Welcome! Terry Ashton, Adviser (Guidance and Careers)

We don’t all learn the same way!

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.

models for learning styles Felder–Silverman Learning Model Herrmann Brain-Dominance Model Kolb’s Learning-Style Inventory Honey & Mumford’s model Barbe-Swassing model Gregorc model of mind styles Myers Briggs Personality Types

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

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).

Kolb’s Learning-Style Inventory This classifies learners as having a preference for concrete experience or abstract conceptualization active experimentation or reflective observation.

Honey & Mumford’s Classification Developed from Kolb’s model; learners are activists reflectors pragmatists theorists

Barbe-Swassing Model 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

Gregorc model of mind styles Perception how we take in information Ordering how we make sense of and use the information

Gregorc model of mind styles Perception: how we take in information Concrete information directly from our 5 senses; hands-on approach Abstract information from visualization or conception; leap easily from real to symbolic world

Gregorc model of mind styles Ordering: how we make sense of and use the information Sequential linear, step-by-step organization; proceed in orderly way to the end result Random no particular sequence; learning in “layers”; starting with the big picture

Gregorc model of mind styles Perception Concrete Abstract Ordering Sequential Random

the learning process

acquiring or taking in information the learning process acquiring or taking in information

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

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

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

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

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

getting motivated/energised extraversion

getting motivated/energised extraversion E

getting motivated/energised extraversion E introversion

getting motivated/energised extraversion E introversion I

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

E I energised by outer world (of people activities, things) energised in inner world (of ideas, emotions, impressions focus on people, things focus on thoughts, concepts active reflective breadth of interest depth of interest live it, then understand it understand it, before live it interaction Concentration

E I outgoing inwardly directed do-think-do think-do-think prefer talking to writing prefer 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 out think it through

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

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

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

acquiring/taking in information sensing

acquiring/taking in information sensing S

acquiring/taking in information sensing S intuitive

acquiring/taking in information sensing S intuitive N

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

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 facts look for possibilities and relationships facts meanings data associations

S N details possibilities reality-based hunches, speculations actuality theoretical here and now future utility fantasy

S N step-by-step leap around avoid fabrications and generalities regarding things overlook details, lose focus when things are too “spelled out” value accuracy and precision value insights and analogies relish the present anticipate 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

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

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

using information thinking

using information thinking T

using information thinking T feeling

using information thinking T feeling F

T F base decisions on objective/impersonal analysis and logic base decisions on personal values analysis sympathy objective subjective logic humane impersonal personal

T F critique appreciate reason values criteria circumstances firm but fair compassionate weigh the pros and cons sort through your values

T F want to be logical want 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 controversy tend 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

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

the environment you prefer judging

the environment you prefer judging J

the environment you prefer judging J perceiving

the environment you prefer judging J perceiving P

J P prefer a planned, decided, ordered and organised way of life prefer a flexible, spontaneous way of life organised pending settled flexible planned spontaneous decisive tentative

J P control one‘s life let life happen set goals undaunted by surprise systematic open 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

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 timetables focus on processes and options

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 life’s administrator host/hostess of the world smooth-talking persuader one of life’s natural leaders

The sixteen personality types ISTJ ISFJ INFJ INTJ ISTP ISFP INFP INTP ESTP ESFP ENFP ENTP ESTJ ESFJ ENFJ ENTJ

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 life’s administrator ESFJ host/hostess of the world ENFJ smooth-talking persuader ENTJ one of life’s natural leaders

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

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)

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

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

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)

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

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

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

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)

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

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

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)

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

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

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)

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

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

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

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

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

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

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”)

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

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

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

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

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

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

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

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

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!)

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

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

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

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