Learning Styles: Multiple Models, Multiple Teaching Methods

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Learning Styles Multiple Models, Multiple
Teaching Methods

• Linda B. Nilson, Ph.D., Director
• Office of Teaching Effectiveness Innovation
• 445 Brackett Hall, Clemson University
• Clemson, SC 29634 864.656.4542
  nilson_at_clemson.edu www.clemson.edu/OTEI
  

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Participant Objectives

• After this workshop, you will be able to
• Compare contrast 5 leading learning styles
  frameworks, including their strengths
  weaknesses
  
• Design organize class activities, learning
  aids, assignments to facilitate learning for
  more students
  
• Teach students how to study most effectively
  efficiently for their style(s)

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Characteristics of Learning Styles

• preferences, easiest ways to learnto take in,
  process, and express information/knowledge
  
• many different frameworks (senses, personalities,
  initial learning hooks, cognitive modes)
  
• multiple styles
• somewhat malleable
• ALL styles are in every class.

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5 Leading Frameworks of Learning Styles

• Gardners Multiple Intelligences
• Felder-Silverman Index of Learning Styles (ILS)
• Fleming Mills VARK
• Kolbs Learning Styles Model and Experiential
  Learning Theory (ELT)
  
• Myers Briggs Type Indicator (MBTI) - Jung

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Gardners Multiple Intelligences

• Verbal Linguistic
• Logical-mathematical
• Musical
• Spatial
• Bodily Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist

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Felder-Silverman ILSAspects of cognitive
processing

• Reflective v. Active
• Verbal v. Visual
• Sequential v. Global
• Intuitive v. Sensing

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Felder-Silverman ILSPreference dimensions

• Re-Ac Method for processing info introspection
  v. physical or social engagement
  
• Ve-Vi Modality of sensory info verbal (spoken
  or written) v. visual
  
• Se-Gl Method of gaining understanding logical,
  small steps v. holistic, leaps
  
• In-Se Type of info memories, ideas, insights
  v. sensory
  

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Fleming Mills VARKSense intake-output
preference

• Read-Write (Digital) Symbols
• Aural (Auditory) Sounds
• Visual Graphics/Pictures
• Kinesthetic Space/Motion

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• Deductive Inductive
• Left Read/Write Aural
• brain (Digital) (Auditory)
• ________________________________________________
  ______________________
  
• Right Visual Kinesthetic
• brain
• _____________________________
  

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Kolbs LS Model ELTPreferred entrée into
learning cycle

• 4-stage learning cycle
• 1. Concrete Experience (CE)-feeling, as in
  sensing (not affect, values)
  
• 2. Reflective Observation (RO)-watching
• 3. Abstract Conception (AC)-thinking
• 4. Active Experimentation (AE)-doing

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Kolbs LS Model ELTcontinued

• Lines of Axis
• of Conflicting Modes
• CE-feeling v. AC-thinking
• AE-doing v. RO-watching

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Kolbs LS Model ELTcontinued

• CE-feeling AE-doing Accommodator
• CE-feeling RO-watching Diverger
• AC-thinking AE-doing Converger
• AC-thinking RO-watching Assimilator

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Myers Briggs Type Indicator (MBTI) - Jung

• Combination of personality (E, I, J, P)
  cognitive modes (S, N, T, F)
  
• Extroversion (E) v. Introversion (I)
• Sensing (S) v. Intuition (N)
• Thinking (T) v. Feeling (F)
• Judging (J) v. Perception (P)

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Dimensional Focus

• Personality Cognition Senses
• ? Gardners Multiple Intelligences ?
• Felder-Silverman ILS
• VARK
• Kolbs LSMELT
• Myers Briggs

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THE PROBLEMFaculty and students tend to have
different learning styles.

• LEARNING STYLE FACULTY STUDENTS
• FRAMEWORK LEARN. STYLES
  LEARN. STYLES
  
• Gardners Multiple Verbal
  Linguistic Musical Intelligences
  Logical-mathematical Spatial
  
• Kinesthetic Interpersonal Intrape
  rsonal
  
• Naturalist Naturalist
• Felder-Silverman
  Reflective Active
  
• Index of Learning Verbal Visual
• Styles (ILS) Sequential Global
• Intuitive Sensing

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THE PROBLEM continued

• LEARNING STYLE FACULTY
  STUDENTS
  
• FRAMEWORK LEARN. STYLES
  LEARN. STYLES
  
• Fleming Mills (VARK) Read/Write
  (Digital) Visual
  Auditory Kinesthetic
  
• Kolbs Learning Styles Convergers
  Divergers
  
• Model Experiential Assimilators
  Accommodators
  
• Learning Theory (ELT)
• Myers-Briggs Type INT (introverted,
  ESF (extroverted, Indicator (MBTI)
  intuitive, thinking)
  sensing, feeling)

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Which One(s) to Use?

