1. I hear and I forget; I see and I remember; I do and I understand
I hear and I forget; I see and I remember; I do and I understand. (Confucius circa 450BC)
Things to do Thursday, 08 December 2011
Planning processes – take nothing for granted!
Write out five case studies – contact Departmental contacts. DONE
Make up activities for each learning style
Make up activity packs
Make up reference list with websites and bibliography
Send plan to Vicki and Plato
Take photographs to illustrate visualisation #DONE
Find out how many participants are expected
Need a projector, screen and laptop (Harriet?); video camera and somebody to work it (Pete Mella); chairs set out in circles (with table or without tables?; selection of materials
? Origami?NO
Look at the room A 84 in Richard Roberts
Look for material from the English academy for suggestions for a case study.
Approximate timing:
Lesson Plan and Introduction minutes
Different styles of learning in practice(Plato) 10 minutes
Visual + demo 5 minutes
Auditory + demo 5 minutes
Kinaesthetic + demo 5 minutes
Wholistic + demo 5 minutes
Groupwork Case studies 15 minutes
Feedback minutes
Roundup minutes
Oops it doesn’t quite add up.
Differently Learning 1

2. Case studies in group work
Learning differently
Plan of session
Individual activity
Learning Styles
Case studies in group work
Introduction
to Dyslexia SpLD Tutorial Support service
To presenters
To plan of session
Keywords: write up on whiteboard.
My name is …..and I work for the university of Sheffield as a dyslexia/SpLD Specialist Tutor.
My colleague..
Our colleague
During this session we will be referring to and introducing multisensory techniques of supporting learning which are used regularly in the Dyslexia/SpLD tutorial Support Service , which provides academic support to students with a wide variety of diagnosed needs across the university.
Before we go on I should tell you that we will not be discussing the diagnostic assessment or methods of identifying students with learning differences or the processes of support. We are very happy to discuss individual teaching situations over a coffee at another time.
In this practical workshop we will be examining your experience of MMST&L, introducing some memory strategies , suggesting methods of teaching delivery, and relating them to different teaching and learning contexts.
Because of the diversity of subjects represented in this session there will be times when you say “ What has this to do with me?”
At that point I want you to consider and give yourself an honest answer. If you can take away one new idea, one source of stimulation or even one resolve to change the direction of your learning and teaching you will have found the answer to your question.
Differently Learning

