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Terry Ashton, Adviser (Guidance and Careers) Welcome!

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Presentation on theme: "Terry Ashton, Adviser (Guidance and Careers) Welcome!"— Presentation transcript:

1 Terry Ashton, Adviser (Guidance and Careers) Welcome!

2 We dont all learn the same way! so what?

3 nextpreviousindexhome some questions

4 nextpreviousindexhome some questions what things puzzle you in teaching?

5 nextpreviousindexhome some questions do you find…. some people are easier to understand than others? kids and teachers?

6 nextpreviousindexhome some questions do you find…. some teachers understand some kids better than others?

7 nextpreviousindexhome some questions do you find…. some kids learn really well with some teachers and not with others?

8 nextpreviousindexhome some questions do you find…. a great lesson doesnt always work a second time?

9 nextpreviousindexhome some questions do you find…. the way you explain something to one youngster may not help another?

10 nextpreviousindexhome some questions do you find…. some teaching methods appeal to you and others do not? (how does this affect how you teach and how does it affect the pupils?)

11 nextpreviousindexhome some questions do you find…. you are tempted to use the teaching approaches that worked best with you?

12 nextpreviousindexhome some questions do you find…. we talk a lot about meeting the needs of individuals?

13 nextpreviousindexhome some questions do you find…. much work in the past about meeting individual needs has focused on differences in ability?

14 nextpreviousindexhome why are learning styles important? People who are actively engaged in the learning process will more likely achieve success. A key to getting and keeping learners involved in the learning process is to understand learning style preferences.

15 nextpreviousindexhome models for learning styles Felder–Silverman Learning Model Herrmann Brain-Dominance Model Kolbs Learning-Style Inventory Honey & Mumfords model Barbe-Swassing model Gregorc model of mind styles Myers Briggs Personality Types

16 nextpreviousindexhome Felder–Silverman Learning Model sensing or intuitive learners visual or verbal learners inductive or deductive learners active or reflective learners sequential or global learners

17 nextpreviousindexhome Herrmann Brain-Dominance Model classifies learners in terms of their relative preferences for thinking in four different modes left-brain cerebral (logical thinkers) left-brain limbic (sequential thinkers) right-brain limbic (emotional thinkers) right-brain cerebral (holistic thinkers).

18 nextpreviousindexhome Kolbs Learning-Style Inventory This classifies learners as having a preference for concrete experience or abstract conceptualization active experimentation or reflective observation.

19 nextpreviousindexhome Honey & Mumfords Classification Developed from Kolbs model; learners are activists reflectors pragmatists theorists

20 nextpreviousindexhome How we take in and learn information Visual learn by seeing and watching Auditory learn by listening to verbal instructions Kinesthetic learn by being physically involved Barbe-Swassing Model

21 nextpreviousindexhome Perception - how we take in information –Concrete –Abstract Ordering - how we make sense of and use the information –Sequential –Random Gregorc model of mind styles

22 nextpreviousindexhome Carl Jung Psychological Types 1926

23 nextpreviousindexhome Katherine Briggs & Isabel Briggs Myers developed the Myers-Briggs Type Indicator (MBTI)

24 nextpreviousindexhome trait theory measure how much of a particular trait or skill an individual has type theory valuable differences between people result different preferences

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26 nextpreviousindexhome the learning process

27 nextpreviousindexhome the learning process acquiring or taking in information

28 nextpreviousindexhome the learning process acquiring or taking in information using information

29 nextpreviousindexhome the learning process acquiring or taking in information using information

30 nextpreviousindexhome the learning process acquiring or taking in information using information getting motivated or energised

31 nextpreviousindexhome the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

32 nextpreviousindexhome getting energised acquiring or taking in information using information getting motivated or energised your preferred environment

33 nextpreviousindexhome getting motivated/energised extraversion

34 nextpreviousindexhome getting motivated/energised extraversion E

35 nextpreviousindexhome getting motivated/energised extraversion E introversion

36 nextpreviousindexhome getting motivated/energised extraversion E introversion I

