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Introduction to learning and teaching styles and methods

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Introduction to learning and teaching styles and methods The underpinning concepts: Learners are intrinsically different and have different preferred learning styles. – PowerPoint PPT presentation

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Title: Introduction to learning and teaching styles and methods

1
Introduction to learning and teaching styles and
methods

The underpinning concepts
Learners are intrinsically different and have
different preferred learning styles.
Teaching is a purposeful intervention with the
aims of promoting learning and causing learning
to happen.
Aims of the session-
to examine different models of learning styles
to discuss different teaching strategies and
methods

2
Model 1 4 Styles

Visual/Verbal Learning Style
Visual/Nonverbal Learning Style
Tactile/Kinaesthetic Learning Style
The Auditory/Verbal Learning Style

3
Visual/Verbal Learning Style

The learner learns best when information is
presented visually and in a written language
format. In a classroom setting, the learner
benefits from instructors who use the blackboard
(or overhead projector) to list the essential
points of a lecture, or who provide them with an
outline to follow along with during lecture. They
benefit from information obtained from textbooks
and class notes. They tend to like to study on
their own in a quiet room. They often see
information "in their mind's eye" when they are
trying to remember something.

4
Visual/Nonverbal Learning Style

The learner learns best when information is
presented visually and in a picture or design
format. In a classroom setting, they benefit from
instructors who use visual aids such as film,
video, maps and charts. They benefit from
information obtained from the pictures and
diagrams in textbooks. They tend to like to work
in a quiet room and may not like to work in study
groups. When trying to remember something, they
can often visualize a picture of it in their
mind. They may have an artistic side that enjoys
activities having to do with visual art and
design.

5
Tactile/Kinesthetic Learning Style

The learner learns best when physically engaged
in a "hands on" activity. In the classroom, they
benefit from a lab setting where they can
manipulate materials to learn new information.
They learn best when they can be physically
active in the learning environment. They benefit
from instructors who encourage in-class
demonstrations, "hands on" student learning
experiences, and field work outside the
classroom.

6
The Auditory/Verbal Learning Style

The learner learns best when information is
presented auditory in an oral language format. In
a classroom setting, they benefit from listening
to lecture and participating in group
discussions. They also benefit from obtaining
information from audio tape. When trying to
remember something, they can often "hear" the way
someone told them the information, or the way
they previously repeated it out loud. They learn
best when interacting with others in a
listening/speaking exchange .

7
Visual/Verbal Learning Style - Suggested
approaches

To aid recall, make use of "colour coding" when
presenting new information in notes. Encourage
the use of highlighter pens, highlighting
different kinds of information in contrasting
colours.Encourage this type of learner to write
out sentences and phrases that summarize key
information obtained from their textbook and
lesson. Make flashcards of vocabulary words and
concepts that need to be memorized. Use
highlighter pens to emphasize key points on the
cards. Limit the amount of information per card
so their mind can take a mental "picture" of the
information. When learning information
presented in diagrams or illustrations, write out
explanations for the information. When a
problem involves a sequence of steps, write out
in detail how to do each step. Make use of
computer word processing. Copy key information
from their notes and textbook into a computer.
Use the print-outs for visual review. Before an
exam, encourage the learner to make visual
reminders of information that must be memorized.
Eg. Make "stick it" notes containing key words
and concepts and place them in highly visible
places --on their mirror, notebook, etc..

8
Visual/Nonverbal Learning Style - Suggested
approaches

Make flashcards of key information that needs to
be memorized. Draw symbols and pictures on the
cards to facilitate recall. Use highlighter pens
to highlight key words and pictures on the
flashcards. Limit the amount of information per
card, so their mind can take a mental "picture'
of the information. When learning mathematical
or technical information, make charts to organize
the information. When a mathematical problem
involves a sequence of steps, draw a series of
boxes, each containing the appropriate bit of
information in sequence. Use large square graph
paper to assist in creating charts and diagrams
that illustrate key concepts. Use the computer
to assist in organizing material that needs to be
memorized. Using word processing, create tables
and charts with graphics that help them to
understand and retain course material. Use
spreadsheet and database software to further
organize material that needs to be learned. As
much as possible, translate words and ideas into
symbols, pictures, and diagrams.

