nau 09 sem viii learning styles

7/30/2019 NAU 09 Sem VIII Learning Styles

1/37

ExCEEd Teaching Workshop July 12 - 17, 2009 1

Seminar VIII

Learn ing Sty les

Debra Larson


2/37

ExCEEd Teaching Workshop July 12 - 17, 2009

When Things Are Going Wrong

In Class

What do you notice about

students behavior?


3/37


When Things Go Wrong

As the Professor, maybe:

Become overly critical of students

Students today are not like students of yesterdayYou against them

Begin to doubt if in right profession


4/37


Perhaps your teaching

techniques do notmatch your students

learning styles


5/37


This Presentations Objectives

Determine your ownlearning style?

Recognize the ILS

dimensions Describe the

consequences of

mismatch Match teaching techniques

to learning styles.

Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive


6/37


What is your preferredlearning style?

Caveats

Many different learning style modelsLeave out important factors

Learning is dynamic

Avoid over-interpreting results

Felder, R.M. and Spurlin, J. 2005. Applications, Reliability and Validity of the Index of

Learning Styles. Int. J. of Eng Educ. Vol. 21, No. 1. pp. 103-112


7/37


Index of Learning Styles

(ILS)

Read each question and answer by

circling a or b to every question.

Choose only one answer.

If both a or b seem to apply, choose

the one that applies more frequently.

Barbara Soloman and Richard Felder

North Carolina StateUniversityhttp://www.engr.ncsu.edu/learningstyles/ilsweb.html


8/37


Question a b

1 __ 1

5 __ 1

9 1 __

ACT/REF

In the first part of the scoring sheet,designate your a or b choice by putting a 1

in the appropriate column of your scoring sheet.

Scoring Your ILS


9/37


Scoring Your ILS

In the second part, total the columns and writethe totals in the indicated spaces

a = 2, and b = 9

For each dimension (e.g. ACT/REF), subtract thelarger score from the smaller one.

9-2 = 7

Write this difference in the third part along with

the letter of the larger score.

ACT/REF = 7b


10/37


Plot Your Results

Each spoke of the wheel represents

a scale with two dimensions, the a

and b side.

For now, ignore the circles inscribed

on the wheel.

4 8 114811

a b

0


11/37


12/37



13/37


4 8 114811

a b

Visual Verbal

Sensory

Intuitive


14/37


4 8 114811

a b

Active

Reflective

Visual Verbal

Sensory

Intuitive


15/37


4 8 114811

a b

4

8

11

4

8

11

a

b

Global

Sequential

Active

Reflective

Visual Verbal

Sensory

Intuitive


16/37


As a group, how do we look?


17/37


Learning style models tell us aboutpreferences for:

taking in information

processing that information.

What do thedimensions mean?


18/37


ILS Dimensions

Inputvisual---- verbal

Pictures, diagrams, graphs,

demonstrations

Sounds, written and spokenwords, formulas


19/37


ILS Dimensions

Perception

sensory- - - - intuitive

Sights, sounds, physical sensations

Practical & methodical

Memories, ideas, insights

Abstract & imaginative


20/37


ILS Dimensions

Organizationinductive---- deductive

Facts and observations first,

then infer principles

Natural human learning style

Principles given first,applications deduced

Natural human teaching style

Not incorporated into the I LS


21/37


ILS Dimensions

Processingactive- - - - reflective

Learn by doing

Working with others

Thinking through things

Work alone

ILS Di i


22/37


ILS Dimensions

Understanding

sequential- - - - global

Logical progression of smallincremental steps. Solve problems w/o

complete understanding. Orderly and

easy to follow solutions

In large jumps and holistically

Solve problems - all or nothing

Systems thinking and synthesizer


23/37

There you have it

The Missing Dimens ion

Learn ing Styles and

Class room Impl icat ions


24/37


ILS Dimensions: Organization

inductive---- deductive


Theory

x yz Theory

xy

z

Novices Experts


25/37


ILS Dimensions: Organization

inductive---- deductive


The best teaching method is inductionbut it isntconcise and prescriptiveI dont want instructors to

be able to determine somehow that their students

prefer deductive presentation and use thatto justifythe traditional (deductive), but less effective lecture

paradigm.

Felder, R. 2002, Authors preface to Learning and teaching styles in engineeringeducation. http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf


26/37


Learning and Teaching Mismatch

Most engineering

students1 are:

Visual

SensingActive

Sequential

Inductive

Most teaching2 is:

Verbal

Intuitive

Neither Act. or Ref.

Sequential

Deductive

1Zyno, M.S. 2003. A contribution to validation of score meaning for Felder-

Solomans Index of Learning Styles. ASEE Conference Proceedings, Session 2351.2

Felder, R. and L. Silverman. 1988. Learning and teaching styles in engineeringeducation. Engr. Education, 78(7) 674-681.


27/37


Consequences & What to Do

Learning is interrupted whenteaching is in only the less-

preferred modes.

Teaching in only the preferred

modes wont develop mental

dexterity.

Accommodate all learning styles by

teaching around the wheel.


28/37


Question

Indentify three teaching techniquesthat go beyond:

Non-stop verbal presentation that starts

with the fundamentals and theory, and

is organized in discrete, linear chunks.

Match the technique to one or more

ILS dimension

See Handout - Teaching to All Types found

in Felder, R., 1996, Matters of Style


29/37


Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive

Teaching Around the Wheel

Incorporate sketches,

graphs, pictures,demonstrations,

simulations, video clips

into lectures


30/37


Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive


Present concrete

evidences first s.a. war

stories, lab observation,every-day phenomena,

practical numerical

problems. Pose a

challenge

See Prince, M.J. and R. M. Felder, 2006, Inductive Teaching and Learning Methods:Definitions, Comparisons, and Research Bases. J. Engr. Education, 95(2), 123-138.


31/37


Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive


Use brief in-class group

problem solvingactivities. Use and pass

around toys. Encourage

collaboration on

homework.


32/37


Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive


Ask questions and

pause, Integrate CATs,

Students create theirown: questions,

examples, solution

plans, Journaling &

PMs


33/37


Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive


Use analogies. Connect

new material to other

material in class, inother classes, in other

disciplines, in every day

life. Find and describe

the big picture. Provideoverviews.


34/37


In Summary

You will have students of all learningstyles.

We need all styles in engineering.

We need to address all styles in ourclasses, not just one.

Do so by incorporating a small numberof additional techniques.


35/37


Global

Sequential

Active

Reflective

Visual

Verbal

Sensory

Intuitive

Inductive

Deductive

Equal Opportunity Learning


36/37


The One-Minute Paper

on Learning StylesWhat was the most important thing you learned?

What important question remains unanswered?


37/37

ExCEEd Teaching Workshop July 12 17 2009

Good References

Felder, R., 1996, Matters of Style, ASEE Prism,6(4), 18-23, December.http://www2.ncsu.edu/unity/lockers/f/felder/public/Papers/LS-Prism.htm

Felder, R., 1988, How Students Learn:Adapting Teaching Styles to Learning Styles,Front iers in Education Conference

Proceedings, 489-493.

Wankat, P. and F. Oreovicz, 1993, TeachingEngineer ing, McGraw-Hill, Inc., 244-305.

Bransford, J.D. & others, 2000, How PeopleLearn, National Academy Press

nau 09 sem viii learning styles

Documents