37 nextpreviousindexhome getting motivated/energised E - I your energy source what energises you - inner world or outer world direction of focus - sources of energy how you are energised

38 nextpreviousindexhome E I energised by outer world (of people activities, things) energised in inner world (of ideas, emotions, impressions focus on people, thingsfocus on thoughts, concepts activereflective breadth of interestdepth of interest live it, then understand itunderstand it, before live it interactionConcentration

39 nextpreviousindexhome E I outgoinginwardly directed do-think-dothink-do-think prefer talking to writingprefer activity to take place quietly in head need to experience world to understand it, and so tend to like action don't need to experience things to understand them because the concepts and ideas can be worked out in the head talk it outthink it through

40 nextpreviousindexhome E I extend into your environment by reaching out to others defend yourself against your environment by stepping back/avoiding others act first, think laterthink first, act later like variety and actionlike concentration and reflection prefer to talk face-to-faceprefer to use memos, , and other written forms of communication you are frequently not available because youre out and about even though youre present, others see you as difficult to read/remote or hard to know

41 nextpreviousindexhome the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

42 nextpreviousindexhome acquiring/taking in information acquiring or taking in information using information getting motivated or energised your preferred environment

43 nextpreviousindexhome acquiring/taking in information sensing

44 nextpreviousindexhome acquiring/taking in information sensingS

45 nextpreviousindexhome acquiring/taking in information sensingS intuitive

46 nextpreviousindexhome acquiring/taking in information sensingS intuitiveN

47 nextpreviousindexhome acquiring/taking in information S - N how you prefer to take in information perceiving preference ways of taking in information what you pay attention to

48 nextpreviousindexhome S N prefer taking in information through the five senses prefer taking in information through the sixth sense and noticing what might be work with known factslook for possibilities and relationships factsmeanings dataassociations

49 nextpreviousindexhome S N detailspossibilities reality-basedhunches, speculations actualitytheoretical here and nowfuture utilityfantasy

50 nextpreviousindexhome S N step-by-stepleap around avoid fabrications and generalities regarding things overlook details, lose focus when things are too spelled out value accuracy and precisionvalue insights and analogies relish the presentanticipate the future let the facts pile up to find the trends let imagination and ideas be their guide want to know the practical applications or results want to know additional uses or possible innovations

51 nextpreviousindexhome the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

52 nextpreviousindexhome using information acquiring or taking in information using information getting motivated or energised your preferred environment

53 nextpreviousindexhome using information thinking

54 nextpreviousindexhome using information thinkingT

55 nextpreviousindexhome using information thinkingT feeling

56 nextpreviousindexhome using information thinkingT feelingF

57 nextpreviousindexhome T F base decisions on objective/impersonal analysis and logic base decisions on personal values analysissympathy objectivesubjective logichumane impersonalpersonal

58 nextpreviousindexhome T F critiqueappreciate reasonvalues criteriacircumstances firm but faircompassionate weigh the pros and conssort through your values

59 nextpreviousindexhome T F want to be logicalwant to have a harmonious outcome seek to find the truth, influenced by objective reasoning seek to find the most important, influenced by personal information concern yourself with the underlying principles behind a decision concern yourself with the impact the decision may have on people tend toward scepticism and controversytend towards acceptance and tolerance care that flaws are discovered, sharing them with others in an effort to care for them prefer not to critique others but rather to find an appreciative comment

60 nextpreviousindexhome the environment you prefer acquiring or taking in information using information getting motivated or energised your preferred environment

61 nextpreviousindexhome the environment you prefer judging

62 nextpreviousindexhome the environment you prefer judgingJ

63 nextpreviousindexhome the environment you prefer judgingJ perceiving

64 nextpreviousindexhome the environment you prefer judgingJ perceivingP

65 nextpreviousindexhome J P prefer a planned, decided, ordered and organised way of life prefer a flexible, spontaneous way of life organisedpending settledflexible plannedspontaneous decisivetentative

