What are Learning Styles Individuals’ different ways of taking in and processing information

Factors Influencing Learning Native ability Native ability Background Background Match between learning style and teaching style Match between learning style and teaching style

Purpose of Testing Learning Style To know ‘how is a student smart’ rather than ‘whether this person is smart or not’ To know ‘how is a student smart’ rather than ‘whether this person is smart or not’ To help learners to improve their learning To help learners to improve their learning To work with teaching style to match and maximize student learning To work with teaching style to match and maximize student learning

Theoretical Basis for Learning Styles Intuitive vs. Sensing – Carl Jung’s Psychological Types Intuitive vs. Sensing – Carl Jung’s Psychological Types Active vs. Reflective – David Kolb’s learning circle Active vs. Reflective – David Kolb’s learning circle Visual vs. Verbal – Visual vs. Verbal – Sequential vs. Global - Sequential vs. Global -

Different learning styles 1 Sensing Learners Sensing Learners Focus on sensory input Focus on sensory input Practical Practical Observant Observant Concrete: facts and data Concrete: facts and data Repetition Repetition Intuitive Learners Intuitive Learners Focus on subconscious Focus on subconscious Imaginative Imaginative Look for meanings Look for meanings Abstract: theory and models Abstract: theory and models Variety Variety

Different learning styles 2 Visual Learners Visual Learners ‘Show me’ Pictures Pictures Diagrams Diagrams Sketches Sketches schematics schematics Flow charts Flow charts plots plots Verbal learners Verbal learners ‘Explain it to me’ Spoken words Spoken words Written words Written words Which are you – visual or verbal? How strong is your preference? (strong, moderate, mild)

Different learning styles 3 Active Learners Active Learners Process actively Process actively Let’s try it out Let’s try it out Jump in prematurely Jump in prematurely Like group work Like group work Reflective Learners Reflective Learners Process introspectively Process introspectively Work quietly Work quietly Let’s think about it Let’s think about it Delay starting Delay starting Like solo or pair work Like solo or pair work

Different learning styles 4 Sequential Learners Sequential Learners Function with partial understanding Function with partial understanding Steady progress Steady progress Explain easily Explain easily Analysis, details Analysis, details Global Learners Global Learners Need big picture to function Need big picture to function Initially slow, then major leaps Initially slow, then major leaps Can’t explain easily Can’t explain easily Synthesis, systems- ecological thinking Synthesis, systems- ecological thinking

Possible Misunderstandings of Learning Styles Dividing people into a set category Dividing people into a set category Blood types – instead, it is just measuring height or weight along some point Blood types – instead, it is just measuring height or weight along some point

Summary All types of learners are needed in every profession All types of learners are needed in every profession All learning styles are needed to addressed and satisfied in teaching All learning styles are needed to addressed and satisfied in teaching

Objectives - Balancing Instructional Methods To teach students in a manner partly they prefer, which leads to an increased comfort level and willingness to learn, and partly in a less preferred manner, which provides practice and feedback in ways of thinking and solving problems which they may not initially be comfortable with but which they will have to use to be fully effective professionals. - Richard Felder - Richard Felder

How Can We Use the Test? To find better ways to match students’ learning styles in CLP course To find better ways to match students’ learning styles in CLP course To help students develop self-improvement strategies To help students develop self-improvement strategies To guide students to discuss their group work in term of balancing learning styles To guide students to discuss their group work in term of balancing learning styles

Possibilities for Extended Research Based on Follow-up Test in a year To look at possible changes regarding students’ skills and attitudes associated with PBL in the first year To look at possible changes regarding students’ skills and attitudes associated with PBL in the first year To conduct pilot studies (instructing students to balance their learning styles and PBL environment) and see the change and comparison with those without instruction in a year To conduct pilot studies (instructing students to balance their learning styles and PBL environment) and see the change and comparison with those without instruction in a year To identify contributions of different elements of PBL to different learners To identify contributions of different elements of PBL to different learners To look into the learning experiences of students with opposite learning styles within PBL To look into the learning experiences of students with opposite learning styles within PBL