• Gardner too many modes to teach to, but maybe
  not in K-12 low validity reliability
  
• MBTI too much personality weak validity with
  many psychologists
  
• Kolb weak predictive validity test-retest
  reliability
  
• VARK weak validity and reliability but good for
  teaching (R-W 3 modes)
  
• Felder-Silverman good construct validity,
  intrnl consist. reliability, test-retest
  reliability, total item correlation,
  inter-scale correl.

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Felder-Silverman ILSCognitive processing modes

• Reflective v. Active
• Verbal v. Visual
• Sequential v. Global
• Intuitive v. Sensing

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Fleming Mills VARKSense intake-output
preference

• Read-Write (Digital) Symbols
• Aural (Auditory) Sounds
• Visual Graphics/Pictures
• Kinesthetic Space/Motion

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VARK Read/Write (Digital)F-S Verbal Logical Seq

• Logical (thinks like a formal outline if,
  then)
  
• Causal
• Deductive
• Abstract
• Facile in interpreting symbols, equations

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Style performs well on

• verbal tests (vocabulary, similarities,
  analogies, doesnt belong)
  
• algebra tests
• symbolic pattern recognition tests

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3124 82 73 154 46 13_
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two w four r one o three _
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tar pitch throw saloon bar rod fee tip end
plank _ _ _ _ _ meals
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VARK Auditory (Aural)F-S Verbal Chron. Seq

• Follows oral/auditory logic
• Chronological structure of a story
• Dramatic structure of a play, concerto
• Esthetic structure of music rhythm and rhyme

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Style performs well on

• Orally administered tests (comprehension,
  expression)
  
• Digit span test (short-term auditory member)

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VARK F-S Visual (Gardners Spatial)

• Processes, stores, retrieves information in 2-D
  spatial arrangements/organization, shapes,
  graphics, diagrams, flowcharts, pictures,
  scenes.
• May use color to classify, index, and tag.

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Style performs well on

• Picture Completion test (visual detail)
• Digit Symbol test
• Street Gestalt Completion test (visual
  discrimination)

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VARK Kinesthetic F-S ActiveGardners Spatial
Bodily Kinesthetic

• spatial relationships
• mechanical interrelationships
• physical movement, processes
• experiences - real, vicarious, simulated
• learn by doing, experimenting, handling, acting
  out

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Style performs well on

• Mechanical/spatial reasoning tests
• Physical performance tests
• Practicals (laboratory tests)
• Block Design test

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• How to you teach to these styles?

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VARK Read/Write (Digital)F-S Verbal
Logical Sequential learns best from

• Reading text, instructions, outlines
• Writing
• informal (writing-to-learn exercises)
• formal
• Lectures if taking notes

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VARK Auditory (Aural)F-S Verbal Chron.
Sequential learns best from

• Lecture podcasts, if in the right structure
  (e.g., stories)
  
• Cases PBL problems
• Discussion, especially in small groups all group
  work
  
• Actively devises own way of orally expressing
  material
  
• Listens to own way and others ways

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VARK F-S Visual (Gardners Spatial) learns
best from

• Thinking maps
• Concept and mind maps
• Graphic syllabus
• Graphic metaphors
• Flowcharts, diagrams, graphs
• Matrices, tables
• Pictures
• Learning objects (animated) www.merlot.org

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• Visual style is prevalent cognitive
  psychological research suggests were all visual.
  
  
• But maybe some of us are more visual than others.

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Visual tools help everyone

• Deeper learning, conceptual understanding
• Show BOTH structure of knowledge (big picture)
  and integration of its elements
  
• Better, longer retention easier retrieval
• Require less working memory, fewer cognitive
  transformations
  
• Dual coded in semantic and episodic memories
• Cognitive operations easier
• Easier to locate and extract information
• Easier to draw inferences
• Cross-cultural

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• Visuals also help Felder-Silvermans global
  learners because they give the big picture.