66 nextpreviousindexhome J P control ones lifelet life happen set goalsundaunted by surprise systematicopen to change plan your work and work your plan solve problems as they arise schedule out your time, setting dates and arrangements leave scheduling options open as long as possible

67 nextpreviousindexhome J P make decisions quickly, putting a stop to seeking new information enjoy considering new information, putting off final decisions find surprises and interruptions an annoyance find surprises or interruptions a welcome distraction want to have things settled in advance want to face a few challenges with spontaneity focus on tasks and timetablesfocus on processes and options

68 nextpreviousindexhome which best applies to you? doing what should be done a high sense of duty an inspiration to others everything has room for improvement ready to try anything once sees much but shares little performing noble service to aid society a love of problem-solving the ultimate realist you only go around once in life giving life an extra squeeze one exciting challenge after another one of lifes administrator host/hostess of the world smooth-talking persuader one of lifes natural leaders

69 nextpreviousindexhome The sixteen personality types ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ

70 nextpreviousindexhome The sixteen personality types ISTJ doing what should be done ISFJ a high sense of duty INFJ an inspiration to others INTJ everything has room for improvement ISTP ready to try anything once ISFP sees much but shares little INFP performing noble service to aid society INTP a love of problem- solving ESTP the ultimate realist ESFP you only go around once in life ENFP giving life an extra squeeze ENTP one exciting challenge after another ESTJ one of lifes administrator ESFJ host/hostess of the world ENFJ smooth-talking persuader ENTJ one of lifes natural leaders

71 nextpreviousindexhome this years group % E80I20 S45N55 T42F58 J65P35

72 nextpreviousindexhome this group (and previous years) this year this year %%% E807074I S454649N T424323F J657254P352846

73 nextpreviousindexhome Teachers: %N

74 nextpreviousindexhome this group! (%) ENTJ 7 ENFJ 16 ESFJ 11 ESTJ 15 ENTP 5 ENFP 18 ESFP 4 ESTP 4 INTPINFP 4 ISFPISTP INTJ 4 INFJISFJ 5 ISTJ 7

75 nextpreviousindexhome this group (and previous years) % ENTJ 7 (11/3) ENFJ 16 (17/16) ESFJ 11 (11/13) ESTJ 15 (9/0) ENTP 5 (4/3) ENFP 18 (9/18) ESFP 4 (7/13) ESTP 4 (2/3) INTP 0 (2/6) INFP 4 (2/0) ISFP 0 (0/0) ISTP 0 (2/0) INTJ 4 (0/6) INFJ 0 (2/3) ISFJ 5 (9/8) ISTJ 7 (7/8)

76 nextpreviousindexhome this group (and the general population %) ENTJ 7 (4) ENFJ 16 (4) ESFJ 11 (14) ESTJ 15 (15) ENTP 5 (5) ENFP 18 (8) ESFP 4 (10) ESTP 4 (7) INTP 0 (4) INFP 4 (4) ISFP 0 (5) ISTP 0 (4) INTJ 4 (3) INFJ 0 (2) ISFJ 5 (7) ISTJ 7 (7)

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78 nextpreviousindexhome the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

79 nextpreviousindexhome E s prefer being in a group group work; group projects; group brainstorming talking (although they get rather fed up with too much talk from teacher!) talking before doing individual work or individual thinking

80 nextpreviousindexhome E s prefer activities which give a chance to reconsider thoughts or possible answers or solutions relatively short, fast-moving activities/environment trial and error problem-solving (they often succeed when the principles follow the experience, e.g. when using computers, microscopes or doing maths activities)

81 nextpreviousindexhome E s prefer learning by watching someone else do something first (modelling) (eg in science allow extraverts to try or watch an experiment before you explain it) talking to lots of other people when wrestling with a problem action and variety knowing what other people expect of them