3. Outcomes for this session
To define learning styles and learning strategies
To explore multisensory methods of teaching delivery
To relate multisensory learning to different contexts.
To emphasize good memory strategies
Recent government policy emphasises inclusive teaching for all learners and the encouragement of personalised learning. All educators and students can develop awareness of style preferences and strengths which will allow learners to make choices of the most appropriate to their learning needs. Practice can become more flexible and diversity can be acknowledged
This is a new field for many academics, including us and we will be glad of feedback on the methods and any further resources that you have discovered in your own field, as learners or teachers - or both.
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4. The teacher who influenced me most
Take a few minutes to think of one particular teacher who brought learning to life at any point in your education
How do you remember that person?
What special features did that teacher possess?
This is a silent exercise.
Take a few minutes to think of one particular teacher who brought learning to life at any point in your education
How do you remember that person?
What special features did that teacher possess?
On this occasion I don’t want you to discuss the exercise.
It is likely that you will remember the appearance of that teacher before you remember what subject was taught. Perhaps you can remember that teacher’s voice? Do you have a particular memory of a memorable teaching session? What teaching techniques were used? Were they particularly appropriate for the subject? Did the subject come to life?
My own experience was a woman who taught me in a very small rural school in Southwest Scotland. In appearance she was striking: tall, very high heels, always dressed in red and black, black dyed hair, red fingernails and red lipstick and she smoked – not the usual in a very small village. She introduced us to the literature classics, reading to us every day, establishing a library box, encouraging us in art and composition and taking us out on long walks to identify plants and animals.
I am not suggesting that you wear high heels and red lipstick. I am reminding you that knowledge does not transfer through osmosis – there has to be a medium and there has to be something memorable. QUOTE
“But nobody ever made it to the top of, or even halfway up, their chosen tree alone.
To be successful in anything – personally or professionally – all of us need support, guidance, encouragement and discipline.”
Shaun Bailey, co-founder of the MyGeneration charity, quoted in the Guardian, 3 Dec 2011.
I won’t tell you the name of the department in which according to a concerned student, the lectures consist of the same dull powerpoint, read in the same dull voice by a person wearing the same dull cardigan – every week.
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5. Experience in education
Vicki and I have between us many years of experience in education. Between us we can notch almost a century of learning, starting from a very early age.Slide 5
This is the latest addition to my caseload of learners. She is already learning and from the age of 18 months to five years she will be at the most receptive to learning and she will be learning at faster rate than at any other time in her life.
A baby learns through the touch of her mother, the sound of the voice of her parents,the sight of her mother’s face, colours and shifting light and as she develops her ability to control her movements she will learn by putting everything into her mouth . Experiential learning.
This may seem to be a gimmicky way of introducing multisensory learning but I am at this moment engaging your interest through auditory and visual techniques and personal anecdotes.
Learners are most efficient when learning is presented in an appropriate preferred learning style, which can reflect the use of a multisensory approach. An individual student will respond in an individual way to the different processes of teaching which will reflect a preferred learning style and in some cases which will not match the delivery of the teaching material. Learners with dyslexia may prefer a wholistic style of learning - high skydiver or a more restricted pathway to cognition. Recent research by Cooper(2007) indicates that having regard to a student’s learning style is an integral part of creating an Individual Learning Plan.
Our experience and informal research in DSTSS has confirmed that multisensory teaching has helped in the development of the coping strategies that students use at higher education level. The dichotomy for those, and all students, is the increased reliance on word-based knowledge acquisition and the rapid development of assistive technology. Students seek solutions to overcome difficulties in the expectation that internet , I-phones, wikipaedia etc can guarantee success but which do not take in to account the different learning styles of visual, auditory, kinaesthetic and holistic strategies. The consequence of compensatory strategies of multisensory teaching and learning linking the abstract to the concrete can enhance success for all students.
So which are you?
Intrepid Explorer or Skydiver?
Plato will take you through an exploration of Learning Styles
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6. Learning and teaching styles
“I am someone’s son or daughter, someone else’s cousin or uncle, I am a citizen of this or that city, a member of this or that guild or profession, I belong to this tribe, that clan, this nation.
I inherit from the past of my family, my city, my tribe, my nation, a variety of debts, inheritances, rightful expectations and obligations.
These constitute the given of my life, my moral starting point. This is the part what gives my life its own moral particularity”
Alasdair MacIntyre

7. Department of Materials Science and Engineering
What is learning?
The modification of behaviour through training, practice or experience
Department of Materials Science and Engineering

8. The brain contains 100 billion neurons

9. What is a Mind?
Newborn Months Months Years

10. Caution

11. Learning Styles Visual Auditory Kinaesthetic Wholistic
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14. How best do you think you absorb information in a learning situation?
Visual Experience
Auditory Experience
Kinaesthetic Experience
Wholistic Experience
Workshop group at LeTS Conference, 9 January, 2012

15. What is the least favourable way for you to absorb information in a learning situation?
Visual Experience
Auditory Experience
Kinaesthetic Experience
Wholistic Experience
Workshop group at LeTS Conference, 9 January, 2012

16. 30 SECONDS! 30 seconds to prepare for the next part of this workshop:
Visual learners - draw a very quick framework for a concept map
Auditory learners - speak through your list of keywords, concentrating particularly on any difficult terminology
Kinaesthetic learners - sit up straight, tense and release each section of your body in turn
Wholistic learners - Wake up!

17. Learning Styles & Multisensory Techniques
Visual
Auditory
Kinaesthetic
Wholistic
Recap of Learning Styles to be examined in this workshop
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18. Visual learners learn best through:
Taking notes and making lists to read later
Reading information to be learned
Learning from books, videotapes, filmstrips and printouts
Seeing a demonstration
Working with concept maps
Seeing the the larger picture
Find an illustration for this slide

19. Strategies for visual learners
Create concept maps /flow charts
Use videos and photos
Format texts and notes
Use colours, underline and circle texts
Visualisation
Use models, actual or virtual
Use symbols to back up verbally-presented information
Study tips to help people who are visual learners
Write things down to help you learn them:
Draw pictures, charts and maps to help you understand things
Use mind-mapping
Use planners, organisers or goal-setting charts
Highlight important points with colour (but not in books which you've borrowed!)
Try visualising ideas and facts in your mind
Try changing places in the room while you're studying, to get a different perspective
Use models if they're available
When you need to revise, read over and recopy your notes.

