1. You’ve Got Style By: Dr. Nicole Nunn-Faron

2. Ice Breaker Directions: Look around the room at the signs posted in each of the four corners. I will read a series of statements. After each statement is read please move to the sign that best describes you. 1 means that it is not like you. 2 means that it is sometimes like you. 3 means that the statement is often like you. 4 means that the statement is always like you.

3. For Example  I love ice cream.  Please go to the correct sign.

4. #1  I believe the best way to remember something is to picture it in my head.

5. #2  I prefer to read the newspaper rather than listen to the radio

6. #3  I use my hands more than the average person when I communicate.

7. #4  I frequently sing, hum, or whistle to myself.

8. #5  I enjoy puzzles and Sudoku

9. #6  I often journal or blog my thoughts.

10. #7  I feel energized when I am around groups of people.

11. #8  I enjoy working in a garden.

12. What was the purpose of the activity?

13. Agenda Ice Breaker Exercise Overview of Learning Styles Rolling the Styles Extension Exercise Style Summative

14. WHAT DO YOU THINK Learning Styles ARE?

15.  The idea of individualized "learning styles" originated in the 1970s  LS = various approaches or ways of learning.  A method of responding to and processing learning events as a person experiences them.

16. Learning Styles (LS) are NOT Multiple Intelligences (MI) LS – Brain processing and overall tendencies for either analytical or holistic brain dominance “INPUT” capabilities of human beings: Explaining information MI – Only covers the ability to reason, calculate and handle logical thinking “ OUTPUT” function of Information

17. Learning Style Theories

18.  About 71 different theories/models of learning style were advanced to explain the concept  3 Most widely accepted Kolb’s learning styles model (experiential learning) Kolb’s learning styles model (experiential learning) VAK model (visual/auditory/kinesthetic) VAK model (visual/auditory/kinesthetic) Howard Gardner’s Multiple Intelligences Model Howard Gardner’s Multiple Intelligences Model

19. Howard Gardner's Model  His theory proposes that there are at least eight types of intelligences that are equally important  Theorized that we all use one or two for the most effective learning.  Culture teaches, tests, and rewards primarily two kinds of intelligence: verbal/linguistic and logical/mathematical.

20. Howard Gardner's model of the Eight Multiple Intelligences  Linguistic  Logical-Mathematical  Musical  Bodily-Kinesthetic  Spatial-Visual  Interpersonal  Intrapersonal  Naturalistic

21. Verbal-Linguistic Intelligence ("word smart" or "book smart")  Good at remembering written and spoken information  Enjoys reading and writing  Good at debating or giving persuasive speeches  Able to explain things well

22. Logical-Mathematical Intelligence ("number smart" or "logic smart")  Tend to think more conceptually and abstractly and often see patterns and relationships that others miss.  Like to conduct experiments, to solve puzzles and other problems  Enjoy working with numbers and math formulas  Love the challenge of a complex problem to solve  Uses numbers, math, and logic to find and understand various patterns

23. Musical-Rhythmic Intelligence ("music smart" or "sound smart")  Enjoy singing and playing musical instruments  Recognizes musical patterns and tones easily  Good at remembering songs and melodies

24. Bodily-Kinesthetic Intelligence ("body smart" or "movement smart ")  Learn by doing  Like physical movement, making things with hands, role playing  Like physical games  Like to demonstrate how to do something

25. Visual-Spatial Intelligences ("art smart" or "picture smart")  Tend to think in images and pictures and patterns  Very aware of objects, shapes, colors, and patterns  Like to draw, paint, and make interesting designs and patterns

26. Interpersonal Intelligence ("people smart" or "group smart")  Learn through personal interactions  Prefer team activities  See situations from different perspectives  Create positive relationships with others

27. Intrapersonal Intelligence ("self smart" or "introspection smart")  Self-reflective abilities  Like to work alone  In tune with inner feelings  Excellent self-awareness

28. Naturalist Intelligence ("nature smart" or "environment smart")  Have a profound love for the outdoors, animals, and plants  Have an affinity with respect for all living beings  Prefers to learn about topics that have a connection to nature

29. What was the purpose of the initial activity?

30. Words from Gardner  “we are not all the same, we do not all have the same kinds of minds, and education works most effectively for most individuals if…human differences are taken seriously” (Gardner, 1995)

31. In Practice   Students are different in terms of intelligence, ability, talents, attitudes and experience.   A typical class of 25 to 30 students will present a range in diversity of learning styles and cognitive methods.   Incorporate enough teaching strategies & methods to address the need of each and all students.   Instructors must develop a comprehensive knowledge of students learning styles.   Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method

32. Learning Styles in the Classroom  Some researchers claim that students score higher on tests, have better attitudes, and are more efficient if they are taught in ways to which they can more easily relate.  Teachers should try to make changes in their classroom that will be beneficial to every learning style.  Some of these changes include room redesign & the development of small-group techniques.

33. Applying Your Knowledge Rolling the Styles

35. Conclusion  It is believed that most people favor some particular method of, taking in and processing stimuli or information.  Teachers should assess the learning styles of their students and adapt their classroom methods to best fit the student's learning styles.  There is not enough evidence on the role of Learning Styles in enhancing learning.

36. Extension Exercise  Complete the paper learning styles inventory  Next class, we will divide into groups according to learning styles and jigsaw our knowledge

37. Styles Summative Exit Slip