Dr' Dan McNamara

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Learner-Centered Learning COTF X Tuesday
May 25, 2004

• Dr. Dan McNamara
• University of St. Thomas
• St. Paul, MN.
• Management Dept.

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Learner-Centered Learning COTF X Tuesday
May 25, 2004

• Welcome to our Learner Diversity Session
• ?? Do we recognize and honor this form of
  diversity as much as the more traditional types
  ??
• Or is K gt 12 (College??) by Guardians for
  Guardians??

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What Different Types of Learners Want in
Their Classroom Experiences

• Welcome to my session!
• I hope you learn much get a better
  understanding of yourself and your students

Dr. Dan McNamara UST Management Dept.
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A Discovery of Learning Styles

• Which one are you?
• Do you acknowledge the validity of the others?
• Do you try to change others to be like you?
• Do you appreciate others for what they are and
  for what you are not?
• Can you be all things to all people?

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A Framework for Examining Learning Styles

• Structure
• Percentages
• Characteristics
• What they do best
• What makes sense to them
• What is hard for them
• What questions they ask when learning
• What they have a preference for
• What they respond to

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A Framework for Examining Learning Styles

• Observations on their learning behavior gt Their
  Ideal Classroom

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A Structuring of Learning Styles
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A Taxonomy of Learning Styles
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Percentage of Learning Styles
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A Framework for Examining Type A
Learning Styles

• Structure
• Percentages
• Characteristics
• What they do best
• What makes sense to them
• What is hard for them
• What questions they ask when learning
• What they have a preference for
• What they respond to
• Observations on their learning behavior gt
• Their Ideal Classroom

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The Type A Learning Style
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Type A

• The Type A learner has an outer orientation in
  that this type of learner uses senses, uses
  feelings, and tends to be cooperative. In
  addition the Type A learner tends to interact
  with the world in that this type of learner tends
  toward being active, doing, and concrete in
  thoughts and communications.

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Type A Learning Styles(Guardian, Concrete
Sequential, Kolb Type 1)

• What Do They Do Best?
• Apply ideas in a practical way
• Organize
• Fine-tune existing ideas to make them more
  efficient
• Produce concrete outcomes
• Work well with time limits

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Type A Learning Styles(Guardian, Concrete
Sequential, Kolb Type 1)

• What Makes Sense to Them?
• Working systematically in a step-by-step,
  programmed manner
• Paying close attention to detail
• Having a schedule to follow
• Literal interpretations
• Knowing exactly what is expected of them
• Routines, established procedures

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Type A Learning Styles(Guardian, Concrete
Sequential, Kolb Type 1)

• Whats Hard for Them?
• Working in groups
• Discussion that seems to have no specific point
• Working in an unstructured, unorganized
  environment
• Following incomplete or unclear directions
• Working with unpredictable people

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Type A Learning Styles(Guardian, Concrete
Sequential, Kolb Type 1)

• Whats Hard for Them?
• Dealing with abstract ideas
• Jumping from point to point
• Demands to use your imagination
• Questions with no right nor wrong answers

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Type A Learning Styles(Guardian, Concrete
Sequential, Kolb Type 1)

• What Questions Do They Ask While Learning?
• What are the facts I need?
• How do I do it?
• What should the results look like?
• When is it due?

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Type A Learning Styles

• Have a preference for
• Workbooks manuals
• Compositions
• Demonstration teaching
• programmed instruction
• field trips
• hands-on material
• Drill
• Tests/quizzes

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Type A Learning Styles

• Respond to
• Goals and objectives
• Rewards with meeting goals
• Latitude and freedom
• Knowing the parameters of the project
• Executive summaries
• Responsibility
• Socializing
• Team approaches

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Type A Learning Style Ideal Classroom Behavior
Activities

• Get information through direct, hands-on
  experience
• Like order and logical sequence to the facts
• Like touchable, concrete materials
• Prefer step by step directions
• Look for and like to follow directions
• Like ordered presentations and quiet atmosphere

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Type A Learning Style Ideal Classroom
Behavior Activities

• Usually fit well with their teachers
• Accept the ideas of
• Good study habits
• Doing homework
• Doing homework on time
• Learning ones lessons as directed
• Do well with workbooks
• Like and need lots of structure

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Type A Learning Style Ideal Classroom Behavior
Activities

