Terry Ashton, Adviser (Guidance and Careers) Welcome!

Welcome to We dont all learn the same way! Terry Ashton, Adviser (Guidance & Careers)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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.

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 Felder–Silverman Learning Model sensing or intuitive learners visual or verbal learners inductive or deductive learners active or reflective learners sequential or global learners

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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).

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 Kolbs Learning-Style Inventory This classifies learners as having a preference for concrete experience or abstract conceptualization active experimentation or reflective observation.

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 Honey & Mumfords Classification Developed from Kolbs model; learners are activists reflectors pragmatists theorists

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 Carl Jung Psychological Types 1926

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 Katherine Briggs & Isabel Briggs Myers developed the Myers-Briggs Type Indicator (MBTI)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 trait theory measure how much of a particular trait or skill an individual has type theory valuable differences between people result different preferences

nextpreviousindexhome12341.12.11.22.23.13.24.14.2

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the learning process

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the learning process acquiring or taking in information

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the learning process acquiring or taking in information using information

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the learning process acquiring or taking in information using information getting motivated or energised

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 getting energised acquiring or taking in information using information getting motivated or energised your preferred environment

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 getting motivated/energised extraversion

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 getting motivated/energised extraversion E

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 getting motivated/energised extraversion E introversion

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 getting motivated/energised extraversion E introversion I

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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, e-mail, 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 acquiring/taking in information acquiring or taking in information using information getting motivated or energised your preferred environment

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 acquiring/taking in information sensing

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 acquiring/taking in information sensingS

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 acquiring/taking in information sensingS intuitive

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 acquiring/taking in information sensingS intuitiveN

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 S N detailspossibilities reality-basedhunches, speculations actualitytheoretical here and nowfuture utilityfantasy

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 using information acquiring or taking in information using information getting motivated or energised your preferred environment

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 using information thinking

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 using information thinkingT

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 using information thinkingT feeling

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 using information thinkingT feelingF

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 T F base decisions on objective/impersonal analysis and logic base decisions on personal values analysissympathy objectivesubjective logichumane impersonalpersonal

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 T F critiqueappreciate reasonvalues criteriacircumstances firm but faircompassionate weigh the pros and conssort through your values

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the environment you prefer acquiring or taking in information using information getting motivated or energised your preferred environment

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the environment you prefer judging

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the environment you prefer judgingJ

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the environment you prefer judgingJ perceiving

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 the environment you prefer judgingJ perceivingP

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 J P prefer a planned, decided, ordered and organised way of life prefer a flexible, spontaneous way of life organisedpending settledflexible plannedspontaneous decisivetentative

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 The sixteen personality types ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 E s are relatively easily distracted (eg do not often concentrate best when sitting next to a window)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 F s prefer group discussion and group decision- making and role play particularly if they also have a preference for extraversion

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 J s prefer to decide things fairly quickly to be right to live by schedules which are not easily changed

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 J s may find it difficult to cope with too many unfinished projects - implications for Standard Grade assignments here?

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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!)

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 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

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 contact details Terry Ashton, Adviser (Guidance and Careers) e-mail TAshton@aberdeencity.gov.uk Website on Guidance/pastoral care/PSE www.aberdeen-education.org.uk/guidance

nextpreviousindexhome12341.12.11.22.23.13.24.14.2 course materials www.aberdeen-education.org.uk/ guidance/downloads

nextpreviousindexhome12341.12.11.22.23.13.24.14.2index 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

Terry Ashton, Adviser (Guidance and Careers) Welcome!

Similar presentations

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

Similar presentations

About project

Feedback

Log in

Auth with social network:

Terry Ashton, Adviser (Guidance and Careers) Welcome!

Similar presentations

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

Similar presentations

About project

Feedback