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LEARNING STYLES Adapted from Susan Groh, Chemistry & Biochemistry Harry Shipman, Physics & Astronomy University of Delaware, 1999.

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Presentation on theme: "LEARNING STYLES Adapted from Susan Groh, Chemistry & Biochemistry Harry Shipman, Physics & Astronomy University of Delaware, 1999."— Presentation transcript:

1 LEARNING STYLES Adapted from Susan Groh, Chemistry & Biochemistry Harry Shipman, Physics & Astronomy University of Delaware, 1999

2 What is a Learning Style? The “characteristic strengths and preferences in the ways that [learners]take in and process information” - R. Felder

3 Why Worry About Learning Styles? STUDENT INSTRUCTORCURRICULUM

4 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

5 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

6 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 Model Felder, R.M. & Silverman, L.K. (1988) Learning styles and Teaching Strategies in Engineering Education, Engineering Education, 78, pp

7 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

8 Opposite Preferences in …..

9 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

10 Does the person tend to perceive…. Actual, concrete, and tangible data, facts, and details from observation and experience? SENSING Concepts, “big- picture” connections, and possibilities through insight and imagination? INTUITION after G. Lawrence, “People Types and Tiger Stripes”, 1982

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

12 Is the person’s approach to life… Organized and managed according to preconceived plans? JUDGMENT Spontaneous, flexible, and open to new possibilities? PERCEPTION after G. Lawrence, “People Types and Tiger Stripes”, 1982

13 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

14 Keirsey Temperaments* Four broader type groups sharing many common 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 Book Company, 1978

15 Kolb Learning Style Inventory Based on 4-stage learning cycle Concrete Experience (CE) Active Experimentation (AE) Reflective Observation (RO) Abstract Conceptualization (AC)

16 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

17 Learner Types and Strengths Converger (AC+AE) Diverger (CE+RO) Assimilator (AC+RO) Accommodator (CE+AE) Practical application of ideas Imagination and innovation Creation of theoretical models Action, carrying out plans

18 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

19 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

20 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 large project Feedback

21 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

22 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

23 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


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