82 nextpreviousindexhome E s are relatively easily distracted (eg do not often concentrate best when sitting next to a window)

83 nextpreviousindexhome I s prefer individual activities one-to-one or small group interaction, and may find larger groups difficult lectures more than extraverts not being put on the spot by too many questions which require spontaneous answers time for preparation would be helpful here (introverts are not usually the first to raise their hands)

84 nextpreviousindexhome I s prefer pauses for thinking or reflection after being given a question, task or problem someone else modelling a course of action before they attempt it rehearsing before they speak in front of large group or give oral presentations concentrating on a few tasks at a time

85 nextpreviousindexhome I s prefer taking their time to understand something before they try it to understand the concept before trying an experiment or problem to set their own standards

86 nextpreviousindexhome I s can often cope with (shut out) distractions do not always express enthusiasms immediately (eg for a particular course of action) may need reassurance that it is OK for them not to be extravert

87 nextpreviousindexhome the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

88 nextpreviousindexhome

89 nextpreviousindexhome

90 nextpreviousindexhome S s prefer to use their eyes, ears and touch to find out what's happening information and facts as well as (vague) ideas and theories (may find abstract concepts difficult or stressful) lectures or programmed learning, but only if they attract attention (straight lectures or lots of teacher talk aren't usually enough audio-visual presentations (rather than just OHP presentations)

91 nextpreviousindexhome S s prefer solving problems through standard methods (so may have difficulty with new problems if this can't be done) skills practice work experience; community service etc hands-on activities; practical work case studies tasks which involve the use of senses (eg touch) and which are definite and measurable

92 nextpreviousindexhome S s prefer using skills they've already learned more than learning new skills practical/concrete examples having precise step-by-step directions/ideas about what they are going to do definite measurable things facts and distrust vague ideas a reference (eg a chapter in a book which they can use as a study guide

93 nextpreviousindexhome S s may be patient with details but impatient when details get complicated may find challenge difficult sometimes find it difficult when INTUITIVE (N) teachers present material from several different perspectives (eg in social subjects)

94 nextpreviousindexhome N s prefer reading and listening activities paying attention to meanings of facts and how they fit together open-ended situations using imagination to come up with possibilities and new ways of doing things solving new problems, particularly those which don't have one particular solution

95 nextpreviousindexhome N s prefer not doing things over and over again - get bored with practice activities and lose interest learning new skills rather than practising those already learned challenge and open-ended, creative activities self-paced learning group discussions which allow imagination

96 nextpreviousindexhome N s prefer role play (particularly if the person also prefers extraversion) having new topics introduced in such a way that it encourages them to look upon them as challenges (but if you give them too many details at first they may feel overwhelmed)

97 nextpreviousindexhome N s may be impatient with details but don't mind complicated situations dislike routine sometimes find it difficult to get down to concrete realities

98 nextpreviousindexhome the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

99 nextpreviousindexhome T s prefer deciding things logically lectures if logically structured being treated with justice and fair play tasks/problems with right answers praise for getting things right; they tend to value individual achievement

100 nextpreviousindexhome T s prefer rank-ordering (eg of courses of action) to know where they stand in relation to others and can be devastated by failure feedback – and quickly - on what they've done work to be marked, and feedback given – quickly researching information and debate to be task oriented

101 nextpreviousindexhome T s prefer programmed learning debates problem-solving activities involving collecting, organizing and evaluating data activities which involve research (e.g. library research) and allow them to share results with others

102 nextpreviousindexhome T s sometimes hurt other people's feelings without realising it; they may pay more attention to ideas than to other people's feelings don't necessarily need harmony, and often don't mind conflict so much as other people may enjoy talking with teachers rather than peers

103 nextpreviousindexhome F s prefer to decide according to personal feelings or values pleasing people, even in unimportant things activities involving positive feedback praise for the effort they've put in

