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UNDERSTANDING HOW STUDENTS LEARN. Dr Nosisana Mkonto. Have you ever tried to learn something fairly simple, yet failed to grasp the key ideas? Have you tried to teach someone something very basic and found out they are overwhelmed or confused? - PowerPoint PPT Presentation
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UNDERSTANDINUNDERSTANDING HOW G HOW
STUDENTS STUDENTS LEARNLEARN
Dr Nosisana Mkonto
Have you ever tried to learn something fairly simple, yet failed to grasp the key ideas?
Have you tried to teach someone something very basic and found out they are overwhelmed or confused?
Have you ever wondered why you have difficulty learning from a particular lecturer, whereas another one explains things in just
the right way?
Did you ever question why the course that your friend said was so easy turned into a struggle to you?
Do you notice that you and you friend have different opinions on whether or not to have the radio while you are studying?
WHAT IS LEARNING?WHAT IS LEARNING?
An act, process, or skill of gaining knowledge or skill…
Students differ:Students differ:PhysicallyPhysicallyPsychologicallyPsychologicallyCulturallyCulturallylearn differently and have different learning styleslearn differently and have different learning styles• Knowledge of learning styles useful for both Knowledge of learning styles useful for both
students and lecturersstudents and lecturers• Students bring experience and skillsStudents bring experience and skills
LEARNING STYLESLEARNING STYLES
It is the way you tend to learn best…It is the way you tend to learn best…Definitions Definitions those elements which students bring to a learning those elements which students bring to a learning
environment which have an impact on how they learn environment which have an impact on how they learn (Shaw, 1996)(Shaw, 1996)
……consistency in the behaviour of a person or group of consistency in the behaviour of a person or group of
people that tends to be habitual (Hilliard, 1989)people that tends to be habitual (Hilliard, 1989)
Dunn and Dunn (1993)…the manner in which students Dunn and Dunn (1993)…the manner in which students try to make sense of new and difficult information try to make sense of new and difficult information
LEARNING STYLESLEARNING STYLES
4 CATEGORIES…4 CATEGORIES… Cerebral DominanceCerebral Dominance Information processingInformation processing Personality TypesPersonality Types Perceptual patternsPerceptual patterns
CEREBRAL DOMINANCECEREBRAL DOMINANCEGregorc Style Delineator (GSD)Gregorc Style Delineator (GSD)
It is concerned with functioning of the brain.It is concerned with functioning of the brain.
Left-brain dominant Left-brain dominant learning stylelearning style
Process information from parts to whole, linking ideas togetherInterested in linguistics and mathematicsDraw conclusions based on reasons and factsShow emotions of happiness, joy and pleasure
Right-brain dominantRight-brain dominantlearning stylelearning style
Process information from the whole to the partsPrefer concrete to the abstractSee things in relation to other thingsShow emotions like anger, sorrow, moodiness and bad temper
INFORMATION PROCESSINGINFORMATION PROCESSING Kolb (LSI)Kolb (LSI)
Refers to the way in which one senses, thinks, solves problems and remembers Refers to the way in which one senses, thinks, solves problems and remembers informationinformation
Divergers
Acquire knowledge through intuitionPrefer concrete experience and reflective observation
Accommodators
Prefer concrete experience and active experimentationLearn best in situations that encourages independent discovery
Assimilators
Prefer abstract conceptualization and reflective observationAnalyze, plan, and reflect on issuesPrefer information given in an organized manner
Convergers
Acquires knowledge by thinking analyzing, and applying new concepts to real life situationsAbility to find the best answer to a problem
PERSONALITY TYPESPERSONALITY TYPES
Myers –Briggs Type Indicator (MBTI)Myers –Briggs Type Indicator (MBTI)Divides people according to emotions, values & personal interactionsDivides people according to emotions, values & personal interactions
Extrovert Extrovert IntrovertIntrovert
Concerns our attitude with the world around us Concerns our attitude with the world around us
Outgoing
Stimulated from outside
Talkative
Prefer oral tests
Shy
Self-reliant
Prefer written test
PERSONALITY TYPESPERSONALITY TYPES
Sensing Sensing IntuitionIntuition
Concerns with how we take information from our environment and where we focus our attention
Prefer concrete, practical
and procedural information
Gather information through
the senses
Look for facts
Prefer conceptual
Innovative and theoretical
information
Problem-solving
Creativity.
Look for meaning
PERSONALITY TYPESPERSONALITY TYPES
Thinking Thinking FeelingFeeling
Focuses on how we make decisions
Objective
Logical
Principled
Decide with their heads not hearts
Subjective
Make decisions based on
personal values
PERSONALITY TYPESPERSONALITY TYPES
Judging Judging PerceivingPerceiving
Refer to the way we evaluate information
Set deadlines for self
Closure oriented
Systematic
Rigid
Do not make hasty
decisions
Flexible
Impulsive
Adaptable to change
PERSONALITY TYPESPERSONALITY TYPES
Visual Visual VerbalVerbal
Prefer graphs, pictures
Visual representation of
information
Prefer to hear or read
information
Look for explanation with
words
PERSONALITY TYPESPERSONALITY TYPES
Active Active ReflectiveReflective
Prefer to make objects
Prefer to do physical experiments
Learn by doing
Enjoy working in groups
Prefer to think through
Learn by analyzing
Independent
PERSONALITY TYPESPERSONALITY TYPES
Sequential Sequential GlobalGlobal
Prefer information to be
presented linearly and orderly
Prefer to put together pieces in
order to understand the whole
Prefer holistic and
systematic approach
See big picture first and
then fill in the pieces
PERCEPTUAL PATTERNSPERCEPTUAL PATTERNSC.I.T.E.C.I.T.E.
