1. Learning Styles Regina Frey, Director
Washington University Teaching Center
Eads Hall 105
Phone:
Fax:
Washington University Teaching Center
February 16, 2005

2. Outline Definition of learning style
General categories of different models of learning styles
Explanation of Felder’s learning categories
Teaching strategies to meet needs of all styles
Washington University Teaching Center
February 16, 2005

3. Definition of Learning Style
An individual’s characteristic and preferred methods
Gathering information
Interpreting information
Organizing information
Thinking about information
No one learning style has been shown to be better than another
No single learning style leads to better learning
Washington University Teaching Center
February 16, 2005

4. Why Instructors Should Know about Learning Styles
Helps one understand and explain the differences observed among students
Helps one develop a range of teaching strategies to build on the different strengths of individual students
Helps one assist the student to expand his or her repertoire of learning strategies
Students may be more satisfied and more productive if they are studying with some methods compatible with their learning styles
Washington University Teaching Center
February 16, 2005

5. Categories for Various Models of Learning Styles
Personality or affective models
Group based on personality characteristics, people’s motivations or value system
Example: extrovert vs. introvert; learning oriented vs. grade oriented
Information-processing or conceptualization models
Group based on how people process material
Example: holistic vs. serial
Perceptual or cognitive models
Group based on how one acquires knowledge
Example: auditory, visual, kinesthetic, or tactile
Washington University Teaching Center
February 16, 2005

6. Felder’s Model of Learning Styles
Perception: What type of information does the student preferentially perceive?
Sensory – prefer data and facts
Intuitive – prefer theories and interpretations of factual information
Input: Through which modality is information most effectively perceived?
Visual – prefer pictures, diagrams, graphs, demonstrations
Verbal – prefer written or spoken words; mathematical equations
Ref: R. Felder and B. Soloman North Carolina State University.
URL: (accessed 10/04).
Washington University Teaching Center
February 16, 2005

7. Felder’s Model of Learning Styles
Processing: How does the student prefer to process information?
Actively – through engagement in physical activity or discussion
Reflectively – through introspection
Understanding: How does the student progress toward understanding
Sequentially – in a logical progress of small incremental steps
Globally – holistically; must have “big picture” first
Washington University Teaching Center
February 16, 2005

8. Felder’s Model of Learning Styles
Sensors
Intuitive
Practical
Imaginative
Like facts and observations
Prefer concepts and interpretations
Like well-established procedures, detail work, don’t like unexpected twists or complications
Like variety in their work, don’t mind complexity, get bored with too much detail and repetition
Careful, but may be slow
Quick, but may be careless
Comfortable with facts and procedures
Comfortable with abstractions and symbols, mathematical formulations
Washington University Teaching Center
February 16, 2005

9. Felder’s Model of Learning Styles
Active
Reflective
Retain information by doing something active – discussing, applying, or explaining
Prefer to think about ideas quietly first before trying them out
Like working in groups
Prefer working alone
Visual
Verbal
Obtain more information from visual images: pictures, diagrams, graphs, demonstrations
Obtain more information from verbal material: written and spoken words, mathematical formulas
Washington University Teaching Center
February 16, 2005

10. Felder’s Model of Learning Styles
Sequential
Global
Gain understanding in linear steps – each step logically following the previous one
Learn in large (holistic) jumps – absorbing material almost randomly without seeing connections and then “getting it”
Use stepwise paths to find solutions
Put things together in novel and possibly quick ways, but have difficulty explaining how they did it
Washington University Teaching Center
February 16, 2005

11. Information Handling Domains
Perception
Input
Processing
Understanding
Sensing (facts)
57%
Visual
69%
Active
67%
Sequential
71%
Intuitive (abstract)
42%
Verbal
30%
Reflective
32%
Global
28%
“Typical Classroom Teaching” Characteristics
Intuitive (abstract concepts)
Verbal
Reflective (passive)
Sequential
Ref: Southeastern Oklahoma State University, Center for Instructional Technology and Development.
URL: (accessed 10/04).
Washington University Teaching Center
February 16, 2005

12. Use of learning styles to improve teaching effectiveness
Do not categorize a student as one specific type of learner
The learning style is a preference and students may use different ones depending on the situation
Do not match your teaching style to the students’ learning style
Impossible to do – many students, many styles
Use a variety of teaching activities and strategies to meet a broad range of student learning styles
Washington University Teaching Center
February 16, 2005

13. Accommodating Different Learning Styles
Recognize your own style and how it influences the way you teach
Teach with a variety of teaching methods
Present the same information in several modes, such as verbally, reading (textual), discussion, hands-on activities
Vary your assignments and learning activities
Group work vs. individual work
Written reports, oral reports, diagramming, problem-solving
Give exams that have students think in different ways
Questions that ask students to give specific information
Open-ended essay questions that force students to generate solutions to problems and think in divergent ways
Questions that compare and contrast ideas
Questions that ask applications of theoretical principles
Encourage students to value different learning styles
Students learn more effectively if they study with others of differing learning styles
Washington University Teaching Center
February 16, 2005

14. What is Your Learning-Style Preference?
What kinds of activities do you find the most comfortable and most productive?
What actions do you take to acquire new information and skills?
How do you prepare for class?
What type of learning takes place for you in a workshop or seminar?
Washington University Teaching Center
February 16, 2005