Learning Styles: Learning How Our Students Learn

1
Learning Styles Learning How Our Students Learn

• Mr. Eric Briggs
• BLaST Intermediate Unit 17

2
Learning Objectives

• Participants will be able to
• Identify five learning style inventories to
  implement with students in their classrooms
• Explain why it is important to understand the
  learning styles of other people(students, peers,
  administrators, etc)
• Administer learning styles inventories to
  students in their class.

3
A farmer has 17 sheep, but all of them but 8 die.
How many sheep are still standing?

• 8
• 9
• 25
• 35

4
What is Learning Styles?

• The approach to learning that emphasizes the
  fact that individuals perceive and process
  information in very different ways.
• Source www.funderstanding.com

5
The Tackling Football Referee

• Watch the following video and re-state your
  perception of what you just saw to the person to
  your left.
• http//www.youtube.com/watch?veAfiiQEyzjw

6
How do learning styles effect me, the teacher?

• With Learning styles, educators ARE ASKING
• How is this student smart?
• NOT
• Is this student smart?

7
On a windy day, a rooster lays an egg on a roof,
which side of the roof does the egg roll down?

• Left
• Right
• Whatever way the wind is blowing
• None of the above

8
Fastest Responders (in seconds)
9
Participant Scores
10
Learning Styles Inventories

• Myers-Briggs Typology Inventory (MBTI)
• http//www.personalitypathways.com/type_inventory.
  html
• http//typelogic.com/entp.html (explanation of
  learning types)
• Multiple Intelligences Learning Style Inventory
• http//www.ldpride.net/learningstyles.MI.htm
• http//www.kurwongbss.eq.edu.au/thinking/MI20Smar
  ts/smarts.htm (classroom posters)
• Paragon Learning Styles Inventory
• http//www.oswego.edu/plsi/

11
Learning Styles Inventories

• Dunn and Dunn Learning Styles Assessments
• http//www.geocities.com/educationplace/Model.htm
  l
• http//learn.humanesources.com/index.html
  (ordering the inventory)
• Gregorc Styles
• http//employees.csbsju.edu/esass/learningstyle.ht
  m
• http//www.usd.edu/ssanto/gregorc.html

12
Myers-Briggs Typology Inventory (MBTI)

• Created during World War II
• Help women entering the industrial workforce for
  the first time.
• Identify the sort of war-time jobs where they
  would be "most comfortable and effective.
• For most adults (75-90), the MBTI is reported to
  give the same result for 34 preferences when the
  test is administered to the same person more than
  once.

13
Myers-Briggs Typology Inventory (MBTI)
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Myers-Briggs Typology Inventory (MBTI)
15
You're 3rd place right now in a race. What place
are you in when you pass the person in 2nd place?

• 1st
• 2nd
• 3rd
• 4th
• 5th

16
Fastest Responders (in seconds)
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Theory of Multiple Intelligences

• Developed by Howard Gardner (Harvard Professor)
• The theory suggests that, rather than relying
  on a uniform curriculum, schools should offer
  "individual-centered education, with curriculum
  tailored to the needs of each child. This
  includes working to help students develop the
  intelligences in which they are weaker. (Frames
  of Mind, Theories of Multiple Intelligences,
  1983).

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Types of Intelligences (MI)

• Bodily-Kinesthetic
• Interpersonal (others)
• Intrapersonal (self)
• Verbal-Linguistic
• Logical-Mathematical
• Naturalistic
• Visual- Spatial
• Musical
• Other (Spiritual, Existential)

19
Paragon Learning Styles Inventories (PLSI)

• 52 item learning styles inventory
• Can be self scored by the student
• Written for students who are 8 or older
• Available online for student usage
• A hybrid of the MBTI

20
A doctor gives you 5 pills and tells you to take
one pill every half an hour. How many hours pass
until all the pills are taken?

• 0
• 2
• 2.5
• 3

21
Fastest Responders (in seconds)
22
Dunn and Dunn Learning Styles

• 1. Measures Cognitive Style Theory and Brain
  Lateralization Theory
• Cognitive Style Theory - the idea that
  individuals process information differently on
  the basis of either learned or inherent traits.
• Source http//www.geocities.com/educationplace/M
  odel.html

23
Brain Lateralization Theory

• Brain Lateralization Theory - based on the idea
  that the two hemispheres of the brain have
  different functions
• Left Hemisphere hard facts, what we use to
  function in our present educational system and
  how societal rules are set and regulated
• Right Hemisphere softer aspects of life

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Brain Lateralization Theory

• Left Hemisphere

• Characteristics

• Abstractions
• Structure
• Discipline and rules
• Time sequences
• Mathematics
• Categorizing
• Logic and rationality

• Deductive reasoning
• Knowledge
• Details
• Definitions
• Planning and goals
• Words

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Brain Lateralization Theory

• Right Hemisphere
• Feelings and Sensitivity
• Emotions
• Daydreaming
• Visualizing
• Creativity
• Impulsiveness

• Characteristics
• Learning by Experience
• Risk-taking
• Play and Sports
• Humor
• Left side of the body
• Source http//www.geocities.com/educationplace/M
  odel.html

26
Dunn and Dunn Premises

• Everyone has strengths, but different people have
  different strengths.
• Most individuals can learn. Instructional
  environments, resources, and approaches respond
  to diversified strengths.
• Individual instructional preferences exist and
  can be measured reliably.
• Most teachers can learn to use learning styles as
  a cornerstone of their instruction.
• Many students can learn to capitalize on their
  learning style strengths.
• Source http//www.geocities.com/educationplace/M
  odel.html

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Dunn and DunnClassroom Rules and Expectations

• Achievement must improve.
• Behavior must improve.
• Your learning style must not interfere with
  others.

