How Adults Learn: Theory and Research  Denise M. Payton  Director of Choral Activities  In partial fulfillment of  The Educational Doctorate in Adult Learning

Denise M. Payton Dr. Stone “If Students Are Not Learning The Way We Teach, We Need To Teach The Way They Learn”

Learning Objectives  To gain knowledge about Kolb’s four type definition of learning styles.  Diverging (CE/RO) Concrete Experience/ Reflective Observation  Assimilating (AC/RO) Abstract conceptualization/ Reflective Observation

Objectives cont.  Converging (AC/AE) Abstract conceptualization/ Active Experimentation  Accommodating (CE/AE) Concrete Experience/ Active Experimentation  To realize the differences between auditory, visual and kinesthetic learners  To classify your personal learning style

David Kolb Received his PhD in philosophy from Yale University, taught at Fordham University, the University of Chicago, Nanzan University in Japan, and has been at Bates College in Maine, as the Charles A. Dana Professor of Philosophy in the Department of Philosophy and Religion at the college.

 The Jungian Type Inventory is based on the types and preferences of Carl Gustav Jung, who wrote 'Psychological Types' in 1921.

Jungian Inventory Preference From......To Energizing (Motivation) E = Extraversion (Expressive, External) I = Introversion (Reserved, Internal) Attending (Acquiring information, Inferring meaning) S =Sensing (Observant, Facts) N =Intuiting (Introspective, Ideas) Deciding (Formulating intent) T = Thinking (Tough-minded, Logic) F =Feeling (Friendly, Emotion) Living J =Judging (Scheduling, Structured) P = Perceiving (Probing, Flexible, Open

Roger Fry  David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations.

Learning Styles  Learning style is the way in which each learner begins to concentrate on, process and retain new and difficult information.  Visual Learners  Auditory Learners  Kinesthetic Learners

Learning Styles Inventory

Gender – Men and Women

Visual  take numerous detailed notes  tend to sit in the front  are usually neat and clean  often close their eyes to visualize or remember something  find something to watch if they are bored  like to see what they are learning

Auditory  sit where they can hear but needn't pay attention to what is happening in front  may not coordinate colors or clothes, but can explain why they are wearing what they are wearing and why  hum or talk to themselves or others when bored  acquire knowledge by reading aloud

Kinesthetic  need to be active and take frequent breaks  speak with their hands and with gestures  remember what was done, but have difficulty recalling what was said or seen  find reasons to tinker or move when bored  rely on what they can directly experience or perform

Why Is It Important to Know Learning Styles?  Students process information differently  If educators teach exclusively to one style student’s comfort level may be diminished  If only taught in one style students may lose mental dexterity to think in different ways.  We should address the learning needs of all students

Important Fact We must emphasize the need for teachers to be aware that all children, regardless of their race or ethnicity, have different learning styles.

Now it’s your turn  Learning Styles Link   Response Survey Link 

References  Baker, A. C., Jensen, P. J., & Kolb, D. A. (2002). Conversational learning: An experiential approach to knowledge creation: McGraw-Hill series in psychology (3d ed.). Westport, Conn.: Quorum Books.  Hartshorn, R. B, & Sue. (2009). Experiential learning of mathematics. htED  Kagan, S. (1994). Cooperativel learning. San Clemente, CA: Kagan Publishing. Retrieved from

 Kolb, D. A. (2001). Experiential Learning. Retrieved from from   Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Self-directed learning. In Learning in adulthood (third ed., p. 128). San Francisco, CA: Jossey-Bass.

 Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from