Maximizing Student Maximizing Student Learning Through Learning Through Utilizing Learning Utilizing Learning

StylesStyles

Presented at the 2Presented at the 2ndnd AnnualAnnual

April 19April 19thth, 2008, 2008 Adjunct Faculty Adjunct Faculty

ConferenceConference Ivy Tech Community Ivy Tech Community

CollegeCollege

byby Rebecca S. Rebecca S.

Metzger, A.B.D.Metzger, A.B.D.

Objectives of this Objectives of this Institute Institute

To provide a hands-on To provide a hands-on teaching and learning teaching and learning experienceexperience

To equip the educator to To equip the educator to identify learning stylesidentify learning styles

To equip the educator to To equip the educator to develop and implement develop and implement precise teaching strategies precise teaching strategies with regard to learning with regard to learning stylesstyles

To utilize educational To utilize educational theory in instructional theory in instructional designdesign

A Learning Styles A Learning Styles ModelModel

Sensory Learning Sensory Learning Styles:Styles:

VisualVisual AuditoryAuditory Kinesthetic Kinesthetic

Global + ActiveGlobal + Active

Cognitive Learning Cognitive Learning Styles:Styles:

Perception Learning StylesPerception Learning Styles GlobalGlobal AnalyticalAnalytical

Processing Learning StylesProcessing Learning Styles Ruler (active - sensing)Ruler (active - sensing) Promoter (active - intuitive)Promoter (active - intuitive) Designer (reflective – sensing)Designer (reflective – sensing) Server (reflective - intuitive)Server (reflective - intuitive)

Sensory Learning Styles

Sensory Sensory Learning StylesLearning Styles

(Input)(Input)

SensorySensoryLearning Styles Learning Styles within the Total within the Total

PopulationPopulation

Kinesthetic35%

Auditory20%

Visual45%

Visual LearnersVisual Learners

CharacteristCharacteristics:ics:

Visual Visual LearnersLearners

Enjoys readingEnjoys reading Enjoys computer activitiesEnjoys computer activities Quiet in natureQuiet in nature Detailed orientedDetailed oriented Turns in neat, organized Turns in neat, organized

workwork Enjoys drawingEnjoys drawing Well developed visual Well developed visual

memorymemory Problem solving - analysisProblem solving - analysis Learns well by themselvesLearns well by themselves

How to How to Teach Teach Visual Visual

LearnersLearners

Teach “What”Teach “What” Use computer assisted Use computer assisted

activitiesactivities Demonstrate activitiesDemonstrate activities Use reading and outlining Use reading and outlining

study guides, and colorful study guides, and colorful visual aidsvisual aids

Relate learning to life Relate learning to life applicationsapplications

Allow student to assist in Allow student to assist in planningplanning

Utilize workbooks, and Utilize workbooks, and reportsreports

Auditory LearnersAuditory Learners

CharacterisCharacteristics:tics:

Auditory Auditory LearnersLearners

Talkers, enjoys being the center Talkers, enjoys being the center of attentionof attention

Very animatedVery animated Auditory memory well-developedAuditory memory well-developed Solves problems by talking them Solves problems by talking them

outout Has difficulty organizing paper Has difficulty organizing paper

workwork Loves musicLoves music Not detailed oriented - work is Not detailed oriented - work is

not as neat as the visual not as neat as the visual learner’slearner’s

Desires group workDesires group work Reads “orally” in their headsReads “orally” in their heads

How to Teach How to Teach Auditory LearnersAuditory Learners

Teach “How”Teach “How” Use peer Use peer

teachingteaching Utilize Utilize

cooperative cooperative groupinggrouping

Relate learning Relate learning to dramato drama

Give step by Give step by step oral step oral directionsdirections

Discuss Discuss procedures and procedures and class workclass work

Utilize the tape Utilize the tape recorder for recorder for lectureslectures

Kinesthetic Kinesthetic LearnersLearners

Characteristics: Characteristics: Kinesthetic Kinesthetic

LearnersLearners Enjoys participatingEnjoys participating in sportsin sports

Enjoys building Enjoys building projectsprojects

Enjoys hands-onEnjoys hands-on activitiesactivities

Gestures while Gestures while communicatingcommunicating

Solves problems by trial Solves problems by trial and errorand error

Well developed long Well developed long term memoryterm memory

Has difficulty staying on Has difficulty staying on tasktask

Learning in the Learning in the traditional classroom is traditional classroom is difficultdifficult

Difficulty memorizing Difficulty memorizing material throughmaterial through short-short-term memoryterm memory

