Adapted from and Reproduced with permission from BESTEAMS Learning Styles In and Around Team Work: What’s Your Learning Pattern?

Adapted from and Reproduced with permission from BESTEAMS Acknowledgment of Support The material is based upon work supported by the National Science Foundation under grant No. DUE : “Implementing the BESTEAMS model of team development across the curriculum.” Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Additional support was provided by the A. James Clark School of Engineering, the Mechanical Engineering department at the University of Maryland, College Park, and Morgan State University, the United States Naval Academy, and Howard University.

Adapted from and Reproduced with permission from BESTEAMS Personal Knowledge Learning Objectives Understanding of personal learning preference Awareness of non-traditional measures of difference, beyond superficial generalizations Knowledge of how these differences affect the reception and processing of information

Adapted from and Reproduced with permission from BESTEAMS Appreciating Learning Styles Knowing strengths is important for effective team members Attribute filters are sets of characteristics used to define similarity groups Examples: Gender, Myers-Briggs Personality Types, SAT scores, GPA We use attribute filters to learn about ourselves and how to relate to diverse others

Adapted from and Reproduced with permission from BESTEAMS Learning Patterns… Describe the way you prefer to learn Influence how you deal with day-to-day interactions and tasks Are determined by reflecting on your preference for doing specific tasks Think of the last time you dealt with new technical information… How do you best like to learn?

Adapted from and Reproduced with permission from BESTEAMS Learning Connections Inventory: Exercise Break into small groups as assigned by instructor Describe how you would like to learn material, what is the best way a course could be delivered to you? How do you go about solving problems presented to you? One member of each team reports the results of their discussion; to be recorded in notebook

Adapted from and Reproduced with permission from BESTEAMS Preferred Learning Activity (Record Team Answers on Board)

Adapted from and Reproduced with permission from BESTEAMS Completing the Learning Connections Inventory (LCI) Answer the 25 questions in the LCI Forced ranking (no ties) Modify questions if needed 5 level scale Look at your scores in four patterns

Adapted from and Reproduced with permission from BESTEAMS The Cycle of Learning What does your learning pattern tell you? You are unique You have preferred ways to process learning Use first Avoid Use as needed

Adapted from and Reproduced with permission from BESTEAMS Learning Patterns The Learning Connections Inventory highlights your preference for Sequential Processing (working in order, following procedures) Precise Processing (details and questioning) Technical processing (hands-on, independence) Confluent processing (risk-taking, own way) These are patterns of perceiving and processing information

Adapted from and Reproduced with permission from BESTEAMS Preference Scores Use First 25 and higher Most “comfortable” or usual process Avoid 17 and lower Not how you like to work As Needed Score 18 – 24 Use if necessary but don’t feel an urgency to work that way

Adapted from and Reproduced with permission from BESTEAMS More on Scores Dynamic – Learner has one or two scores at use first. Bridge – Learner has no pattern at use first or avoid. Often learn from listening to others. “Jack-of-all-trades, master of none” Often bring balance to teams and bring competing groups together. Strong Willed Learner Three or more at use first. Prefers to be own team and work alone. Likes control.

Adapted from and Reproduced with permission from BESTEAMS Sequencial – Use First Want clear directions Like step-by-step directions Work from beginning to end Make lists Organizes things Plan first, then act

Adapted from and Reproduced with permission from BESTEAMS Precise Use First Research information Lot’s of questions Challenge statements Document findings Write things down Can’t stand when bad information is accepted as good

Adapted from and Reproduced with permission from BESTEAMS Technical Use First Concrete relevance; real world Just give the information I need Hands-on and tinker Like to be self-sufficient Likes to know things but doesn’t feel a need to share it. Likes to solve problems

Adapted from and Reproduced with permission from BESTEAMS Confluent Use First Read between the lines Outside the box Brainstorming Risk taking Talk about things – a lot Start first, then ask for directions “Do something once, why do it again?” “I have an idea …. I have another idea ….

Adapted from and Reproduced with permission from BESTEAMS Sequential Avoid Let’s jump in Avoid direction and practice Ignores table of contents, indexes, syllabi Tasks may be incomplete

Adapted from and Reproduced with permission from BESTEAMS Precise Avoid Avoid debate Take few notes Don’t expect me to memorize! Fearful of looking stupid Overwhelmed when confronted with details

Adapted from and Reproduced with permission from BESTEAMS Technical Avoid Why should I care how this works? Why do we have to build it? Avoid using tools and instruments If it broken, throw it away

Adapted from and Reproduced with permission from BESTEAMS Confluent Avoid Where is the focus? Where is this going? Don’t take social risks. Seek parameters This is out of control!

Adapted from and Reproduced with permission from BESTEAMS Wrap Up: We Are Not All Alike Awareness of your strengths is vital for full team participation Don’t confuse style differences with performance level differences Professionalism demands a focus on outcomes, not style Successful teams use the skills of all members