1. Learning and Teaching Styles

2. Objectives
In this presentation, we will review the concepts of “learning style” and “teaching style.”
We will identify general learning styles and review strategies for using those styles to their greatest effect.

3. Learning vs. Teaching Style
The term “learning style” refers to a student’s preferred method of acquiring information.
The term “teaching style” refers to an instructor’s characteristic method of delivering information.
Though there is evidence that learning style may affect academic performance, most recent studies suggest that the effect is less significant than had been previously supposed.
In short, though most students have a preferred learning style, it is also true that most can adjust their learning practices to accommodate different teaching styles.

4. Learning Style Completion of the quiz is not required.
In order to determine their own respective learning style, students may want to complete the questionnaire on pages of ARTS 1110: Introduction to University.
Completion of the quiz is not required.
It is intended only to provide an insight into one’s own learning practices.

5. Social versus Independent Learners
Social learners prefer to work with instructors and peers directly.
Social learners may benefit from study groups.
Social learners may experience frustration when they are obliged to work through concepts without having the opportunity to discuss them first.
Independent learners are those who are self-directed and who prefer to work through concepts and problems alone.
Independent learners may be frustrated by the pace of group work.
They may also be frustrated by the compromises that are required in social learning.

6. Spatial versus Verbal Learners
Spatial learners absorb information more easily when it is presented visually.
They are adept at spatial relations.
They work well with graphs and diagrams.
Spatial learners are sometimes frustrated with information that is transmitted in language.
Verbal learners tend to learn more easily when information is presented in language.
They may be less comfortable with graphs and diagrams.
Verbal learners may need to translate graphical information into language in order to absorb it.

7. Applied versus Conceptual Learners
Applied learners are most comfortable with tasks that require an understanding of the real, or physical, world.
Applied learners learn best with concrete examples.
Applied learners may be frustrated with conceptual knowledge that is not easily translated to real life situations.
Conceptual learners prefer to work with language and concepts.
They are usually most comfortable when they are taught a rule or principle first and then asked to work from the rule to a concrete example.

8. Auditory versus Visual Learners
Auditory learners process information most easily when it is presented orally.
Auditory learners may find that the lecture format of most university classes is an effective way to learn.
Auditory learners may have more difficulty in processing information through reading.
Visual learners acquire information more easily when it is presented graphically (e.g. in graphs, diagrams, timelines, etc).
Visual learners may find lectures more difficult to follow if the instructor does not also provide visual representations of the information.

9. Creative versus Pragmatic Learners
Creative learners acquire information best through self-discovery.
They are comfortable with broad guidelines and assignments which permit opportunities for invention in both format and content.
Creative learners may be frustrated by assignments that require strict adherence to specific formats.
Pragmatic learners work best with clear guidelines.
They are most comfortable when they are provided with rules or models and asked to follow them.
Pragmatic learners may be frustrated by ambiguity and lack of structure in lectures.
They may also have difficulty with assignments that require invention.

10. Conflicts Between Learning and Teaching Styles
The advantage of identifying one’s preferred learning style(s) is that it permits an informed analysis of a particular learning situation.
By practicing metacognition, a student can identify the differences between an instructor’s characteristic teaching practices and the student’s own learning style.
Understanding those differences, the student can develop strategies to deal with the difficulties presented by the conflict.

11. Conflicts Between Learning and Teaching Styles
Examples:
If a student is a visual learner in a class in which the instructor lectures without providing visual aids, the student might choose to create notes while doing the assigned reading. By creating notes prior to the lecture, the student will have an understanding of the relationships between important ideas.
If a student is a pragmatic learner who is having trouble writing essays, the student might choose to develop the content of the essay using outlines. With the structure of the essay already established by the outline, the student might be able to proceed on a step by step basis.

12. Summary
Learning and teaching styles refer to preferred methods of receiving and delivering information.
While most students have a preferred learning style, most current research suggests that students can learn in a number of different ways.
The understanding of learning and teaching styles allows students to practice metacognition, recognize when a particular method of learning is creating difficulty, and adjust their learning practices with intentionality.

13. End