9
Tactile/Kinaesthetic Learning Style - Suggested
approaches

Encourage the learner to sit near the front of
the room and take notes throughout the class
period. Don't worry about correct spelling or
writing in complete sentences. Let them jot down
key words and draw pictures or make charts to
help them remember the information they are
hearing. Think of ways to make their learning
tangible, i.e. something they can put their hands
on. For example, make a model that illustrates a
key concept. Spend extra time in a lab setting to
learn an important procedure. Spend time in the
field (e.g. a museum, historical site, or job
site) to gain first-hand experience of the
subject matter. To learn a sequence of steps,
make 3'x 5' flashcards for each step. Arrange the
cards on a table top to represent the correct
sequence. Put words, symbols, or pictures on the
flashcards -- anything that helps them remember
the information. Use highlighter pens in
contrasting colours to emphasize important
points. Limit the amount of information per card
to aid recall. Practice putting the cards in
order until the sequence becomes automatic.
Make use of the computer to reinforce learning
through the sense of touch. Using word processing
software, let them copy essential information
from their notes and textbook. Use graphics,
tables, and spreadsheets to further organize
material that must be learned. Listen to audio
tapes on a Walkman tape player while exercising.
Make their own tapes containing important course
information.

10
The Auditory/Verbal Learning Style - Suggested
approaches

Encourage the learner to study in a group to
assist them in learning course material. Or,
working with a "study buddy" on an ongoing basis
to review key information and prepare for exams.
When studying by themself, encourage them to
talk out loud to aid recall.
Tape record their lessons. Use the 'pause' button
to avoid taping irrelevant information. Use a
tape recorder equipped with a 3-digit counter. At
the beginning of each lecture, set their counter
to '000.' If a concept discussed during a lesson
seems particularly confusing, get them to glance
at the counter number and jot it down in their
notes. Later, they can fast forward to that
number to review the material that confused them
during lecture. Making use of a counter and pause
button while tape recording allows them to a void
the tedious task of having to listen to hours and
hours of lecture tape. Use audio tapes such as
commercial books on tape to aid recall. Or,
create audio tapes by reading notes and textbook
information into a tape recorder. When preparing
for an exam, get them to review the tapes
whenever they can. When learning mathematical
or technical information, get them to "talk their
way" through the new information. State the
problem in their own words. Reason through
solutions to problems by talking out loud to them
or with a study partner. To learn a sequence of
steps, get them to write them out in sentence
form and read them out loud.

11
Model 2 Honey and Mumfords learning cycle and
learning styles
(Honey and Mumford, 1992)
12
Model 3 Kolbs learning cycle
(Kolb, 1984)
13
Model 4 McCarthys 4MAT system

The four learning styles identified by McCarthy
are
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.

14
Model 5 Gardner 1993 - Multiple Intelligences

Gardner 1993 suggests that each individual has
several distinct areas of intelligence
Verbal-Linguistic Intelligence --
well-developed verbal skills and sensitivity to
the sounds, meanings and rhythms of words
Mathematical-Logical Intelligence -- ability to
think conceptually and abstractly, and capacity
to discern logical or numerical patterns
Musical Intelligence -- ability to produce and
appreciate rhythm, pitch and timbre
Visual-Spatial Intelligence -- capacity to think
in images and pictures, to visualize accurately
and abstractly
Bodily-Kinesthetic Intelligence -- ability to
control one's body movements and to handle
objects skillfully
Interpersonal Intelligence -- capacity to detect
and respond appropriately to the moods,
motivations and desires of others.
Intrapersonal Intelligence -- capacity to be
self-aware and in tune with inner feelings,
values, beliefs and thinking processes
Naturalist Intelligence -- ability to
recognize and categorize plants, animals and
other objects in nature
Existential Intelligence -- sensitivity and
capacity to tackle deep questions about human
existence, such as the meaning of life, why do we
die, and how did we get here.
Gardner believes that an individuals abilities
will differ in each area as will their learning
style.