1. 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

2. Ever have one of those days…

3. 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

4. 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!”

5. 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

6. 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 ). Hillsdale, NJ: Lawrence Erlbaum.

7. 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

8. 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)

9. 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

10. 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

12. 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%

14. 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%

15. 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

16. “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!”

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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?

23. 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

24. 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