• Do best when lessons are presented sequentially
  in increments that make sense
• Is conscientious and will do his/her best as long
  as he/she receives clear directions so that
  he/she will know how to proceed
• Not apt to wing it
• Most comfortable if is prepared for class

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Type A Learning Style Ideal Classroom
Behavior Activities

• Likes many interactions between teacher and the
  student
• Responds somewhat to negative criticism
• Does not thrive on long-term independent projects
• Does not enjoy discussion groups
• Likes the class to be led by the teacher

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Type A Learning Style Ideal Classroom
Behavior Activities

• Tends to be obedient and conforms to the
  standards set by the teacher
• Is comfortable as long as he/she is studying
  facts or procedures
• Thrives on stability
• Studiousness may dissolve if asked to speculate,
  invent, guess, or improvise

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A Framework for Examining Type B
Learning Styles

• Structure
• Percentages
• Characteristics
• What they do best
• What makes sense to them
• What is hard for them
• What questions they ask when learning
• What they have a preference for
• What they respond to
• Observations on their learning behavior gt Their
  Ideal Classroom

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The Type B Learning Style
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Type B

• The Type B learner also has an outer
  orientation in that this type of learner uses
  senses, uses feelings, and tends to be
  cooperative. However, the Type B learner tends
  to desire to understand the world in that this
  type of learner tends toward being reflective,
  watchful and observant and abstract in thoughts
  and communication.

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Type B Learning Styles(Idealists, Abstract
Random, Kolb Type 2)

• What Do They Do Best?
• Listen to others
• Understand feelings and emotions
• Focus on themes and ideas
• Bring harmony to group situations
• Establish positive relationships with everybody
• Recognize and meet the emotional needs of others

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Type B Learning Styles(Idealists, Abstract
Random, Kolb Type 2)

• What Makes Sense to Them?
• Personalized learning
• Broad, general guidelines
• Maintaining friendly relationships
• Enthusiastic participation in projects they
  believe in
• Emphasis on high morale
• Decisions made with the heart rather than the head

gtgt
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Type B Learning Styles(Idealists, Abstract
Random, Kolb Type 2)

• Whats Hard for Them?
• Having to explain or justify feelings
• Competition
• Working with authoritarian personalities
• Working in a restrictive environment

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Type B Learning Styles(Idealists, Abstract
Random, Kolb Type 2)

• Whats Hard for Them?
• Working with people who do not seem friendly
• Concentrating on one thing at a time
• Giving exact details
• Accepting any type of criticism (even positive)

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Type B Learning Styles(Idealists, Abstract
Random, Kolb Type 2)

• What Questions Do They Ask While Learning?
• What does this have to do with me?
• How can I make a difference?

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Type B Learning Styles

• Have preferences for
• Movies/videos/television
• Group discussions
• Short lectures
• Question and answer sessions
• Class discussions
• Group projects
• Shows/games
• Simulations

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Type B Learning Styles

• Respond to
• Being asked what they think
• Being given time to respond
• Long range plans
• Feeling part of the project
• Closeness
• Feedback support
• Picture and analogies

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Type B Learning Style Ideal Classroom
Behavior Activities

• Oriented to relationships with people
• Likes assurance from others
• Learns by listening and then sharing ideas with a
  small group

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Type B Learning Style Ideal Classroom
Behavior Activities

• Unhurried, calm, friendly, cant push until ready
• Creates with emotions
• Listens, observes, asks questions

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Type B Learning Style Ideal Classroom
Behavior Activities

• Pay attention to human behavior
• Attuned to the nuances of mood and atmosphere
• Equate the speakers manner and personality to
  the message being delivered

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Type B Learning Style Ideal Classroom
Behavior Activities

• Like group discussions
• Prefer freedom from rules and guidelines
• Like activities that make use of many senses

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Type B Learning Style Ideal Classroom
Behavior Activities

• Desires to communicate in a personal way to
  others
• Thrives on caring, recognition, personal
  attention, 2-way exchanges, and recognition of
  emotions
• It is important that the teacher know him/her by
  name and be recognized, known, and acknowledged

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Type B Learning Style Ideal Classroom
Behavior Activities

• Needs personal feedback on papers he/she prepares
  and personal notes can be a powerful motivator
• Negative reactions can provoke into rebellion or
  to inaction
• Enjoys interaction and a democratically run
  classroom
• Enthusiastically participates in group discussions

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Type B Learning Style Ideal Classroom Behavior
Activities

