Presentation on theme: "Learning – styles and strategies"— Presentation transcript:
1 Learning – styles and strategies Lars Peter Jensen andXiangyun Du
2 Agenda Reflection on learning through exercises Learning styles Learning portfolio
3 Exercise 1: 3 minutes’ individual thinking Wishful thinking - One thing you want to be good atBraining writing - Thinking about a person you know who is good at this thing – why and how – list a few words
4 Group work (20 minutes) Reverse brainstorming in groups Share your thoughts with each otherTell each other what you should DO in order NOT to improve your skills in doing this thing you wish to be good atIndividual reflection – what have you learned in order to realize your wish?
6 Experiential learning - Kolb’s learning cycle TestGeneralisation/conceptualisationReflectionExperienceLearning is the process whereby knowledge is created through the transformation of experiences David KolbLearning is a function of the activity, context, and culture in which it normally occurs, thus it is situated- Jean Lave & Etienne Wenger
8 Everyday reflections – an enhanced Cowan loopy diagram Planned and joint ’grand’ reflectionsIncidential and personal ’small’ reflectionsTime
9 Meta-learning WHAT? Learning about learning WHY? Deeper, more lasting learningHOW? Via reflection on own learning processWHO? You, individually and in the groupWHERE? In the POPBL-course and in other learning situationsWHEN? When there is a need to improve learning processes
10 Learning and meta-learning - the Pask model Experiential learning = ’to find the way out of the maze’ by:Gain experience by tryingReflect on the resultGeneraliseTest generalisation by new trialsGenera-lisationTestReflectionExperi-ence
11 Learning and meta-learning - the Pask model Meta-læring = become better in ’finding the way out’ by having my ’observing self’ climb up and:Observe my ’learning self’ in the maze,Reflect on learning processes, i.e. my attempts to ’find the way out’Generalise learning processes,Test new methods of learning.Genera-lisationTestReflectionExperi-enceGenera-lisationTestReflectionExperi-ence
12 Learning stylesIndividuals’ different ways of taking in and processing information- Richard Felder
13 Different learning styles 1 Visual LearnersRemember best what they see - ‘Show me’PicturesDiagramsSketchesschematicsFlow chartsplotsVerbal learnersGetting more out of words - ‘Explain it to me’Spoken wordsWritten wordsEverybody is both visual and verbal. Preferring one does not mean that you don’t learn in the other way. Your preference for one category or the other may be strong, moderate, or mild.
15 Different learning styles 2 Sensing LearnersTend to like factsLike solving problems by well-established methods and dislike complications and surprisesBe patient with details and good at memorizing facts and doing hands-on workMore practical and carefuldon’t like courses that have no apparent connection to the real worldIntuitive LearnersPrefer discovering possibilities and relationshipsLike innovation and dislike repetitionBe better at grasping new concepts and more comfortable with abstractions and mathematical formulationsWork faster and more imaginativeDon’t like courses that involve a lot of memorization and routine calculationEverybody is sometimes sensing and sometimes intuitive.Your preference for one category or the other may be strong, moderate, or mild.
17 Different learning styles 3 Active LearnersRetain and understand information best by doing something activeLike discussion or applying it or explaining it to others‘let’s try it out and see how it works’Like group workReflective LearnersThink about it quietly before talkLet’s think it through firstPrefer working alone quietlyIt is hard for both learning types sitting through lectures without getting to do anything physical but taking notes, particularly hard for active learners.Everybody is sometimes active and sometimes reflective.Your preference for one category or the other may be strong, moderate, or mild.
19 Different learning styles 4 Global LearnersLearning in large jumps, absorbing materials almost randomly without seeing connections, and suddenly ‘get it’. Need big picture to functionSolve complex problems quickly or put things together in novel ways once they have grasped the big pictureFeel difficult to explainSequential LearnersGain understanding in linear stepsFollow logical stepwise paths in finding solutionsFeel comfortable explaining thingsWhich is your preference? Your preference for one category or the other may be strong, moderate, or mild.
21 Exercise 2 (20 minutes) Post-it exercise Brainstorming - Write down whatever possible strategies for this question:What makes efficient learning?Write one on each post-itWhen you are out of ideas, categorize them and put them into the chart
22 Highly efficient learning for the group for individualNot highly efficientfor individualNot highly efficient learning for the group
23 Highly efficient learning for the group 255Highly efficient learning for the group164Highly efficient for individualNot highly efficient for individual3542124Not highly efficient learning for the group11
24 Results of your discussions Low scoring methodsGoogle 4Discussion (not efficient for individual)Taking notes in a lecture 9Memorizing (repeating) 1No exams – only beers 1Learning by beating –physical punishment 1Individual reading 5Competition 5Assignment 3Only sitting still 1Lectures 8Individual learning 2 (readinig by oneself, etc.)Doing part of the task without knowing the rest 4High scoring methodsPlanning (16)Relating theory to practice (25)Subgroup teaching others (25)Problem based 25Illustration 25Time pressure 20Discussion 20Using facilities and equipment 25Preparation before handing in 20Learning by doing 25Getting supervision 25Peer teaching 20