20. Activity to demonstrate Visual Learning
Practical demonstration
To learn anatomy, names of muscles, movement of joints :
Use a large sheet of paper. Ask a student to stand against the flipchart easel so that the learner can draw round the raised arm. Perhaps have a ‘here’s one I prepared earlier’. Use labelled Post it notes to identify muscles.
Photocopy p.79 in McKissock and insert in this slide.
Prepare post-it notes
Or/and p.75 and 76 the brain on to OHP transparency.
Need blutack to put up the drawing .
McKissock, C. (2009). Great Ways to Learn Anatomy & Physiology, Palgrave Macmillan, Basingstoke.
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21. Auditory learners learn best through:
Listening to lectures and audio sources
Debating and discussing ideas
Preparing oral presentations for others
Using speech recognition software
Finding alternative ways of accessing texts
If reading is laborious, the learner needs to find ways of compensating for poor information gathering processes

22. Strategies for auditory learners
Recording notes through speech recognition software
Recording lectures to listen again
Reading aloud or singing information
Revising by recording and replaying information
Making a list of keywords
Compiling a subject-specific vocabulary
Study tips to help people who are auditory learners
The key thing is to make use of sound. Speech recognition software is often recommended in the assesment of Needs for learner with dyslexia. There are numerous free apps available
The use of keywords; Refer back to list on whiteboard
Talk things through as you learn them, with a friend or tutorial group
Get a friend to read aloud to you
When you have to learn facts, try reciting them to yourself, or even singing them aloud.
Find out if you study best in silence, or with music playing in the background
Realise that some people aren't as good as you at remembering what they are told.

23. Activity to demonstrate auditory techniques
Demonstrate, the use of digirecorder using key words and subject specific vocabulary for mathematics:
Evaluate
Solve
Find a value for
Derive
Express in the form of
Transpose
Expand
Substituting
Matrix
Keywords to record for a lecture on factorising quadratics.
Write these up on the whiteboard, speak into digi and playback:
Quadratics
Factorising
Factorising by inspection
Inspection
Coefficient
Common factor
Multiplying out
First two terms
Calculation
A difference of two squares
A complete square
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24. Kinaesthetic learners learn best through;
Doing and practising
Taking in information through labs, field trips, excursions, etc
Learning from demonstrations
Doing examples to learn concepts and principles

25. Strategies for kinaesthetics learners
Walk about while you are learning
Take frequent study breaks
Learn by handling materials, using models, doing things
Create models,posters, images
Skim-read books to get an overview first
Study tips to help people who are kinaesthetic learners
Move around as you learn and revise
Work through problems physically
Mentally review what you've been studying while you're swimming or jogging
Use models and machines when you can
Take plenty of breaks while you're studying.

26. Activity to demonstrate kinaesthetic
Group : Bounce a ball or throw a beanbag while reciting a list of keywords or spelling out some new vocabulary.
Individual: Make a model of a difficult concept using coloured straws or junk material. The actual process of construction can serve to reinforce the structure and encourage the learner’s understanding.
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27. Wholistic Learning strategies
Wholistic Learner:
Will probably need the big picture of the learning task, in other words – the overview.
May have trouble with facts or details
Might struggle with linking information from different sources
Practical:
Provide an overview of content of session.
Use the 3 Cs: Recap, Review, Reinforce at the beginning and end of session.
Encourage prediction. Ask students to (1)write a question that they want answered and (2) write down what they expect to learn.
Use a schema or framework which can be adapted , eg Lecture Template (as introduced at start of workshop session).
Introduce SQ3R - Survey, Question, Read, Recall, Review. (Look on tash.group.shef.ac.uk for more details)
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28. Memory Techniques
Visualisation: to remember a long list of facts or dates or numbers, imagine one fact hanging on each lamp post on your way down to university and recite them to yourself as you go past. It works with bus stops as well but be careful if you are on your bike!

