I hear...and I forgetI hear...and I forgetI see...and I I see...and I rememberrememberI do...and I I do...and I

understandunderstand Chinese ProverbChinese Proverb

Learning with StyleLearning with StyleJanuary 3, 2005January 3, 2005

Maria Andersen, Tom Donahue, Jenny Maria Andersen, Tom Donahue, Jenny Klingenberg , and Diane KrasnewichKlingenberg , and Diane Krasnewichhttp://www.alsi.net/Learning/Styles.htmhttp://www.alsi.net/Learning/Styles.htm

Teaching/Learning StylesTeaching/Learning Styles

The Establishment ShotThe Establishment Shot– Sequential LearnersSequential Learners– Global LearnersGlobal Learners

Business GraphsBusiness Graphs Teaching ArtTeaching Art

– Demand creativity and explorationDemand creativity and exploration– Guide the student step by stepGuide the student step by step

Baroque or RealistBaroque or Realist

GoalsGoals

Become better teachersBecome better teachers Understand how the intellect Understand how the intellect

functionsfunctions Understand our own learning style Understand our own learning style

and those of our studentsand those of our students Apply this understanding to our Apply this understanding to our

teaching methodologyteaching methodology

Scott’s TheoryScott’s Theory

Success teaching accounting onlineSuccess teaching accounting online– In identical classes and examIn identical classes and exam– Online students did better on examsOnline students did better on exams– Article describing the outcome: Article describing the outcome:

http://www.alsi.net/Weblearning.htmhttp://www.alsi.net/Weblearning.htm Similar success teaching music Similar success teaching music

onlineonline

Scott’s TheoryScott’s Theory

The more you do to help students The more you do to help students learn, the less they learn.learn, the less they learn.

Tom’s Corollary: The more students Tom’s Corollary: The more students accept responsibility for their own accept responsibility for their own learning and succeed on their own, learning and succeed on their own, the more they learn.the more they learn.

QuestionsQuestions

How does the brain work?How does the brain work? What is intelligence?What is intelligence? How can I use Bloom's Taxonomy?How can I use Bloom's Taxonomy? What are learning styles?What are learning styles? What is my learning style?What is my learning style? How can I use learning style How can I use learning style

concepts?concepts?

TopicsTopics

Brain function and hemispheric Brain function and hemispheric dominancedominance

Theories of intelligenceTheories of intelligence Bloom's taxonomyBloom's taxonomy Learning stylesLearning styles Personality stylesPersonality styles Index of Learning Styles (ILS)Index of Learning Styles (ILS) Tomorrow: Application of the ILSTomorrow: Application of the ILS

The Triune BrainThe Triune Brain

Reptilian BrainReptilian Brain Limbic BrainLimbic Brain NeocortexNeocortex

Brain HemispheresBrain Hemispheres

ReasoningReasoning LogicalLogical MathematicalMathematical VerbalVerbal dominates right dominates right

brain brain

Mystical Mystical Musical Musical CreativeCreative Visual-pictorial Visual-pictorial submissive to the submissive to the

left brain left brain

Teaching To Both SidesTeaching To Both Sides

What teaching methods do you use What teaching methods do you use forfor– a student who is left brain dominant?a student who is left brain dominant?– a student who is right brain dominant? a student who is right brain dominant?

What Exactly is What Exactly is Intelligence?Intelligence?

Psychometric/Statistical ApproachPsychometric/Statistical Approach Information Processing ApproachInformation Processing Approach Piagetian ApproachPiagetian Approach Sternberg's Triarchic ApproachSternberg's Triarchic Approach Gardner's Multiple Intelligence Gardner's Multiple Intelligence

ApproachApproach Ceci's Bioecological ApproachCeci's Bioecological Approach

PioneersPioneers

Thorndike, Binet, TermanThorndike, Binet, Terman Military needs of WWIMilitary needs of WWI Verbal and Mathematical (IQ)Verbal and Mathematical (IQ) Aptitude vs. AbilityAptitude vs. Ability Global intelligence (Global intelligence (gg factor) factor) Learning "disabilities"Learning "disabilities"

Thurstone in the 1930sThurstone in the 1930s

Verbal ComprehensionVerbal Comprehension Word fluencyWord fluency NumberNumber SpaceSpace Associative MemoryAssociative Memory Perceptual SpeedPerceptual Speed Reasoning:Reasoning:

ReasoningReasoning

Inductive Reasoning - studentsInductive Reasoning - students Deductive Reasoning – teachersDeductive Reasoning – teachers (sequential vs. global learning style)(sequential vs. global learning style)

Comparative PsychologistsComparative Psychologists

Field dependent peopleField dependent people Field independent peopleField independent people

PiagetPiaget Sensory-motorSensory-motor Pre OperationalPre Operational Concrete Operational Concrete Operational (7-11 years). (7-11 years).

