EDUCATIONAL PSYCHOLOGY EDU 301 LEARNING AND TEACHING STYLES

Introduction to learning and teaching styles and methods The underpinning concepts: Learners are intrinsically different and have different preferred learning styles. Teaching is a purposeful intervention with the aims of promoting learning and causing learning to happen. Aims of the session:- to examine different models of learning styles to discuss different teaching strategies and methods

DEFINITION OF TERMS TERM DEFINITION TEACHING STYLE a teacher’s characteristic approach regardless of instructional strategy used LEARNING STYLE Differences in perceptual strengths (visual or auditory) or differences in preferences regarding time to learn (morning vs. evening) COGNITIVE STYLE Academic descriptions of processes involved in learning which underlie learning styles LEARNING STRATEGY Way of remembering

ELEMENTS RELATED TO LEARNING STYLE ENVIRONMENTAL EMOTIONAL SOCIOLOGICAL PHYSICAL PSYCHOLOGICAL

MODEL 1 : CURRY’S ONION MODEL OUTERMOST LAYER Instructional preference Most unstable Learning environment, individual and teacher expectations can influence instructional preference MIDDLE LAYER Informational processing style Reflects individual’s intellectual approach More stable than instructional preference INNERMOST LAYER Cognitive personality style Individual’s approach to assimilating and adapting information Controls all learning behavior [eg: Myers-Briggs type Indicator

MYERS BRIGGS TYPE INDICATOR EXTROVERTS – focus on outer world INTROVERTS – focus on inner world SENSORS – emphasis on facts and procedures INTUITORS – emphasis on meaning and possibilities THINKERS – decisions are made on the basis of logic and rules FEELERS – decisions are made based on personal considerations JUDGERS – set and strictly follow agendas PERCEIVERS - can change with circumstances

Model 2: Honey and Mumford’s learning cycle and learning styles

Model 3: Kolb’s learning cycle

Model 4: McCarthy’s 4MAT system The four learning styles identified by McCarthy are: Type 1: Innovative Learners are primarily interested in personal meaning. They need to have reasons for learning--ideally, reasons that connect new information with personal experience and establish that information's usefulness in daily life. Some of the many instructional modes effective with this learner type are cooperative learning, brainstorming, and integration of content areas (e.g., science with social studies, writing with the arts, etc.). Type 2: Analytic Learners are primarily interested in acquiring facts in order to deepen their understanding of concepts and processes. They are capable of learning effectively from lectures, and enjoy independent research, analysis of data, and hearing what "the experts" have to say. Type 3: Common Sense Learners are primarily interested in how things work; they want to "get in and try it." Concrete, experiential learning activities work best for them--using manipulatives, hands-on tasks, kinesthetic experience, etc. Type 4: Dynamic Learners are primarily interested in self-directed discovery. They rely heavily on their own intuition, and seek to teach both themselves and others. Any type of independent study is effective for these learners. They also enjoy simulations, role play, and games.

Model 5: Gardner [1993] - Multiple Intelligences Gardner [1993] suggests that each individual has several distinct areas of intelligence: Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timbre Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others. Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes ***Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature ***Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. Gardner believes that an individual’s abilities will differ in each area as will their learning style.

INDIVIDUAL DIFFERENCES IN LEARNING STYLE (pg 106 – 108) GENDER SPECIAL LEARNING NEEDS – AUTISM ETHNIC MINORITY

LEARNING STYLES TO INSTRUCTIONAL APPROACHES STUDY SKILLS – i. Set aside time and place foe work, ii. Set priorities and follow them, iii. Break larger tasks into smaller ones, iv. Be reasonable in regard to how many tasks you can do in a day, v. work on one thing at a time, vi. Check your progress often SQ3R (READING SKILLS) – survey, question, read, recite, review