28
Dunn and DunnClassroom Rules and Expectations

• Achievement must improve.
• Behavior must improve.
• Your learning style must not interfere with
  others.

29
Dunn and DunnRoom Design

• Seating in groups, pair, couches
• Controlled lighting
• Provide snacks
• Strategically place filing cabinets, desks, and
  bookcases
• Control room temperature

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Dunn and DunnStrategies for At-Risk Youth

• Teach through perceptual strengths
• Hands-on, Hands-on, Hands-on!!
• Positive attitude when addressing behavioral
  problems.
• Assignments short segments, monitor frequently
• Use varied colors with different kids.
• Hold students accountable for their actions
• Do not allow excuses for their inability to learn
• Humor
• Real Life Lessons!
• Graphic Organizers

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Dunn and Dunn 21 Elements

• Element categories
• 1. Environmental 2.Emotional 3. Sociological
  4. Physiological 5. Psychological.
• Source http//images.google.com/images?gbv2hl
  enq21elementslearningstyles

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Global Understanding

• Global Strengths
• Details
• Focus
• Organization
• Remembering specifics
• Direct Answers
• Consistent
• Objectivity
• One thing at a time

• Global Frustrations
• Not understanding the purpose for doing something
• Understanding how a teacher grades
• Listening to an overview without going over steps
• Dealing with generalalities

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Analytic understanding

• Analytic Strengths
• Seeing the picture
• Seeing relationships
• Cooperation and group efforts
• Reading between the lines
• Fairness
• Seeing many options
• Doing several things at once

• Analytic Frustrations
• Have to explain themselves analytically
• Not getting a change to explain themselves at all
• Having to go step by step without knowing where
  they will end up
• Not being able to relate what they are learning
  to their own life

34
You only have a match when you enter a dark and
cold room. You come across an oil lamp, an oil
heater, and a candle. Which do you light first?

• Oil lamp
• Oil Heater
• Candle
• None of the above

35
Fastest Responders (in seconds)
36
How would you accomplish the following tasks?

• It is the summer time, and like any other
  teacher, you do not have any work to do. So, you
  have been asked by your spouse to complete the
  following activities. Briefly explain to the
  person to your left how you will accomplish these
  tasks.
• Clean the swimming pool
• Mow the lawn
• Sweep the house

37
Gregorc Styles

• Two types of Preferences
• A. Perceptual Preference
• a. Abstract (reason and intuition)
• b. Concrete (the senses)
• B. Ordering Preference
• a. Sequential (linear)
• b. Random (little order)

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Gregorc Learners

• Concrete Sequential
• Concrete Random
• Abstract Sequential
• Abstract Random

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What do they say and do?

• Concrete It is what it is
• Abstract It is not always what it seems to be
• Sequential Linear, step by step approach
• Random chunks, no particular order

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Concrete Sequential Learner

• Learning Preferences
• Hands-on, tactile method
• Step-by-step- instructions
• Real life Examples

• Instructional Methods
• Workbooks with detailed instructions
• Diagrams
• Flowcharts
• Computer-assisted instruction
• Hands-on activities

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Abstract Sequential

• Learning Preferences
• Highly verbal, logical approach
• Knowledge is power
• Love solitude
• Will accept change after much deliberation
• Dislike distraction
• Have trouble picking up non-verbal's
• Love verbal, visual instruction

• Instructional Methods
• Lecture
• Readings
• Outlines
• Conducting internet searches
• Email

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Abstract Random

• Learning Preferences
• Focus on relationship and emotions
• Visual instruction
• Group instruction
• Time for reflection
• Love evaluating personal experiences

• Instructional Methods
• Video clips
• Group discussions
• Televisions
• Case studies
• Chat rooms
• Guest speakers
• Source http//www.usd.edu/ssanto/gregorc.html

43
Divide 30 by half and add ten.

• 25
• 50
• 70
• None of the above

44
Participant Scores
45
References/Resources

• Dunn and Dunn Learning Styles Assessments
• http//www.geocities.com/educationplace/Model.htm
  l
• http//learn.humanesources.com/index.html
  (ordering the inventory)
• Gregorc Styles
• http//employees.csbsju.edu/esass/learningstyle.ht
  m
• http//www.usd.edu/ssanto/gregorc.html

46
References/Resources

• Multiple Intelligences Learning Style Inventory
• http//www.ldpride.net/learningstyles.MI.htm
• http//www.kurwongbss.eq.edu.au/thinking/MI20Smar
  ts/smarts.htm (classroom posters)
• Myers-Briggs Typology Inventory (MBTI)
• http//www.personalitypathways.com/type_inventory.
  html
• http//typelogic.com/entp.html (explanation of
  learning types)
• Paragon Learning Styles Inventory
• http//www.oswego.edu/plsi/

47
Reflection

• Name two Learning Styles inventories you have
  learned about today and explain how you will use
  them in your class.
• Why is it important for alternative education
  teachers/special education teachers to know their
  students learning styles?

48
Any Questions???