• Needs periodic feedback through dialogue
• Learns from discussions, role playing, and other
  involvement activities
• Tend to cooperate rather than to compete
• Prefer subjects which focus on people
• Seek to perfect the social climate of the
  classroom
• Like face-to-face dialogues

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Type B Learning Style Ideal Classroom
Behavior Activities

• Particularly responsive to teachers who are
  accepting, nourishing, who verbalize recognition
  of feelings, who individualize instruction, who
  use lots of small group interactions, and who
  respond to and accept the ideas/opinions of the
  class members

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A Framework for Examining Type C
Learning Styles

• Structure
• Percentages
• Characteristics
• What they do best
• What makes sense to them
• What is hard for them
• What questions they ask when learning
• What they have a preference for
• What they respond to
• Observations on their learning behavior gt Their
  Ideal Classroom

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The Type C Learning Style
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Type C

• The Type C learner has an inner orientation in
  that this type of learner uses thought and
  intuition, and tends to be utilitarian. In
  addition the Type C learner tends to interact
  with the world in that this type of learner tends
  toward being active, doing, and concrete in
  thoughts and communications.

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Type C Learning Styles(Artists, Concrete
Random, Kolb Type 3)

• What Do They Do Best?
• Inspire others to take action
• See many options and solutions
• Contribute unusual and creative ideas
• Visualize the future
• Offer a different way of doing things
• Accept many different types of people
• Think fast on their feet
• Take risks

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Type C Learning Styles(Artists, Concrete
Random, Kolb Type 3)

• What Makes Sense to Them?
• Using insight and instinct to solve problems
• Working with general time frames
• Using real world experience to learn
• Trying something themselves

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Type C Learning Styles(Artists, Concrete
Random, Kolb Type 3)

• Whats Hard for Them?
• Restrictions and limitations
• Formal reports
• Routines
• Re-doing anything once it is done
• Keeping detailed records
• Showing how they got the answer
• Choosing only one answer
• Having no options

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Type C Learning Styles(Artists, Concrete
Random, Kolb Type 3)

• What Question Do They Ask When Learning?
• How much of this is really necessary?

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Type C Learning Styles

• Have a preference for
• Games/contests
• Simulations/demonstrations
• Independent study projects
• Problem solving activities
• Optional activities
• Projects
• Shows

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Type C Learning Styles

• Respond to
• Verbal interaction
• Frequent, friendly checks
• Frequent feedback
• Team approaches
• Praise
• Concrete ideas

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Type C Learning Style Ideal Classroom
Behavior Activities

• Gets others opinions, feelings, and information
• Depends on other people for follow through
• Likes learning with people through projects,
  discussion, and doing
• Likes excitement, change, incentives

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Type C Learning Style Ideal Classroom Behavior
Activities

• Have an experimental attitude
• Get the gist quickly and make intuitive leaps in
  exploring unstructured situations
• Utilize trial and error approaches
• Do not like cut and dried procedures

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Type C Learning Style Ideal Classroom Behavior
Activities

• Operates on gut feel
• Do not respond well to teacher intervention in
  their efforts
• Work well independently or in small groups

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Type C Learning Style Ideal Classroom Behavior
Activities

• Need hands on, physical involvement
• Thrive on competition
• Love to entertain and to be entertained

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Type C Learning Style Ideal Classroom Behavior
Activities

• Good team member if in a contest
• Sees instructions as something to be outwitted
• Holding the same classroom routine leads to
  absenteeism

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Type C Learning Style Ideal Classroom Behavior
Activities

• Dislike paper/pencil work verbalizing and
  visuals are far more appealing
• Disinterested in lectures, Socratic questioning,
  and workbooks
• Can be very cooperative if a person believes
  he/she is liked
• Somewhat flighty and jumps from project to
  project

NO gt
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A Framework for Examining Type D
Learning Styles

• Structure
• Percentages
• Characteristics
• What they do best
• What makes sense to them
• What is hard for them
• What questions they ask when learning
• What they have a preference for
• What they respond to
• Observations on their learning behavior gt Their
  Ideal Classroom

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The Type D Learning Style
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Type D

• The Type D learner also has an inner
  orientation in that this type of learner uses
  thought and intuition, and tends to be
  utilitarian. However, the Type D learner tends
  to desire to understand the world in that this
  type of learner tends toward being reflective,
  watchful and observant and abstract in thoughts
  and communication.