How to How to Teach Teach

KinesthetiKinesthetic Learnersc Learners

Teach “Why”Teach “Why” Use a variety of activitiesUse a variety of activities Utilize principles and Utilize principles and

conceptsconcepts Relate learning to life Relate learning to life

experiencesexperiences Concentrate on processConcentrate on process Use manipulatives: Use manipulatives:

demonstrate problemsdemonstrate problems Use advanced organizers or Use advanced organizers or

educational webseducational webs

Perceptive Perceptive Learning StylesLearning Styles

PerceptionPerceptionLearning StylesLearning Styles

GlobalGlobal-- randomrandom-- intuitiveintuitive-- right right

brainbrain

SequentialSequential-- linearlinear-- analyticalanalytical-- left brainleft brain

Global LearnersGlobal Learners

CharacteristCharacteristics:ics:

Global Global LearnersLearners

CreativeCreative Sensitive, reflective, in touch Sensitive, reflective, in touch

with their feelingswith their feelings Spontaneous, flexible, Spontaneous, flexible,

adaptableadaptable Looks for patterns - Long term Looks for patterns - Long term

memory associations is a plusmemory associations is a plus Reasons inductively from Reasons inductively from

specifics to generalizationsspecifics to generalizations Not bothered by chaos or lack Not bothered by chaos or lack

of structureof structure Prefers interaction with teamsPrefers interaction with teams Makes decisions subjectivelyMakes decisions subjectively Wants to know “Why” or “How”Wants to know “Why” or “How”

How to How to TeachTeachGlobal Global

LearnersLearners Use hands-on activitiesUse hands-on activities Use interactive group Use interactive group

activitiesactivities Use creative activities using Use creative activities using

music, art, and poetrymusic, art, and poetry Use brainstorming Use brainstorming

techniquestechniques Use divergent thinking Use divergent thinking

activitiesactivities Teach whole to part - present Teach whole to part - present

the concept first, then teach the concept first, then teach the parts as they relate to the the parts as they relate to the concept.concept.

Utilize interdisciplinary Utilize interdisciplinary thematic approach to subjectthematic approach to subject

Areas of Areas of DevelopmentDevelopment

GlobalGlobal Often fails to finish what Often fails to finish what

they startedthey started Need time management Need time management

skillsskills Lack of thoroughnessLack of thoroughness Needs to prioritize Needs to prioritize

important goalsimportant goals Assumes he/she is Assumes he/she is

understood (needs to understood (needs to clarify communication)clarify communication)

Sequential Sequential LearnersLearners

CharacteristicsCharacteristics::

Sequential Sequential LearnersLearners

Logical- reasons deductivelyLogical- reasons deductively Solve problems step by Solve problems step by

step- makes decisions based step- makes decisions based on factson facts

Action, goal or task-Action, goal or task-orientedoriented

Organized, thorough and Organized, thorough and planned outplanned out

Short-term memory is a Short-term memory is a strengthstrength

Answers tend to be quick, Answers tend to be quick, concise, and “bottom line”concise, and “bottom line”

Detailed-orientedDetailed-oriented Sees large task or project as Sees large task or project as

a series of individual goalsa series of individual goals Wants to know “What” or Wants to know “What” or

How Many”How Many”

How to How to TeachTeach

Sequential Sequential LearnersLearners

Use examples and modelsUse examples and models Use traditional approaches Use traditional approaches

to subjectsto subjects Use analysis and higher Use analysis and higher

level thinking skills level thinking skills activitiesactivities

Present details first and Present details first and then related the concept then related the concept (part to whole)(part to whole)

Discussions that focus on Discussions that focus on applicationsapplications

Clearly state your objectivesClearly state your objectives Utilize (bottom line) detailsUtilize (bottom line) details

Areas of Areas of DevelopmentDevelopmentSequentialSequential

Overwhelmed by detailsOverwhelmed by details Must delegate tasks to Must delegate tasks to

othersothers PerfectionistPerfectionist Must clarify Must clarify

expectations of self to expectations of self to othersothers

Lack of attention to Lack of attention to human needs: need to human needs: need to focus on people skillsfocus on people skills

Processing Processing Learning StylesLearning Styles

ProcessingProcessingLearning StylesLearning Styles

ProcessProcessinging

Style is Style is

ActivActivee

Processing Processing Style is Style is

ReflectiReflectiveve

InformatiInformation on sources sources are are

IntuitivIntuitivee

PromoPromoterter

ServerServer

InformatiInformation on sources sources are are factual or factual or from the from the

SensesSenses

RulerRuler DesignerDesigner

RulerRuler

CharacteristicCharacteristics:s:

Ruler Ruler LearnersLearners Results and goal orientedResults and goal oriented

Practical and pragmaticPractical and pragmatic Assertive and decisiveAssertive and decisive Desires to control the Desires to control the

situation at all times- situation at all times- domineeringdomineering

Enjoys challenges and Enjoys challenges and problem solvingproblem solving

A natural leaderA natural leader Desires authority and powerDesires authority and power Likes rules and structureLikes rules and structure Organized and plannedOrganized and planned