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Classification (Tree) Map
What are the main types/categories?
What distinguishes these types/categories from
each other?
Give examples of each type.
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Flow Map - Sequencing
What happened? What are the substages?
What is the sequence of events?
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Causes--Effects Multi-Flow Map
Event
What are the causes and effects of this event?
What might happen next?
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Venn Diagram Overlapping Concepts or Categories
A

C
B
What concept/category identifies objects that are
both A and B?
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Comparison-Contrast (Double Bubble) Map
Object/ Concept 1
Object/ Concept 2
What are the similarities and differences between
the two objects/concepts?
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Mind concept maps show hierarchically organized
knowledge

• from most inclusive/general/broad/abstract
  (superordinate) concept
  
• to most exclusive/specific/narrow/concrete
  (subordinate) concepts

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Mind Map
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Topic
Topic
Main Idea
Sub Topic
Sub Topic
Topic
Sub Topic
Sub Topic
Concept Map
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Pressure d e f i n e d a s For
ce per unit Volume

Life-giving
Oxygen Food Appearance Texture T
aste

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Point of Material Best Arrangement
Photosynthesis requires
requires
Light CO2
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Energy one form is Light
which has this property
Life-giving which describes
Photosynthesis
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ME 404 Manufacturing Processes and Their
Application, Professor Laine Mears
DESIGN
INDUSTRIAL
MANUFACTURING
Integration
Interpretation
Quality
Time

• QFD

• GD T

• Metrology
• SPC

• Push / Pull
• Lean Mfg.

Design for X
Process Planning
PROCESSES
Material Removal
Material Transformation
Material Addition
Bulk Deform.
Casting Processes
Polymer Processes
Adhesion
Joining
Rapid Prototyping
Machining Processes
Sheet Metal

• Turning
• Milling
• Drilling
• other

• Sand casting
• Diecast
• Investment
• other

• Forging
• Rolling
• Extrusion
• Drawing

• Bending
• Stamping
• Blanking
• Punching

• Inj. Molding
• Blow molding
• Rotomold
• other

• Welding
• Brazing

• SLA
• SLS
• 3D Printing
• other

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PSY100 Fall Term 2004 Martin Wall
The study of psychology
Term Test I October 26
The brain and behaviour
Term Test II December 7
Motivation
Learning
Mental Processes
Mental Processes
Thinking
Perception
Language
Memory
Thinking
Perception
Language
Memory
PSY100 Spring Term 2005
Research Methods
Research Methods
Individual Differences
Individual Differences
Development
Social Factors
Development
Social Factors
Term Test III March 1
Intelligence
Personality
Intelligence
Personality
Final Exam (including everything) April-May
Psychopathology
Psychopathology
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To define the types of information and
communication technologies (ICTs)
To explain the terminology in your own words an
d use it correctly
To explain the implications of ICTs
for business and marketing strategies
To recognize demand/supply-driven tourism in t
he business world
To assess the impact of the Internet
on key sectors of the tourism industry
To create an online marketing plan for a touri
sm organization
eAirlines
eHospitality
eTravel agents eTour operators
eDestinations
Flowchart Graphic Syllabus Irem Arsal, PRTM 39
1
E-Commerce Tourism Marketing
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Data Retrieval Matrix
Comparison-Contrast Type
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VARK Kinesthetic/F-S Active(Gardners Spatial
Bodily Kinesthetic) learns best from

• Experiential learning
• Cases, PBL, inquiry-guided labs activities
• Role plays, simulations, games
• Service-learning, field work, field trips
• Examples (if relevant to students)
• Mechanical models, analogies, manipulatives
• Learning objects (animated, interactive)
• www.merlot.org

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Summary of Preferred Methods by Style

• READ-WRITE/VERBAL LOGICAL SEQ
• Reading, Lecture with Note-Taking, Writing
• AUDITORY/VERBAL CHRON. SEQ
• Lecture with Stories, Cases, Problem-Based
  Learning,
  
• Discussion, Group Work
• VISUAL ( GLOBAL)
• Thinking Maps, Mind Concept Maps, Flowcharts,
  Graphs,
  
• Diagrams, Tables, Matrices, Graphic Syllabi,
  Graphic
  
• Metaphors, Pictures, Learning Objects (Animated)
  
  
• KINESTHETIC/ACTIVE
• Cases, PBL, Inquiry-Guided Labs Activities,
  Role Plays,
  
• Simulations, Games, Service-Learning, Field Work
  Trips,
  
• Examples, Mechanical Models Analogies,
  Manipulatives,
  
• Learning Objects (Animated, Interactive)

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For Other F-S Styles

• For Reflective Learners pause give
  reflective lecture-break activities writing
  assignments
  
• For Sensing Learners be
  concrete give real-world examples applications
  (like for kinesthetic style)
  
• For Intuitive Learners be
  abstract explain concepts, theories, connections
  among facts ideas (use visuals?)

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• Free L.S. Test Sites
• Gardner http//www.businessballs.com/freemateria
  lsinexcel/free_multiple_intelligences_test.xls
  
• Felder Silverman http//www.engr.ncsu.edu/learn
  ingstyles/ilsweb.html
  
• VARK http//www.vark-learn.com/english/page.asp?p
  questionnaire
  
• Myers Briggs http//www.keirsey.com/sorter/regist
  er.aspx