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Type D Learning Styles(Rationals, Abstract
Sequential, Kolb Type 4)

• What Do They Do Best?
• Analyze ideas
• Research
• Provide logical sequence
• Use facts to prove/disprove theories
• Figure out what needs to be done
• Provide the Big-picture
• Show relationships of parts to the whole

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Type D Learning Styles(Rationals, Abstract
Sequential, Kolb Type 4)

• What Makes Sense to Them?
• Using exact, well researched information/facts
• Learning more by watching then by doing
• Logical reasoning
• Using experts in the subject matter
• The world of abstract ideas
• Taking the time to thoroughly work thru an issue.

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Type D Learning Styles(Rationals, Abstract
Sequential, Kolb Type 4)

• Whats Hard for Them?
• Being forced to work with those of different
  views
• Too little time to thoroughly deal with a subject
• Repeating the same tasks over and over
• Lots of specific rules and regulations
• Sentimental thinking passed off as rational
  thinking

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Type D Learning Styles(Rationals, Abstract
Sequential, Kolb Type 4)

• Whats Hard for Them?
• Being diplomatic when convincing others
• Not monopolizing a conversation
• Expressing their emotions verbally

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Type D Learning Styles(Rationals, Abstract
Sequential, Kolb Type 4)

• What Questions Do They Ask When Learning?
• How do I know this is true?
• Are there any possibilities we have not yet
  considered?
• What will we need in order to accomplish this?

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Type D Learning Styles

• Have a preference for
• Extensive reading opportunities
• Substantive lectures
• Analytic thinking sessions
• Audio/video tapes
• Tests
• Compositions
• Projects
• Large reports

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Type D Learning Styles

• Respond to
• Organization
• Timetables, flow charts
• Facts, numbers
• Few, periodic checks
• free rein
• written reports
• abstract ideas

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Type D Learning Style Ideal Classroom Behavior
Activities

• Good theory builder, planner
• Precise, thorough, careful
• Organized, follows a plan
• Works independently, thinking, and reading

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Type D Learning Style Ideal Classroom Behavior
Activities

• Rational, logical
• Pushes mind, analyzes ideas
• Good synthesizer
• Wants facts

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Type D Learning Style Ideal Classroom Behavior
Activities

• Like to work with words, symbols, and speech
• Like to read, hear, see graphs or pictorial
  models
• Like to use reading, listening, and visual
  translation skills
• Prefer presentations that have substance,
  rationality, and are sequential

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Type D Learning Style Ideal Classroom Behavior
Activities

• Makes theories useful
• Unemotional
• Uses reason
• Learn well from authorities and like vicarious
  experiences

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Type D Learning Style Ideal Classroom Behavior
Activities

• Applies ideas to solving problems
• Likes to be in control
• Acts independently and then gets feedback
• Uses factual data, books, theories
• Responsible, takes action on tasks

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Type D Learning Style Ideal Classroom Behavior
Activities

• Loves to structure his/her cognitive world
• Enjoys the tracking of ideas of others and
  developing his/her own ideas
• Ordinarily filled with intellectual
• Comfortable with logical, didactic presentations
• Usually can independently follow-up through
  reading

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Type D Learning Style Ideal Classroom Behavior
Activities

• Tend to be loners in the classroom
• Interested in sharing ideas with those he/she
  respects and considers to be his/her own
  intellectual equal (Often this is only the
  teacher)
• Often needs coaching in the area of social skills
• Is turned off by manufactured compliments

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Type D Learning Style Ideal Classroom Behavior
Activities

• Needs help in establishing priorities
• Tends to be self-sufficient and responds well to
  objective feedback
• Often seen as cold and unfeeling
• Responds well to verbal, logical, and well
  reasoned dialogue

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Summary of Learning Styles

• Each learning style is different
• Each learning style is OK
• Most of us are strangers to each others learning
  style

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A Summary of Learning Styles

• Which one are you?
• Do you acknowledge the validity of the others?
• Do you try to change others to be like you?
• Do you appreciate others for what they are and
  for what you are not?
• Can you be all things to all people?

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Summary of Learning Styles

• I have my desires, you have yours
• You keep yours and Ill keep mine because each of
  us wants to be excellent.

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Summary of Learning Styles

• You have your talent and I have mine and I can
  admire yours. I hope you will reciprocate
• We can not accommodate all learning styles all of
  the time