It refers to how people take in information It refers to how people take in information at different physiological levelsat different physiological levels
Three perceptual categories of learning stylesThree perceptual categories of learning styles• Auditory (learning by hearing)Auditory (learning by hearing)Prefer information presented orally through lectures, Prefer information presented orally through lectures,
discussions, etc.discussions, etc.• Kinaesthetic (learning by doing)Kinaesthetic (learning by doing)Actively explore the world around themActively explore the world around them• Visual (learning by seeing)Visual (learning by seeing)Learn by using their eyes, seeing words and numbers in their printed Learn by using their eyes, seeing words and numbers in their printed
formformPrefer to learn with visual diagrams, real-life objects, images and Prefer to learn with visual diagrams, real-life objects, images and
colours videos, handouts etc.colours videos, handouts etc.
Benefits of understanding learning styles
For lecturers: Lecturers understand how students learnLecturers understand how students learn Use as a basis for instruction Use as a basis for instruction Adapt teaching to suit students’ learning stylesAdapt teaching to suit students’ learning styles Explore a variety of teaching stylesExplore a variety of teaching styles
Plan teaching and learning activitiesPlan teaching and learning activities Help lecturers understand and appreciate individual Help lecturers understand and appreciate individual
differences among studentsdifferences among students
Benefits continued…Benefits continued…For students: Create awareness Students learn faster and with great ease (Goduka, 2000) Lead to better academic achievement (Goduka, 2000; Rovai,
Gallien & Wighting, 2005) Aware of different ways to approach teaching and learning Knowledge of strengths and weaknesses (Robotham, 1995) Reflect on how they learn SStudents understand their role in the learning process Could identify teaching styles that responds to their learning
styles best
PART 3PART 3 Learning Style Profile Learning Style Profile Name Name ---------------------------------------------------------------- Date ------------------------------ Date ------------------------------ Minor (12- 18) Minor (12- 18) Major (21-27) Major (21-27) 336699121215151818212124242727Visual LanguageVisual Language Visual NumericalVisual Numerical Auditory LanguageAuditory Language APPLICATION OF LS IN APPLICATION OF LS IN HIGHER EDUCATIONHIGHER EDUCATION
Social IndividualSocial Individual Expressiveness OralExpressiveness Oral ExpressivenessExpressivenessWrittenWritten
• Awareness of students’ LSAwareness of students’ LS• Acknowledge learning styles in classAcknowledge learning styles in class• Learner-centred education Learner-centred education • Shift of role from instructor to facilitator & Shift of role from instructor to facilitator &
guideguide• Balance – address needs of all the studentsBalance – address needs of all the students• Deliberate mismatch – adjust to different Deliberate mismatch – adjust to different
learning environment learning environment
Teaching StylesTeaching Styles• How information is transmitted to students (Van How information is transmitted to students (Van
Rensburg, 2002)Rensburg, 2002)• Awareness of own teaching stylesAwareness of own teaching styles• Relationship between teaching and learning styles Relationship between teaching and learning styles
(Provitera & Esendal, 2008). (Provitera & Esendal, 2008). • Vary teaching styles – students’ needs –purpose of Vary teaching styles – students’ needs –purpose of
activityactivity• Matching teaching styles with learning stylesMatching teaching styles with learning styles• Mismatch –dropout – creativity (Evans & Waring, Mismatch –dropout – creativity (Evans & Waring,
2006) 2006)
Different teaching stylesDifferent teaching styles
• Expert – lecturer possess the expertise – Expert – lecturer possess the expertise – students learn and use the informationstudents learn and use the information
• Formal authority – lecturer provides and controls Formal authority – lecturer provides and controls the teaching material- students participatethe teaching material- students participate
• Facilitator– lecturer coaches, helps and guides Facilitator– lecturer coaches, helps and guides students in developing skills and knowledge – students in developing skills and knowledge – more responsibility for learning placed on more responsibility for learning placed on students students
• Delegator – lecturer act as a consultant (Grasha, Delegator – lecturer act as a consultant (Grasha, 1996)1996)
ConclusionConclusion• More effective teaching and learningMore effective teaching and learning• Empower students to take ownership of Empower students to take ownership of
their learningtheir learning• Increase self-awareness about strengths Increase self-awareness about strengths
and weaknessesand weaknesses• Encourage innovative ways of teaching Encourage innovative ways of teaching
and learningand learning
Learning Styles ActivityLearning Styles ActivityHoney and MumfordHoney and Mumford
• ActivistActivist
• PragmatistPragmatist
• TheoristTheorist
• ReflectorReflector
ProactiveProactive Takes initiativeTakes initiative
Apply theory to real life Apply theory to real life situationssituations
Test out informationTest out information
Express own understandingExpress own understanding Self studySelf study
Observation and analysis of Observation and analysis of events from diff. anglesevents from diff. angles