29. Case Studies
In your groups, consider the case study and suggest a solution
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30. Useful websites www.mindtools.com/memory.html
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31. Bibliography
McKissock, C. Great Ways to Learn Anatomy and Physiology (2009)Palgrave Macmillan, Basingstoke.
Maier P., Anna Barney & Geraldine Price, Study Skills for Science, Engineering & Technology Students (2009) Pearson, Harlow.
Cottrell, Stella. The Study Skills Handbook, 3rd Ed (2008) Palgrave Macmillan, Basingstoke.
Mortimore ,T. Dyslexia and Learning Style - a Practitioner’s Handbook, 2nd Ed. (2008) Wiley, Chichester.
There will be more items added to this list. We might be better to give out a list as a handout.
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32. Case Study 2 Physics Differently Learning Case Study 2 Physics
A physics student is struggling with a maths problem, which she has to relate to a diagram. The exercise has been set on MOLE and she is expected to complete the work, including graphs and an amended diagram, for the seminar. She is relieved that she has been given a digital recorder as a Christmas present.
What do you suggest to her?
Solution;
Encourage the student to work out the problem verbally and speak out the workings, even if only briefly. She should find factors, add numbers, work out products and estimate in her head before using a calculator. At the beginning of the process, she should quickly make a note of her guess at the answer.
She can use the digirecorder to record her workings, listen again and review the process to find the source of mistake if she thinks the answer is wrong. Afterwards the student should ask why� the solution works - or doesn’t!
Develop other ideas;
ｷ Break down the LARGE problem into smaller steps
ｷ Use colour, separate cards
ｷ Make a list of subject specific vocabulary, using the digirecorder to record the sounds of keywords
ｷ Make flash cards
ｷ SPEAK OUT LOUD
ｷ Make up songs
Differently Learning

33. Case study 3 Biomedical Science Case study: Biomedical Science
Mary is a level 2 student. She was diagnosed with dyslexia at the beginning of level 1. She is currently studying a Gross Anatomy module which she is really struggling with. Mary finds all the terminology, which is predominantly in Greek and Latin, very difficult to come to terms with. She is also baffled by the extensive number of anatomical tables containing information about each muscle that litter the recommended text book for the course. Mary feels like she is studying intensively but making no progress.
Fundamentally, by its nature Gross Anatomy is a very visual and kinaesthetic subject. As it was the approach Mary had always taken towards studying, she tried to convert visual and kinaesthetic information into notes. By doing this she was in fact making the subject more difficult for herself. We discussed what strategies Mary could adopt to help her study Anatomy more effectively. The strategy we came up with was for Mary to draw and annotate each part of the body in her lectures rather than try and make extensive notes. These ‘pictures’ were eventually collated at the end of the course to form a human entire body. This strategy enabled Mary to determine what aspects of the course were key to her fundamental understanding and also gain a holistic approach to how all the structures in the body work in unison.
With thanks to Kath Linneman 2011

34. Case Study 4 Engineering Case Study 3
In the second week of the autumn semester, a first year engineering student has come to you to ask how to tackle the following problem. He admits that he did not listen during the lecture on this subject and he skipped the seminar because he wanted to play in the rugby trials.
� A uniform ladder, of length L, rests against a smooth wall at an angle of O to the floor. The coefficient of friction between the ladder and the floor is Show that the shallowest angle at which the ladder is stable is given by the equation
This comes from Maier, Barney & Price, Chapter 5, Activity 5, section 17, ‘Solving the Problem’ entitled ‘Drawing a diagram’, and asking the question 展hat kind of diagram would you draw to help with each of the problems below?�
The answer in the feedback section:
典his is a more traditional type of diagram for a mechanics problem. You can start with the wall, the floor and the ladder. You may need some expert knowledge to put all the force arrows in.�
However, in the context of LeTS workshop, we want the group to identify the student as a kinaesthetic learner and to suggest suitable strategies for solving the problem.
Suggestions might be that the student uses an actual ladder or uses his own body as a model to demonstrate how the force works. He should do this before writing anything down.

35. Case Study 5 English Literature Case Study English Literature
A 3rd year English Literature student has come to you with a problem in planning. The subject of her extended essay is ‘The French Lieutenant’s Woman� by John Knowles. She is finding difficulty in integrating the two different historical periods, i.e. the Victorian age, in which the novel is set, and 1969, when the novel was written.
She chose to study this novel because of her love of period drama and in particular the film, starring Meryl Streep (1981).
What can you suggest?
Suggestions;
Watch the film and consequent documentaries
Construct timelines
Use storyboards and cartoons to bring characters and situations to life
Dress up and act out events, use visualisation to enter into the character
Devise a frame for each character
Devise a frame for research into social conditions of each era
Identify the characteristics of the novel
This student seems to incline towards being a visual learner and would benefit from a broader approach to her task. Suggest that she uses auditory as well as the kinaesthetic strategies listed above.
She may be suffering from the Blank Page syndrome and may need some help in planning the structure of her essay. There are websites on TASH (The Academic Skills Hub) which will give her some material to work on.
Tash.group.shef.ac.uk

36. Acknowledgements
Thanks are due to Professor Suzan Greenfield for the use of slide no 9.
For any more information or follow-up, please contact:
Helen Eyre
Plato Kapranos
Vicki Mann
Learning Differently