Thinking, Learning, and Learning Styles Center for Student Excellence Tutor Training Southeastern Louisiana University Carolyn Blackwood, 2008 Adapted from materials prepared by Cora M. Dzubak, J. Valkenburg, and Julianne Albiero-Walton for the Association of Tutoring Professionals,

Instructions:   Many of the slides in this presentation have a narrative that can be found in the speaker’s note pages.   Viewing the PowerPoint in the normal version, then decreasing the size of the left window, will give you an wide viewing screen for easy note reading.   Be sure to scroll down to access all of the information.   Use the down arrow to shift screens.

IQ   Intelligence is the ability to learn and understand or to deal with new and trying situations. (Merriam-Webster Dictionary)   Intelligence is the capacity to evaluate, develop and apply our personal and cultural resources to efficiently solve real, and for us, significant problems. (HumanityQuest.com)

Learning   “Learning, like thinking, requires the ability to sequence and manipulate information and memories in order to perform a new task.” (Ratey, 2002, p. 177)

Learning   “New ‘routines’ require mental strain and stretching, the formation of new and different synapses, and connections to neural assemblies. But, once a routine is mastered, mental processing becomes easier.” (Ratey, 2002, p. 38)   “Research studies suggest that challenge and feedback are necessary to maximize learning. The brain is designed to operate on both internal (from the brain itself) and external (from the environment) feedback.” (Ratey, 2002, p. 179)

Perception:   Perception is one’s interpretation of stimuli that is received and processed.   Perceptions differ depending on what is stored in memory as well as that of the perceptual modality.   Perceptions are based upon an individual’s life experiences and even identical twins will have identical perceptions.

Cognition   Cognition = the act or process of knowing   Cognitive processes are a combination of attention, perception, and memory that reflect the activity of the mind.

Metacognition   “Learning, memory, and thought require the manipulation of knowledge about previously acquired knowledge. To think, learn, and remember, we need to convert this knowledge into action.” (Ratey, 2002, p. 178)

Stimulation   “A mild amount of stress and activation is what constitutes stimulation.” (Ratey, 2002, p. 174)

What is a Learning Style?   A preferred learning style is the sensory channel through which information is most effectively absorbed and processed.

The Big Three   Auditory   Visual   Tactile/Kinesthetic …Which one are you?

Why Are Learning Styles Important to Know? The focus becomes: Comfort in the way one learns Linking styles for more depth Accessing Information Put it in Get it out

Learning Style Strategies   As a learner, it maximizes your strength   At the same time, it utilizes your area of “weakness”

Primary Visual Processing Primary Auditory Processing Primary Auditory Processing Primary Tactile and Kinesthetic Processing (Front) Primary Processing Areas

Brain Imaging   Positron Emission Tomography (PET) scans show that there is no single center for vision, language, emotions, social behavior, or memory.

Auditory Learning   Learns by hearing   Likes to discuss ideas   Is sensitive to sounds   Has good oral communication skills   Uses auditory memory Taping lectures A low auditory preference indicates use of other strengths: relying on visual cues or hands-on techniques.

Visual Learning   Learns by seeing   Reads to learn   Recognizes relationships of objects in space   Visualizes information (words, charts, mind maps, visual images, and graphs, etc.)

Tactile/Kinesthetic Learning   Uses the Mind-Body Connection   Learns by doing   Learns through touch and using the hands   Actively uses Flash Cards (self- made)   Must be physically engaged   Moves around frequently   Moves while learning

Multimodal

Learning Styles and Movement   “Research is showing that you use the same brain regions to ‘recreate’ an experience as when we actually perform the experience. That is, we can mentally recreate by thinking, the same as we would if we physically performed and recreated the movement.” (Ratey, 2002, p. 147)

Linking Learning Styles   Visual and Auditory   Visual and Tactile/Kinesthetic   Auditory and Tactile/Kinesthetic   Tactile/Kinesthetic and any other style

What is Multisensory Learning?   Active learning that combines multiple modes of sensory input for the acquisition, comprehension, memorization, and recall of information

Learning, Memory, and Recall Depend On:   attitude and interest   motivation and persistence   concentration and attention   active learning processes   critical thinking skills   ability to recognize important main ideas   study tools and skills   time management skills

Variables Affecting Learning   Information Type   Visual   Auditory   Tactile   Kinesthetic   Haptic   Internal Factors  Motivation  Attitude  Persistence  Curiosity  Physiologica l  External Factors  Sound  Lighting  Temperature  Time of day  Comfort  Social

Tutoring Strategies to Improve Learning Ability   Provide clients with challenging and novel examples for material/problems   Ask frequent comprehension questions   Use open-ended, probing questions   Use games or puzzles to stimulate thinking   Require application of information   Require that the student is doing the work

Tutoring Strategies cont.   Expect the student to use the course vocabulary   Expect meaningful learning (avoid rote)   Demonstrate critical thinking skills   Present situations/examples that require analysis and synthesis of information   Encourage discussion and questions   Use “real-life” scenarios   Use humor   Demonstrate study tools and strategies

What Happens when Teaching and Learning Styles don’t Match?   Boredom and Confusion   Minimal interaction   Student is inattentive and distractible   Poor understanding and comprehension   Low test scores   Poor attendance   Inefficient and ineffective study   Poor retention and recall

Your Learning Style???   Go to www. vark-learn.com to take the Learning Style Test.   A second included test focuses on time outside the classroom and may give you a different result.

Why Teach with a Multisensory Approach?   Multiple modes of sensory input increase attention and concentration   Multiple methods of processing increase comprehension   Multiple brain storage sites increase retention   Multiple areas of access increase memory (recall)

Learning Principles Improve Your Memory   Intend to remember: That is, tell yourself that something is important to remember, concentrate as you think about the information, and be aware that you want the information to remain in memory.   Find Meaning: Information is easier to learn and remember when you make an effort to find meaning, or make it meaningful. Consciously try to associate it with something that you already know and make sure that you understand and comprehend it by explaining it to yourself. This is very different from “memorizing” it.

Learning Principles, cont.   Organize, categorize, and label: Organization is a key to learning and to remembering. Use headings and subheadings when you take and review notes. Chunk information into categories whenever you can.   Repetition and Review: The more often you use information, or at least review it, the more likely you will form a lasting memory of it. A memory is made by the repeated firing of neurons, and that takes repetition.

Learning Principles, cont.   Association: Think of something you already know in order to associate new material with something that has already been learned. Whenever new material can be connected with something that you recognize, it is easier to learn and remember.   Visualize: Try to create an image, or picture, in your mind of whatever it is that you are learning. Visualization of material is a very effective way to process and store the image in memory.

“ We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle

References  Hardiman, Mariale, M., Connecting Brain Research with Effective Teaching, 2003  Howard, Pierce J., The Owner’s Manual for the Brain, 1994  Ratey, John J., A User’s Guide to the Brain, 2002