I hear...and I forget I see...and I remember I do...and I understand

1

• I hear...and I forgetI see...and I rememberI
  do...and I understand
• Chinese Proverb

2
Learning with StyleJanuary 3, 2005

• Maria Andersen, Tom Donahue, Jenny Klingenberg ,
  and Diane Krasnewich
• http//www.alsi.net/Learning/Styles.htm

3
Teaching/Learning Styles

• The Establishment Shot
• Sequential Learners
• Global Learners
• Business Graphs
• Teaching Art
• Demand creativity and exploration
• Guide the student step by step

4
(No Transcript)
5
(No Transcript)
6
Baroque or Realist
7
Goals

• Become better teachers
• Understand how the intellect functions
• Understand our own learning style and those of
  our students
• Apply this understanding to our teaching
  methodology

8
Scotts Theory

• Success teaching accounting online
• In identical classes and exam
• Online students did better on exams
• Article describing the outcome
  http//www.alsi.net/Weblearning.htm
• Similar success teaching music online

9
Scotts Theory

• The more you do to help students learn, the less
  they learn.
• Toms Corollary The more students accept
  responsibility for their own learning and succeed
  on their own, the more they learn.

10
Questions

• How does the brain work?
• What is intelligence?
• How can I use Bloom's Taxonomy?
• What are learning styles?
• What is my learning style?
• How can I use learning style concepts?

11
Topics

• Brain function and hemispheric dominance
• Theories of intelligence
• Bloom's taxonomy
• Learning styles
• Personality styles
• Index of Learning Styles (ILS)
• Tomorrow Application of the ILS

12
The Triune Brain

• Reptilian Brain
• Limbic Brain
• Neocortex

13
Brain Hemispheres

• Reasoning
• Logical
• Mathematical
• Verbal
• dominates right brain

• Mystical
• Musical
• Creative
• Visual-pictorial
• submissive to the left brain

14
(No Transcript)
15
Teaching To Both Sides

• What teaching methods do you use for
• a student who is left brain dominant?
• a student who is right brain dominant?

16
What Exactly is Intelligence?

• Psychometric/Statistical Approach
• Information Processing Approach
• Piagetian Approach
• Sternberg's Triarchic Approach
• Gardner's Multiple Intelligence Approach
• Ceci's Bioecological Approach

17
Pioneers

• Thorndike, Binet, Terman
• Military needs of WWI
• Verbal and Mathematical (IQ)
• Aptitude vs. Ability
• Global intelligence (g factor)
• Learning "disabilities"

18
Thurstone in the 1930s

• Verbal Comprehension
• Word fluency
• Number
• Space
• Associative Memory
• Perceptual Speed
• Reasoning

19
Reasoning

• Inductive Reasoning - students
• Deductive Reasoning teachers
• (sequential vs. global learning style)

20
Comparative Psychologists

• Field dependent people
• Field independent people

21
Piaget

• Sensory-motor
• Pre Operational
• Concrete Operational (7-11 years). Characterized
  by 7 types of conservation number, length,
  liquid, mass, weight, area, volume. Intelligence
  is demonstrated through logical and systematic
  manipulation of symbols related to concrete
  objects. Operational thinking develops (mental
  actions that are reversible).
• Formal Operational Intelligence is demonstrated
  through the logical use of symbols related to
  abstract concepts. Only 35 of high school
  graduates in industrialized countries attain
  formal operational thought many people do not
  think formally during adulthood

22
Formal Operational Thinking

• How can you develop
• Formal Operational Thinking habits?

23
Formal Operational Thinking

• Construction
• Bridging
• Metacognition
• Cognitive conflict
• Analogies

24
Aristotle and Sternberg

• theoretical intelligence
• practical intelligence
• productive intelligence. 

• analytical(or componential)
• practical(or contextual)
• creative (or experiential).

25
Gardner Multiple Intelligences

• Interpersonal aptitudefor working with others
• Logical/mathematical aptitudefor math, logic,
  deduction
• Spatial/visual aptitude for picturing, seeing
• Musical aptitude for musical expression
• Linguistic/verbal aptitudefor the written/spoken
  word
• Intrapersonal aptitude for working alone
• Bodily/kinesthetic aptitudefor using your
  physical self

26
J. P. Guilford
27
Ceci's Bioecological Theory of Intelligence

• Nature vs. Nurture
• Results from a conjunction of cognitive processes
• Assessment will depend on the context and domain
  that is measured
• Four types of context (physical, social, mental,
  and historical) greatly influence how and what
  abilities are acquired and how those abilities
  are expressed

28
Ceci's Bioecological Theory of Intelligence

29
Age and Intellect

• According to Labouvie-vief (1986) Older adults do
  poorly on measures of formal reasoning ability,
  but this is because they approach problems
  differently.
• Older adults tend to be more pragmatic, more
  attuned to social and economic realities, so
  abstract questions don't seem as meaningful or
  important.

30
Kays Needlepoint

• Old Age and Cunning
• Will Overcome
• Youth and Ambition
• Every time!

31
Bloom's Taxonomy of Educational Objectives

• 6. Evaluation5. Synthesis 4. Analysis3.
  Application2. Comprehension1. Knowledge

32
Learning Styles

• Visual intake by seeing
•  Auditory intake by hearing
• Kinesthetic intake by doing, touching
• Some theorists add read-write to
• these three style preferences.

33
EXAMPLE The 4MAT system

• 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.

34
(No Transcript)
35
Myers Briggs Type Indicator (MBTI)

• Introvert Extravert
• Sensing-Intuitive
• Thinking-Feeling
• Judging-Perceptive

36
MISMATCH

• Visual most people in our culture.
• Verbal lectures, texts, equations, chalkboard,
  overhead, PowerPoint, etc.

37
MISMATCH

• Deductive teaching is quick and easy, but
• although it appears straight forward and easy for
  the teacher
• it is confusing and difficult for the student.
• Most students think and learn inductively.

38
MISMATCH

• If you teach in your own preferred style, people
  like you are likely to learn.
• If you teach in multiple styles, everyone is more
  likely to learn more easily.

39
MISMATCH

• Most curricula, textbooks, teaching techniques,
  and teachers are sequential.
• Global learners make good researchers, systems
  analysts, and creative problem solvers if they
  make it through school.

40
Homework

• List five learning styles
• Describe an extreme example of each style.
• Design a strategy to facilitate a learner that
  prefers each style

41
Summary Tips

• Give students the global view or goal at the
  beginning.
• Teach inductively (step by step) and encourage
  students to reason deductively.
• Ask questions and devise assignments that cause
  students to be field-independent.
• Use the Socratic Method so students respond with
  their own dominant learning style.
• Appeal to all the senses in your teaching.
• Plan for active learning. The most prominent
  learning mode is through doing.
• Put students into situations where they develop
  formal abstract reasoning capacities (e.g., use
  construction, bridging, metacognition, cognitive
  conflict, analogies, etc.)
• Take pains to use the nondominant side of your
  brain in your teaching methodology
• Devise lesson plans that use the opposite of your
  learning style preference (students who have your
  learning style will catch on easily it those who
  do not that are likely to have trouble in your
  class.)
• Vary assignments between visual, auditory,
  kinesthetic and read-write.
• Use visual approaches rather than lectures,
  equations, chalkboard, PowerPoint, etc.
• Use course activities that address each of the
  different learning styles.