1. Do All Students Learn the Same Way?
Learning Styles

2. Professor Dancelot

3. What would help the students in this class be more successful?
In addition to not considering learning styles, point out that this instructor also did not align his assessment with his instruction.

4. Teaching and Learning Styles/Preferences Merilee A
Teaching and Learning Styles/Preferences Merilee A. Krueger Associate Teaching Professor Department of Psychological Science

5. Teaching
In Missouri, the traditional route to earn a “certificate of license to teach” K-12 requires:
a four-year, college-recommended course of study
student teaching
passing the designated assessment tests
graduating with a bachelor’s degree in a field of education

6. Teaching
The preparation for teaching in a university varies by institution, but there are no comprehensive guidelines.
Yet, for many faculty members it encompasses 1/3 of their job description!

7. Teaching
Therefore, it is important to gather as much information as possible to make educated decisions regarding teaching –formulate your own toolkit…

8. Teaching
A key component to teaching is to “Know Your Students.” This was illustrated in the opening video; another way to do this is to become familiar with different learning styles, preferences, intelligences and motivation.

9. Learning Style
Learning Style – refers to how learners gather, sift through, interpret, organize, come to conclusions about, and “store” information for further use – the educational conditions under which a student is most likely to learn
It is proposed that this style is a part of one’s personality.

10. Learning Style
Despite the popularity of learning styles and inventories to assess them, it is important to know that the research has produced mixed results.
Some have found no evidence to support the idea that matching activities to one’s learning style improves learning.

11. Learning Style
Learning is complicated. Some educators do not accentuate learning styles, but instead stress the importance of the student’s role in the learning process.

12. Learning Preference
Learning Preference - emphasizes that the student has an active role in their education. It focuses on how the student needs to adapt and find their own ways to re-interpret the information.

13. Learning Preference
Regardless of how the information is received, it is important for the learner to make choices regarding with whom they study, where they study, under what circumstances they learn, etc.

14. Learning Preference
If you look at all the studies on learning, you could find hundreds of preferences and intellectual styles of learning.
Zhang and Sternberg (2005) proposes 3 basic intellectual styles to make the number more manageable:

15. Learning Preference
Type I: The student prefers unstructured, free-flowing, creative, complicated and autonomous learning. Likes to decide what to do and how to do it, rather than being told.

16. Learning Preference
Type II: Students prefer structured, straightforward tasks that follow established traditional teaching and authoritative answers.

17. Learning Preference
Type III: Student does not have one preferred style, but varies depending on the task at hand, interests, etc.

18. Learning Preference
Sternberg elaborated further on a learner’s style or preference and proposed:
Styles are preferences, not abilities.
Styles are not “good” or “bad” -- what is important is goodness of fit.

19. Learning Preference
Styles can change depending on the task as well as across the lifespan, and learners are capable of adopting and changing learning styles.
Different tasks require different styles, therefore the learner has to adapt.

20. Learning Preference
The value of considering learning preferences/styles is that this knowledge can assist students to develop thoughtful self-monitoring and self-awareness.
It also helps develop appreciation for student differences.

21. Other Considerations Multiple intelligence Emotional intelligence
Motivation

22. To Summarize
Teaching is multi-faceted. It is more than simply disseminating information. As faculty, the more we can inform our teaching, the more we can help our students succeed!
Questions?

24. Example Problem 1

25. Example Problem 1 (Solution)

26. Example Problem 1 (Work)

27. What would you change to make this more adapted to multiple learning styles?

28. Voice-Over PowerPoint

29. Real-World Example
Go to Minute 3.

30. NSF - Class Discussion Prompts
Ask students to think about how they walk a line, cross a balance beam, or stay upright on inline skates or a skateboard. What kinds of actions do they do to ensure they stay upright? Why are these actions necessary?
Extending arms while balancing oneself helps....
Bending low helps maintain balance by....
When maintaining balance the body’s center of mass....
When involved in the complex physical movements required to play a sport, the body’s center of mass...
The center of mass can be located experimentally by….

31. TedEd Lesson

32. Applying Different Learning Styles
Think of a lesson you teach.
How would you approach this concept from a different learning style?

33. The Closer