Characterized by 7 types of conservation: number, Characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume. length, liquid, mass, weight, area, volume. Intelligence is demonstrated through logical and Intelligence is demonstrated through logical and systematic manipulation of symbols related to systematic manipulation of symbols related to concrete objects. Operational thinking develops concrete objects. Operational thinking develops (mental actions that are reversible).(mental actions that are reversible).

Formal Operational Formal Operational Intelligence is demonstrated Intelligence is demonstrated through the logical use of symbols related to through the logical use of symbols related to abstract concepts. Only 35% of high school abstract concepts. Only 35% of high school graduates in industrialized countries attain formal graduates in industrialized countries attain formal operational thought; many people do not think operational thought; many people do not think formally during adulthood formally during adulthood

Formal Operational Formal Operational ThinkingThinking

How can you develop How can you develop

Formal Operational Thinking Formal Operational Thinking habits?habits?

Formal Operational Formal Operational ThinkingThinking

ConstructionConstruction BridgingBridging MetacognitionMetacognition Cognitive conflictCognitive conflict AnalogiesAnalogies

Aristotle and SternbergAristotle and Sternberg

theoretical theoretical intelligenceintelligence

practical practical intelligenceintelligence

productive productive intelligenceintelligence. . 

analyticalanalytical(or componential)(or componential)

practicalpractical(or contextual)(or contextual)

creativecreative  (or experiential)(or experiential)..

Gardner Multiple Gardner Multiple IntelligencesIntelligences

Interpersonal aptitudeInterpersonal aptitudefor working with othersfor working with others

Logical/mathematical aptitudeLogical/mathematical aptitudefor math, logic, deduction for math, logic, deduction

Spatial/visual aptitudeSpatial/visual aptitude for picturing, for picturing, seeing seeing

Musical aptitudeMusical aptitude for musical expression for musical expression Linguistic/verbal aptitudeLinguistic/verbal aptitude

for the written/spoken word for the written/spoken word Intrapersonal aptitudeIntrapersonal aptitude for working alone for working alone Bodily/kinesthetic aptitudeBodily/kinesthetic aptitude

for using your physical self for using your physical self

J. P. GuilfordJ. P. Guilford

Ceci's Bioecological Theory Ceci's Bioecological Theory of Intelligenceof Intelligence

Nature vs. NurtureNature vs. Nurture– Results from a conjunction of cognitive Results from a conjunction of cognitive

processesprocesses– Assessment will depend on the context and Assessment will depend on the context and

domain that is measured domain that is measured Four types of context (physical, social, Four types of context (physical, social,

mental, and historical) greatly influence mental, and historical) greatly influence how and what abilities are acquired and how and what abilities are acquired and how those abilities are expressedhow those abilities are expressed

Ceci's Bioecological Theory Ceci's Bioecological Theory of Intelligenceof Intelligence

Age and IntellectAge and Intellect

According to Labouvie-vief (1986) Older According to Labouvie-vief (1986) Older adults do poorly on measures of formal adults do poorly on measures of formal reasoning ability, but this is because reasoning ability, but this is because they approach problems differently. they approach problems differently.

Older adults tend to be more Older adults tend to be more pragmatic, more attuned to social and pragmatic, more attuned to social and economic realities, so abstract economic realities, so abstract questions don't seem as meaningful or questions don't seem as meaningful or important.important.

Kay’s NeedlepointKay’s Needlepoint

Old Age and CunningOld Age and Cunning

Will OvercomeWill Overcome

Youth and AmbitionYouth and Ambition

Every time!Every time!

Bloom's Taxonomy of Bloom's Taxonomy of Educational ObjectivesEducational Objectives

6. Evaluation6. Evaluation5. Synthesis 5. Synthesis 4. Analysis4. Analysis3. Application3. Application2. Comprehension2. Comprehension1. Knowledge1. Knowledge

Learning StylesLearning Styles

Visual Visual intake by seeingintake by seeing   AuditoryAuditory intake by hearing intake by hearing KinestheticKinesthetic intake by doing, intake by doing,

touchingtouching

Some theorists add Some theorists add read-writeread-write to to

these three style preferences.these three style preferences.

EXAMPLE:EXAMPLE: The 4MAT The 4MAT systemsystem

Type 1: Innovative LearnersType 1: Innovative Learners are primarily interested in personal are primarily interested in personal meaning. They need to have reasons for learning--ideally, reasons meaning. They need to have reasons for learning--ideally, reasons that connect new information with personal experience and establish that connect new information with personal experience and establish that information's usefulness in daily life. Some of the many that information's usefulness in daily life. Some of the many instructional modes effective with this learner type are cooperative instructional modes effective with this learner type are cooperative learning, brainstorming, and integration of content areas (e.g., learning, brainstorming, and integration of content areas (e.g., science with social studies, writing with the arts, etc.).science with social studies, writing with the arts, etc.).

