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.

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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 .

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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.

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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.

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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.

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Model 2 Honey and Mumfords learning cycle and
learning styles
(Honey and Mumford, 1992)
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Model 3 Kolbs learning cycle
(Kolb, 1984)
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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.

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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.

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Activity

• Try the following diagnostic test at
• Multiple Intelligences
• http//www.thirteen.org/edonline/concept2class/mon
  th1/2
• ..click on this icon
• Learning Style
• http//www2.ncsu.edu/unity/lockers/users/f/felder/
  public/ILSdir/ilsweb.html

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The Learners and Teachers contribution to the
learning process

• a What do learners contribute to the learning
  process?
• Past experience
• Individual perception
• New ways of thinking
• New concepts
• Energy and enthusiasm
• b How can teachers/lecturers help the learner?
• Build on learners past experience
• Make the learning relevant to the individual
• Identify learners preferred learning style
• Highlight new ways of learning/studying
• Motivate the learner

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Expanding the t l repertoire through
unconvergence..

• SOCIOCULTURALISM
• teaching is learning is
• a joint activity social
• guiding the conversation assisted performance
• helping joint constructions interactive and co-
• to form constructive
• enacting community values self regulation
  amongst
• the group
• evaluating shared values

18
Expanding the t l repertoire through
unconvergence..

• CONSTRUCTIVISM
• teaching is learning is
• setting challenging tasks personal understanding
• observing and interviewing interpreting and
  selecting
• supporting learners activities active
• creating dissonance constructive
• helping learners to reconsider reviewing and
  integrating

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Expanding the t l repertoire through
unconvergence..

• TRANSMISSION
• teaching is learning is
• giving accurate information correct performance
• sequential tasks
• direct cumulative
• structuring the environment receptive
• rewarding performance from the outside in
• practising and performing

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Expanding the t l repertoire through
unconvergence..

• METACOGNITION
• teaching is learning is
• explicating expertise mindful engagement
• modelling strategies strategic management
• supporting and assisting reflection of learning
  tasks
• application across concepts reflection and self
  
• providing criteria for evaluation monitoring
• adapting, applying and
• transferring knowledge
• self evaluating