Areas of Areas of DevelopmenDevelopmen

ttRulerRuler

Self-centered, Self-centered, inconsiderate or inconsiderate or insensitive to people’s insensitive to people’s needsneeds

Impatient and angry Impatient and angry when people do not meet when people do not meet their expectationstheir expectations

Domineering and Domineering and controllingcontrolling

Manipulative and craftyManipulative and crafty Proud and egotistical Proud and egotistical

and self- sufficientand self- sufficient

PromotPromoterer

CharacteristiCharacteristics:cs:

Promoter Promoter LearnerLearner High energy personHigh energy person

Entertaining: the life of the partyEntertaining: the life of the party Witty, verbal and excitableWitty, verbal and excitable Enthusiastic, flexible, Enthusiastic, flexible,

spontaneousspontaneous Outgoing, warm, friendly, Outgoing, warm, friendly,

generousgenerous Passionate, carefree, Passionate, carefree,

spontaneousspontaneous Optimistic, compassionate, Optimistic, compassionate,

responsive to needsresponsive to needs Relationship-orientedRelationship-oriented Likes to be the center of Likes to be the center of

attentionattention

Areas of Areas of DevelopmenDevelopmen

t t Promoter Promoter

Doesn’t handle details or Doesn’t handle details or paper work wellpaper work well

Fails to finish projects or Fails to finish projects or manage deadlines manage deadlines

Mood swings, undependable, Mood swings, undependable, talks too much, insecure and talks too much, insecure and dependent on others for dependent on others for validationvalidation

Prone to make hasty Prone to make hasty decisions without all of the decisions without all of the informationinformation

Weak-willed, undisciplinedWeak-willed, undisciplined

DesigneDesignerr

CharacteristicCharacteristics:s:

Designer Designer LearnerLearner

Detailed-oriented, meticulousDetailed-oriented, meticulous Relies on established policies Relies on established policies

and procedures and procedures Work is of exceptional qualityWork is of exceptional quality Cautious with facts and Cautious with facts and

opinions opinions Stable, dependable, Stable, dependable,

conscientious, predictableconscientious, predictable Reasonable and fairReasonable and fair Self-disciplinedSelf-disciplined Faithful, loyal Faithful, loyal AnalyticalAnalytical

Areas of Areas of DevelopmentDevelopment

DesignerDesigner Self-centered, self-righteousSelf-centered, self-righteous Critical, negative, Critical, negative,

judgmental, tend not to like judgmental, tend not to like people with whom they people with whom they disagreedisagree

Rigid, legalistic, hesitant to Rigid, legalistic, hesitant to risk or initiate new projects risk or initiate new projects or friendshipor friendship

Perfectionist of self and Perfectionist of self and othersothers

Easily hurt and holds Easily hurt and holds grudgesgrudges

Depression-prone and low Depression-prone and low self-esteemself-esteem

ServeServerr

CharacteristCharacteristics:ics:

Server Server LearnerLearner

Sympathetic, tender heartedSympathetic, tender hearted UnderstandingUnderstanding AppreciativeAppreciative Compassionate, accepting, Compassionate, accepting,

gentlegentle Steady, calm, stable, and Steady, calm, stable, and

sensitivesensitive Diplomatic, tolerant, Diplomatic, tolerant,

mediatormediator Dry wit or humorDry wit or humor Patient, submissive, quietPatient, submissive, quiet Good listeners, often the Good listeners, often the

fulfillers of other’s dreamsfulfillers of other’s dreams

Areas of Areas of DevelopmDevelopm

ententServersServers

Are stressed by changeAre stressed by change Tend to be spectators in Tend to be spectators in

lifelife Self-protective and Self-protective and

uninvolveduninvolved Indecisive, hesitant, Indecisive, hesitant,

lacking confidence and lacking confidence and aimlessaimless

Timid, fearful, shy, Timid, fearful, shy, procrastinatorsprocrastinators

““I’ve come to a frightening I’ve come to a frightening conclusion that I am the conclusion that I am the decisive element in the decisive element in the classroom. It’s my personal classroom. It’s my personal approach that creates the approach that creates the climate. It’s my daily mood that climate. It’s my daily mood that makes the weather. makes the weather.

As a teacher, I possess a As a teacher, I possess a tremendous power to make a tremendous power to make a (student’s) life miserable or (student’s) life miserable or joyous.joyous.

I can be a tool of torture or I can be a tool of torture or an instrument of inspiration. I an instrument of inspiration. I can humiliate or heal.can humiliate or heal.

In all situations, it is my In all situations, it is my response that decides whether a response that decides whether a crisis will be escalated or de-crisis will be escalated or de-escalated and a student escalated and a student humanized or dehumanized.”humanized or dehumanized.”