Type 2: Analytic LearnersType 2: Analytic Learners are primarily interested in acquiring are primarily interested in acquiring facts in order to deepen their understanding of concepts and facts in order to deepen their understanding of concepts and processes. They are capable of learning effectively from lectures, and processes. They are capable of learning effectively from lectures, and enjoy independent research, analysis of data, and hearing what "the enjoy independent research, analysis of data, and hearing what "the experts" have to say.experts" have to say.

Type 3: Common Sense LearnersType 3: Common Sense Learners are primarily interested in how are primarily interested in how things work; they want to "get in and try it." Concrete, experiential things work; they want to "get in and try it." Concrete, experiential learning activities work best for them--using manipulatives, hands-on learning activities work best for them--using manipulatives, hands-on tasks, kinesthetic experience, etc.tasks, kinesthetic experience, etc.

Type 4: Dynamic LearnersType 4: Dynamic Learners are primarily interested in self-directed are primarily interested in self-directed discovery. They rely heavily on their own intuition, and seek to teach discovery. They rely heavily on their own intuition, and seek to teach both themselves and others. Any type of independent study is both themselves and others. Any type of independent study is effective for these learners. They also enjoy simulations, role play, effective for these learners. They also enjoy simulations, role play, and games.and games.

Myers Briggs’ Myers Briggs’ Type Indicator (MBTI)Type Indicator (MBTI)

Introvert – ExtravertIntrovert – Extravert Sensing-IntuitiveSensing-Intuitive Thinking-FeelingThinking-Feeling Judging-PerceptiveJudging-Perceptive

MISMATCHMISMATCH

Visual:Visual: most people in our culture. most people in our culture. Verbal:Verbal: lectures, texts, equations, lectures, texts, equations,

chalkboard, overhead, PowerPoint, chalkboard, overhead, PowerPoint, etc.etc.

MISMATCHMISMATCH

Deductive teaching is quick and Deductive teaching is quick and easy, buteasy, but

although it appears straight forward although it appears straight forward and easy for the teacherand easy for the teacher

it is confusing and difficult for the it is confusing and difficult for the student.student.

Most students think and learn Most students think and learn inductively.inductively.

MISMATCHMISMATCH

If you teach in your own preferred If you teach in your own preferred style, people like you are likely to style, people like you are likely to learn. learn.

If you teach in multiple styles, If you teach in multiple styles, everyone is more likely to learn more everyone is more likely to learn more easily.easily.

MISMATCHMISMATCH

Most curricula, textbooks, teaching Most curricula, textbooks, teaching techniques, and teachers are techniques, and teachers are sequential.sequential.

Global learners make good Global learners make good researchers, systems analysts, and researchers, systems analysts, and creative problem solvers creative problem solvers if they if they make it through schoolmake it through school..

HomeworkHomework

List five learning stylesList five learning styles Describe an extreme example of Describe an extreme example of

each style.each style. Design a strategy to facilitate a Design a strategy to facilitate a

learner that prefers each stylelearner that prefers each style

Summary TipsSummary Tips Give students the global view or goal at the beginning.Give students the global view or goal at the beginning. Teach inductively (step by step) and encourage students to reason Teach inductively (step by step) and encourage students to reason

deductively.deductively. Ask questions and devise assignments that cause students to be field-Ask questions and devise assignments that cause students to be field-

independent.independent. Use the Socratic Method so students respond with their own dominant Use the Socratic Method so students respond with their own dominant

learning style.learning style. Appeal to all the senses in your teaching.Appeal to all the senses in your teaching. Plan for active learning. The most prominent learning mode is through Plan for active learning. The most prominent learning mode is through

doing.doing. Put students into situations where they develop formal abstract Put students into situations where they develop formal abstract

reasoning capacities (e.g., use construction, bridging, metacognition, reasoning capacities (e.g., use construction, bridging, metacognition, cognitive conflict, analogies, etc.)cognitive conflict, analogies, etc.)

Take pains to use the nondominant side of your brain in your teaching Take pains to use the nondominant side of your brain in your teaching methodologymethodology

Devise lesson plans that use the opposite of your learning style Devise lesson plans that use the opposite of your learning style preference (students who have your learning style will catch on easily preference (students who have your learning style will catch on easily it those who do not that are likely to have trouble in your class.)it those who do not that are likely to have trouble in your class.)

Vary assignments between visual, auditory, kinesthetic and read-write.Vary assignments between visual, auditory, kinesthetic and read-write. Use visual approaches rather than lectures, equations, chalkboard, Use visual approaches rather than lectures, equations, chalkboard,

PowerPoint, etc.PowerPoint, etc. Use course activities that address each of the different learning styles.Use course activities that address each of the different learning styles.