*

Four broader type groups sharing manycommon characteristics (temperament)

• SP: Artisan -observing, adaptable, tolerant

• SJ: Guardian -observing, ordered, detailed

•

NF: Idealist -sympathetic, insightful• NT: Rational -rational, theoretical, abstract

*David Keirsey, Please Understand Me, Prometheus Nemesis BookCompany, 1978


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Kolb Learning Style Inventory

Based on 4-stage learning cycle

Concrete Experience (CE)

Active Experimentation (AE) Reflective Observation

(RO)

Abstract Conceptualization (AC)


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Stages in the Learning Cycle

• Concrete Experience (CE): learning from

feeling and personal involvement

• Reflective Observation (RO): learning by

watching and listening

• Abstract Conceptualization (AC):

learning by thinking• Active Experimentation (AE): learning by

doing


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Learner Types and Strengths

• Converger (AC+AE)

•

Diverger (CE+RO)

• Assimilator (AC+RO)

• Accommodator(CE+AE)

• Practical applicationof ideas

•

Imagination andinnovation

• Creation of theoreticalmodels

• Action, carrying outplans


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Felder-Silverman Model

Five Learning Dimensions:

• Sensing vs. intuitive perception

• Visual vs. verbal input

• Inductive vs. deductive organization

• Active vs. reflective processing

• Sequential vs. global understanding


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Teaching to Learning Styles: M-B

• Extraverted students

• Introverted students

• Sensing students

•

Intuitive students

• Groups, think-pair-share

• Time for reflection

• Connect material• Structure, organization

• Hands-on activities

•

Discovery methods• Concept maps


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Teaching to Learning Styles: M-B

• Thinking students

• Feeling students

• Judging students

•

Perceptive students

• Clear objectives, fairness

• Collaborative groups

• Supportive instructor• Advice on reviewing

work, exam answers

•

Subassignments for largeproject

• Feedback


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Teaching to Learning Styles: Kolb

• Converger

• Diverger

• Assimilator

• Accommodator

• Decision-making, problem-

solving, hands-on work

•

Cooperative groups,brainstorming

• Model/theory creation

• Design projects/experiments

• Discovery learning

• Activities, projects


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Teaching to Learning Styles: Felder

• Active learners

• Reflective learners• Sensing learners

•

Intuitive learners

• Discussion, debate

• Group work

• Time for reflection, journals• Real-world applications

• Hands-on activities

•

Connections: concept maps• Open-ended, speculative

assignments


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Teaching to Learning Styles: Felder

• Visual learners

• Verbal learners

• Sequential learners

• Global learners

• Diagrams, charts, movies

• Demonstrations

• Discussions, oral reports• Writing projects

• Outlines, stepwise

presentations• Topic overviews

• Connections to other

material

Documents

LearningStyles Handout