1. Learning Styles Adapting our training for student learning styles Richard Felder Linda Silverman

2. How do your students respond? What do your students respond to positively? What do they respond to negatively? What’s different? Do some respond differently? Does it vary from group to group?

3. How do we turn information into learning? What types of information do we perceive? How do we take it in? How do we like our information organised? How do we process it? How do we gain understanding?

4. Preferred Learning Styles Aspect of Learning Learning Styles PerceptionSensory (concrete) Intuitive (abstract) InputVisualVerbal OrganisationInductiveDeductive ProcessingActiveReflective UnderstandingSequentialGlobal

5. Preferred Learning Styles Aspect of Learning Learning Styles PerceptionSensory (concrete) Intuitive (abstract) InputVisualVerbal OrganisationInductiveDeductive ProcessingActiveReflective UnderstandingSequentialGlobal

6. Perception of Information SensoryIntuitive ConcreteAbstract Sights, soundsSpeculation, imagination, insights Facts, data, experimentsPrinciples, theories, symbols, concepts, relationships

7. Sensors & Intuitors Same as in Myer-Briggs Type Indicators See www.humanmetrics.com

8. Daydreaming?

12. Teaching sensors & intuitors Blend concrete information facts, data, observable phenomena and abstract information principles, theories, mathematical models

13. Visual and Verbal Input VisualVerbal Sights Pictures Charts Symbols Graphs Colours Sounds Words Discussions Tone of voice Stories Remember what they see, especially if they draw it Remember what they hear, especially if they explain it to others

14. Visual and Verbal Input The written word (notes or PowerPoint) is not visual but verbal Our brain translates the writing into words

15. Visual learner

16. Teaching visual and verbal Visual – not just text Pictures, diagrams, colour, demonstrations, animation, tables, graphs, graphic design Verbal - Be expressive Strong words, intonation, varied loudness and rhythm, stories Use multisensory Use all senses including kinesthetic

17. Preferred Learning Styles Aspect of Learning Learning Styles PerceptionSensory (concrete) Intuitive (abstract) InputVisualVerbal OrganisationInductiveDeductive ProcessingActiveReflective UnderstandingSequentialGlobal

18. Inductive & Deductive Organisation Infer principles Natural learning style Deduce consequences “Natural” teaching style generalities particulars Inductive Deductive

20. Inductive-Deductive Facts, observations, events So what? Generalise Inductive Now what? Apply Deductive Interpret

21. Inductive-Deductive Known (facts, real) Unknown (principles) Constructivism

22. Teaching inductive & deductive learners Start with observations or problem Infer governing rules, principles, equations Deduce other implications or consequences Exercises Give phenomenon/observations  Ask for underlying principles Apply theory

23. Active and Reflective Learners Active Experimentation Do something with it Discuss it, explain it Test it - experiment Reflective Observation Introspective Postulate explanations Draw analogies Formulate models Perceived information is converted to knowledge by:

24. Teaching active and reflective learners Active “What will the students be doing?” Reflective Include pauses Do both eg small discussion groups with report back Reflective is not passive!

25. Active and passive teaching Active and reflective learners both need to do something – external or internal Passive teaching (eg lectures – watch and listen) suits neither!

26. Preferred Learning Styles Aspect of Learning Learning Styles PerceptionSensory (concrete) Intuitive (abstract) InputVisualVerbal OrganisationInductiveDeductive ProcessingActiveReflective UnderstandingSequentialGlobal

27. Sequential & Global Understanding Sequential Trees Learn progressively Linear reasoning Convergent thinking AnalysisGlobal Forest “fits and starts” Intuitive leaps Divergent thinking Synthesis

30. Sequential & Global Understanding Sequential Trees Learn progressively Linear reasoning Convergent thinking AnalysisGlobal Forest “fits and starts” Intuitive leaps Divergent thinking Synthesis

32. Homework

33. Sequential and Global Learning

35. Exam Time Pass mark Learning

36. Teaching sequential and global learners Sequential Already well catered for Global Start with context and “big picture” Introduce advanced concepts early Encourage creative solutions Make them aware of their different learning style

37. Preferred Learning Styles Aspect of Learning Learning Styles PerceptionSensory (concrete) Intuitive (abstract) InputVisualVerbal OrganisationInductiveDeductive ProcessingActiveReflective UnderstandingSequentialGlobal

38. Models of Learning & Teaching Styles Learning StylesTeaching Styles PerceptionSensory Intuitive ContentConcrete Abstract InputVisual Verbal PresentationVisual Verbal OrganisationInductive Deductive OrganisationInductive Deductive ProcessingActive Reflective Student participation Active Passive Understand- ing Sequential Global PerspectiveSequential Global

39. Most Students Learning StylesTeaching Styles PerceptionSensory Intuitive ContentConcrete Abstract InputVisual Verbal PresentationVisual Verbal OrganisationInductive Deductive OrganisationInductive Deductive ProcessingActive Reflective Student participation Active Passive Understand- ing Sequential Global PerspectiveSequential Global MostTeachers Most Teachers* * * * *

40. Most Students Learning StylesTeaching Styles PerceptionSensory Intuitive ContentConcrete Abstract InputVisual Verbal PresentationVisual V erbal OrganisationInductive Deductive OrganisationInductive Deductive ProcessingActive Reflective Student participation Active Passive Understand- ing Sequential Global PerspectiveSequential Global MostTeachers Most Teachers* * * * * Most Teaching

42. Online Questionnaire www.engr.ncsu.edu/learningstyles/ilsweb.html

43. So is all lost?

44. No!

45. Teaching for all Learning Styles Motivate learning, provide context Relate to previous material, what is to come, other subjects, student’s experience Inductive/global

46. Teaching for all Learning Styles Balance concrete & abstract Facts, data, experiments Sensing Principles, theories, mathematical models Intuitive

47. Teaching for all Learning Styles Balance practical & understanding Practical problem solving Sensing/active Fundamental understandings Intuitive

48. Teaching for all Learning Styles Encourage reflection Do not fill every minute of class time Reflective

49. Teaching for all Learning Styles Engage students Provide opportunities for activities, other than note taking Active

50. Teaching for all Learning Styles Balance detail and open-ended Provide practice in the basics Sensing/active/sequential Provide open-ended problems that need analysis and synthesis Intuitive/reflective/global

51. Teaching for all Learning Styles Encourage cooperation Give the option for students to work together on assignments Active

52. Teaching for all Learning Styles Encourage failure Applaud creative solutions, even if they are wrong Intuitive/global

53. Teaching for all Learning Styles Self-awareness Talk to students about their learning styles All