Learning Styles: Maximizing teaching effectiveness by understanding learning preferences Alexandra (Randi) Moretti Morrison MD, MS VAMC Faculty Development Program January 5, 2017 Slides adapted from presentations by Dr. Heather McPhillips and Dr. Terry Massagli

Ever have one of those days…

Session Goals Understand our own learning styles Index of Learning Styles Questionnaire Recognize the different learning styles our colleagues may have Exploration of different styles Recognize the different learning styles our learners may have Cases Brainstorm how to bridge differences Case discussion

When you’re teaching, is anybody learning? A young boy tells his friend, “I’ve taught my dog to whistle!” The friend leans his face in front of Rover and says “I don’t hear him whistling.” The first boy says, “ I said I taught him. I didn’t say he learned!”

What are we teaching? Medical management and applied knowledge Competencies (communication, professionalism, systems-based practice Self-assessment to cultivate/reinforce traits and attitudes Use of metacognitive skills

Metacognition “Metacognition refers to one’s knowledge concerning one’s own cognitive process... For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.” It is thinking about thinking, or in our case today, learning about learning. Flavell, J. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.

Teaching and Learning Styles Teaching is personal: there is no one right way and each teacher has his or her own specific strengths Effective teachers reflect on the practice of teaching to understand their particular style so they can adapt and improve Understanding different styles can help teachers flex to the needs of the situation and their learners

Index of Learning Styles Learners are categorized in 4 dichotomous areas: Approach to organizing and processing information (active or reflective) Preference regarding type of information perception (sensory or intuitive) Pattern by which learners progress towards understanding (sequential or global) Preference regarding mode of information perception (visual or verbal)

Index of Learning Styles Theory Differences in learning styles come from the differences in how we prefer to... Process Information Take in Information Progress Toward Understanding Perceive Information Active Reflective Sensing Intuitive Sequential Global Visual Verbal

Carl Jung’s Theory Differences in people come from the differences in the way we prefer to use our minds. Focus of Energy Taking in Information Coming to Conclusions Approach to Life Introversion Extraversion Sensing Intuition Thinking Feeling Perception Judgment

Perception of Information Sensing__________Intuitive Specifics (Through 5 senses) Gets information Big Picture (Through 6th sense) Facts, data, specifics Prefers Ideas, big picture, patterns Physical world Notices World of imagination Present Time frame Future Sense of reality Gift Sense of possibility 68% Frequency 32%

Reaction to Information Active__________Reflective External events Focused toward Internal reactions Think out loud Communication Think it through, then speak Enthusiastically Approaches life Cautiously Multi-tasking Work style One thing at a time Energy, talking Gift Depth, listening 46% Frequency 54%

Learning Preferences Differences in our learning styles contribute to differences in our teaching styles AI = Action-Oriented Innovator AS = Action-Oriented Realist RI = Thoughtful Innovator RS = Thoughtful Realist

“Let’s Think About it Differently.” Do Opposites Attract? RS “Let’s Keep It!” RI “Let’s Think About it Differently.” AS “Let’s Do It!” AI “Let’s Change It!”

Group Work Break into 4 groups based on type RS RI AS AI As a group, define your general principles of how you like to learn and teach

Teaching Strengths: RS (Reflective Sensing) Teaches through attention to task Focus—what can be applied to current needs Work Environment Quiet, reflective, thoughtful Hours are regular, predictable Reliance on written words, policies Learns best by reading and observing

Teaching Strengths: RI (Reflective Intuitive) Teaching through careful exploration Focus—learning for learning’s sake; for the joy of creating something new Work environment Quiet, reflective, thoughtful Hours can be sporadic Reliance on written words and research Learns best---by reading and reflecting

Teaching Strengths: AS (Active Sensing) Teaches through action, doing what needs to get done Focus—what is relevant now Work environment energetic, outgoing, active hours that are regular, scheduled time is spent doing what works reliance on spoken words leading to action Learns best---by doing

Teaching Strengths: AI (Active Intuitive) Teaches by capitalizing on enthusiasm Focus—what is creative and fun that feeds creativity and insight. Work environment Energetic, outgoing, active Hours can be sporadic with bursts of energy Cutting edge focus, time spent trying new things Learns best---by talking or acting through ideas

Our own experiences… Reflect on yourself as a learner: when have you been most engaged? What factored in to that? Think of a time when you were NOT engaged. Why do you think that was? In what situation are you most comfortable teaching? Least comfortable?

Putting it into practice… Take 2-3 minutes to read each case and reflect on what approach you would take—keeping in mind learner preferences and your strengths Work within your group to brainstorm strategies you as teachers think may be effective The group who shares the learner’s characteristics can then describe to the teacher group what might help from their perspective

Diagnose the Teacher (and the Learner) Remember these are preferences—NOT absolutes Recognize your strengths Recognize potential sources of conflict between your style and your learner’s preference