EditedEditedHaimHaim Ginott Ginott

Applying Learning Applying Learning Styles Theory to Styles Theory to Components in Components in

Instructional Instructional DesignDesign

Gagne’s Gagne’s Educational Educational Theory and Theory and Madeline Madeline

Hunter’s Lesson Hunter’s Lesson PlansPlans Anticipatory Anticipatory

SetSet

Objective Objective and Purposeand Purpose

InputInput

ModelingModeling

Receptors Receptors on (senses)on (senses)

Registers in Registers in short-term short-term memory onmemory on

Opens files Opens files of previous of previous learning in learning in long-term long-term memorymemory

New New material is material is taughttaught

Gagne’s and Gagne’s and Hunter’sHunter’s

Models ContinuedModels Continued Checking for Checking for

UnderstandiUnderstandingng

Guided Guided PracticePractice

Independent Independent practicepractice

Making sure Making sure the material the material is understood is understood by the student by the student (semantic (semantic encoding)encoding)

Long term Long term memory memory storage cues storage cues for retrieval for retrieval into short-into short-memorymemory

Activating a Activating a response from response from short term short term memory memory retrievalretrieval

Components of Components of LearningLearning

Ezra ModelEzra Model Sensory Styles Sensory Styles

VisualVisual AuditoryAuditory KinestheticKinesthetic

Perception Perception Styles Styles GlobalGlobal AnalyticalAnalytical

Process Styles Process Styles RulerRuler PromoterPromoter DesignerDesigner ServerServer

Hunter’s PlanHunter’s Plan Anticipatory setAnticipatory set Stating Stating

objective and objective and purposepurpose

InputInput ModelingModeling Checking for Checking for

UnderstandingUnderstanding

Guided practiceGuided practice Independent Independent

practicepractice

FocusFocus

Teaching StrategiesTeaching StrategiesAttention - Attention -

AnticipatoryAnticipatorySetSet EnthusiasticEnthusiastic

MusicMusic Short poemsShort poems DramaDrama Personal stories Personal stories Direct questionsDirect questions DemonstrationDemonstration Newspaper clippingNewspaper clipping Give them a problemGive them a problem Research factsResearch facts

Teaching Teaching StrategiesStrategiesState the State the ObjectivesObjectives Clearly stated, Clearly stated,

coherent coherent Repeated with Repeated with

enthusiasmenthusiasm Short, brief and to Short, brief and to

the pointthe point Fast-pacedFast-paced

ProcessProcess

Teaching Teaching StrategiesStrategies

InputInput

Short, brief, fast-Short, brief, fast-pacedpaced

Presented with an Presented with an outlineoutline

RepetitionRepetition Many illustrationsMany illustrations LectureLecture SequentialSequential

Teaching Teaching StrategiesStrategiesModelingModeling

Expert opinionExpert opinion Short-stick to the Short-stick to the

factsfacts PersonalPersonal Model step-by-stepModel step-by-step DramaticDramatic

Teaching Teaching StrategiesStrategies

Checking for Checking for UnderstandingUnderstanding

Short answersShort answers Problem solvingProblem solving Decision makingDecision making DrillsDrills WorksheetsWorksheets Active group Active group

learninglearning

OutputOutput

Teaching Teaching Strategies Guided Strategies Guided

PracticesPractices Precision Precision

teachingteaching Create your own Create your own

applicationapplication Monitor for Monitor for

reinforcementreinforcement Identify and Identify and

study problemsstudy problems

Teaching Teaching StrategiesStrategies

Independent Independent PracticePractice

Short problems Short problems or exercisesor exercises

Create dramasCreate dramas Practice Practice

problemsproblems Problem solvingProblem solving

As the teacher As the teacher goes…..goes…..

So does the So does the classroomclassroom

ReferencesReferences

Arroyo, A. J., & Selig, G.S. (1989). Arroyo, A. J., & Selig, G.S. (1989). Loving our differences: Building Loving our differences: Building successful familysuccessful family relationshipsrelationships. . Virginia Beach, VA: CBN Publishing.Virginia Beach, VA: CBN Publishing.

Gagne’, R.M. (1988).Gagne’, R.M. (1988).Principles of Principles of instructional design.instructional design. New York, NY: New York, NY: Holt, Rinehart, and Winston, Inc.Holt, Rinehart, and Winston, Inc.

Hunter, M.C. (1982).Hunter, M.C. (1982). Mastery Mastery Teaching.Teaching. Corwin Press Corwin Press

Torrance, E. P. (1980). Torrance, E. P. (1980). Norms – Norms – technical manual for your style of technical manual for your style of learning and thinkinglearning and thinking. Athens, . Athens, Georgia: Department of Educational Georgia: Department of Educational Psychology University of Georgia.Psychology University of Georgia.