104 nextpreviousindexhome F s prefer taking account of other people's feelings more than ideas, and they sometimes ignore the logic harmony and get upset by conflict appreciate being known personally by the teacher knowing they're liked helping others, so may make good peer teachers (but remember prefer does not always equal good at)

105 nextpreviousindexhome F s prefer group discussion and group decision- making and role play particularly if they also have a preference for extraversion

106 nextpreviousindexhome F s may find it difficult to challenge others, even in a small way, because they worry about dealing with the possible (conflict) response have difficulty in accepting criticism, sarcasm, ridicule

107 nextpreviousindexhome the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

108 nextpreviousindexhome J s prefer to have a plan, & have things settled in advance highly structured activities with clear deadlines to have clear purposes and instructions things to turn out the way they ought to be to finish one project before they start another, so may like to try out courses of action one at a time

109 nextpreviousindexhome J s prefer to decide things fairly quickly to be right to live by schedules which are not easily changed

110 nextpreviousindexhome J s prefer to be told in advance of any changes in procedures or schedules (e.g. if there is to be a substitute teacher or a change in schedule such as an assembly) and make sure they know for how long to have a course outline so that they know the topics which will be covered during a term/course/year

111 nextpreviousindexhome J s may find it difficult to cope with too many unfinished projects - implications for Standard Grade assignments here?

112 nextpreviousindexhome P s prefer to be flexible & not have plans which are too fixed, so find target setting and action planning rather a problem (Not profiling again, they might say!) flexible tasks which can be approached in different ways unplanned and unexpected happenings

113 nextpreviousindexhome P s prefer to start lots of projects, but have trouble finishing them all (so may like to try out lots of courses of action at once at not complete them properly) to decide things fairly slowly to miss nothing to live by making changes to deal with problems as they arise discussions which do not lead to preconceived conclusions

114 nextpreviousindexhome P s may find games helpful in learning concepts often find sitting at a desk for long periods of time boring, and can distract others by their activity during quiet times if they aren't allowed the chance to move around at some time (remember that PERCEIVING pupils often act spontaneously!)

115 nextpreviousindexhome P s often enjoy long discussions which do not lead to preconceived conclusions may need help in completing assignments on time can sometimes be helped to develop plans for their work by working backwards from deadlines

116 nextpreviousindexhome P s BE CAREFUL… …not to interpret their off-task behaviour as confrontation with the teacher they often just like having fun and enjoying life, and have a good sense of humour which can be harnessed in the classroom

117 nextpreviousindexhome contact details Terry Ashton, Adviser (Guidance and Careers) Website on Guidance/pastoral care/PSE

118 nextpreviousindexhome course materials guidance/downloads

119 nextpreviousindexhome group: temperaments % this group (general population) SP11 (22) SJ35 (44) NT24 (16) NF14 (18)

120 nextpreviousindexhome group: temperaments % this group (general population) SP11 (22) SJ35 (44) NT24 (16) NF14 (18)

121 nextpreviousindexhome group: temperaments % this group (general population) SP12 (22) SJ55 (44) NT 9 (16) NF24 (18)

122 nextpreviousindexhome /2006/2005 groups: temperaments (%) general population SP SJ NT NF

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124 nextpreviousindexhome index styles: using information styles: your environment learning T Learning preferences F learning preferences contact details styles: being energized styles: acquiring information S learning preferences N learning preferences the learning process description of styles E learning preferences I learning preferences J learning preferences P learning preferences

125 nextpreviousindexhome last years group! (and the general population %) ENTJ 3 (4) ENFJ 17 (4) ESFJ 14 (14) ESTJ 0 (15) ENTP 3 (5) ENFP 20 (8) ESFP 14 (10) ESTP 3 (7) INTP 6 (4) INFP 0 (4) ISFP 0 (5) ISTP 0 (4) INTJ 0 (3) INFJ 3 (2) ISFJ 9 (7) ISTJ 9 (7)

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