Presentation: Learning Styles

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ENGAGING DIFFERENT LEARNING STYLES

• Dynamic Youth Ministry
• Starr King School for the Ministry
• Fall 2010

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WHY IS THIS IMPORTANT?

• Knowledge about multiple intelligences and
  learning styles is valuable for groups and
  leaders to have because when people, particularly
  youth, understand how they learn and absorb
  information best they become empowered. When a
  person feels lost in trying to understand
  information because their learning style is not
  being addressed we lose the gifts of alternative
  thinkers and creators. Our current system of
  learning is most directed at people who learn by
  listening and reading, but the way we do youth
  ministry can change that! The purpose of this is
  to understand the learning, working and
  leadership dynamic when coming together to do
  youth ministry in a group setting.
• The assigned reading is geared toward a
  traditional classroom environment, but the
  information within these readings can help us
  understand how youth (and how we ourselves!) take
  in information and relate in group settings.
  Instead of the goal of academic achievement, as
  discussed in the reading, our goal is to build
  community and promote healthy group dynamics.

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MULTIPLE INTELLIGENCES

• Linguistic
• Logical/Mathematical
• Musical
• Spatial/Visual
• Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalistic
• Existential

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ENGAGING MULTIPLE INTELLIGENCES

• Linguistic How can I incorporate words/reading?
• Logical/Mathematical How can I include the use
  of numbers, classification, critical thinking and
  calculations?
• Musical How can I include music, sounds, rhyme,
  rhythms and dance?
• Spatial/Visual How can I include pictures and
  diagrams, colors, art or graphs?
• Kinesthetic How can I include movement, drama
  or art and craft?
• Interpersonal How can I include group work,
  peer sharing and discussions?
• Intrapersonal how can I include private
  learning/reflection time and choice?
• Naturalistic How can I include interaction with
  nature?
• Existential How can I include
  questioning/examination of lifes big issues?

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LEARNING STYLES

• It is valuable for people to be aware of their
  learning styles, because it gives them confidence
  and control.
• Learning styles are not fixed, but most people
  have a dominant/preferred style. Most people are
  able to adopt different styles in different
  situations.
• As you read, there are many theories/models of
  learning styles. Lets summarize

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HONEY-MUMFORD MODEL

• Activists learn by doing thrive on novelty
  immerse self in wide range of experiences/activiti
  es through group work not as interested in
  planning bored by repetition
• Reflectors observers collect information before
  making decisions big picture slow to make up
  mind
• Theorists adapt and integrate observations into
  frameworks well-organized minds cannot relax
  until they get to the bottom of something
  uncomfortable with subjectivity or ambiguity
  logical problem-solvers
• Pragmatists seek out and make use of new ideas
  look for practical implications problem solvers

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NEURO-LINGUISTIC PROGRAMMING (NLP) MODEL

• Visual learn by seeing
• Auditory learn by listening
• Kinesthetic learn by doing
• Reading learn by reading
• Reflection Question The reading describes the
  body language of people with each of these
  learning styles. Have you observed this before?
  What is your own style and body language?

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MYERS-BRIGGS TYPE INDICATOR (MBTI)

• A personality profile test. Each person is
  somewhere on each spectrum
• Extroverts (E) ?? Introverts (I)
• Sensors (S) ?? Intuitors (N)
• Thinkers (T) ?? Feelers (F)
• Judgers (J) ? ? Perceivers (P)
• Sample types ENFJ, ISTP

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KOLBS LEARNING STYLE MODEL

• Diverger (concrete, reflective)
• Assimilator (abstract, reflective)
• Converger (abstract, active)
• Accommodator (concrete, active)

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FEDER-SILVERMAN MODEL

• Each person is somewhere on these five spectrums
• Sensing ?? Intuitive
• Visual ?? Verbal
• Inductive ?? Deductive
• Active ?? Reflective
• Sequential ?? Global

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APPLYING THIS KNOWLEDGE YOUR PRAXIS SETTING

• Thinking about your praxis setting
• Can you identify any of the multiple
  intelligences/learning styles in the group?
• How does the intelligence/learning style of an
  individual impact how they interact with others
  in the group?
• How does their style impact how they relate to
  the activities/program of the group?
• Have people ever left the group because they
  felt excluded based on their intelligence/learning
  style? How could the group have better engaged
  them?

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APPLYING THIS KNOWLEDGESTRUCTURING GROUP TIME

• The Multiple Intelligences reading suggests
  beginning classes/sessions with a central
  teaching in youth ministry settings this could
  be a story, an issue/topic, a reading/poem, a
  video clip, etc. This is followed by a series of
  activities or a choice of activities addressing
  the main topic or theme, designed to engage
  multiple intelligences.
• This is how many of the new UUA Tapestry of Faith
  curricula are structured. A story serves as a
  jumping off point for the rest of the activities,
  which are designed to engage multiple
  intelligences and learning styles. Check out
  examples at www.uua.org/tapestryoffaith.
• Activity A youth group views a news clip about
  the recent LBGTQ youth suicides. What are some
  good follow-up activities to explore the issues
  this raises? What intelligences do these
  activities engage?

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EFFECTIVELY ENGAGING ALL IN YOUTH MINISTRY
SETTINGS

• The climate becomes more co-operative as
  children or youth come to understand and gain
  more respect for each others strengths.
  (Multiple Intelligences, p. 39)
• Groups can engage people of all
  intelligences/learning styles by drawing on the
  members skills and interests, and creating
  teams/assigning leadership based on these.
• Building Multigenerational CommunityIf you apply
  this knowledge of multiple intelligences and
  learning styles to youth involvement more
  broadly, it means that sometimes a youths needs
  will not be met by a traditional youth group.
  Sometimes their strengths and styles might be
  best suited to some other involvement in the
  community, through which they are ministered to
  and share their strengths with others.

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A FUN EXTRA!

• Search online, find and complete a multiple
  intelligences/learning styles assessment.
• What do you think of the result?
• How does this help you think about how you engage
  in this course, and/or in your praxis setting?

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• Move on to
• Readings on Conflict Transformation
• Presentation Listening as Leadership