1.  I learn best when... (Note things about the environment, the time of day, the topics, people, feelings)  I have the most trouble learning when... My own learning experience

2. Learning Styles and Preferences Sheryll T. Reyna

3. Today ’ s Roadmap  What are learning styles?  Learning Style Models Dunn and Dunn Learning Style Model Kolb Learning Style Inventory Multiple Intelligences  Conclusion

4. Kaleidoscope of Theories Learning styles research began in the early years of the 20 th century 71 models of learning styles Over 650 published books Over 4500 articles in scholarly publications 26,000 websites Coffield, et. Al., 2004; L. Howles

5. Defining Learning Style Cognitive Style Learning Style Learning Preferences

6. Defining Learning Style Cognitive Styles are individual differences in processing that are integrally linked to a person’s cognitive system are partly fixed, relatively stable and possibly innate preferences top-down (internal to external) fashion Cognitive Styles are individual differences in processing that are integrally linked to a person’s cognitive system are partly fixed, relatively stable and possibly innate preferences top-down (internal to external) fashion Learning Styles are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context are malleable bottom-up processes Learning Styles are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context are malleable bottom-up processes Evans, 2010; Cassidy, 2004 Learning Preferences are expressed personal preferences favoring one type of learning environment, method of teaching or instruction over another Learning Preferences are expressed personal preferences favoring one type of learning environment, method of teaching or instruction over another

7. The Popularity of Learning Style  Extensive range of empirical research  Natural appeal  Responsibility

8. Dunn & Dunn Learning Style Model  Developed by Kenneth and Rita Dunn  Individual’s learning style is a combination of biological and developmental personal characteristics that make identical instruction effective for some and ineffective for others Lovelace, 2005

9. Dunn & Dunn Learning Style Model Learning styles are “ways in which each learner begins to concentrate on, process, absorb, and retain new and difficult information” Lovelace, 2005

10. Learning styles are “ways in which each learner begins to concentrate on, process, absorb, and retain new and difficult information” Dunn & Dunn Learning Style Model Cognitive Styles are individual differences in processing that are integrally linked to a person’s cognitive system Cognitive Styles are individual differences in processing that are integrally linked to a person’s cognitive system Learning Styles are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context Learning Styles are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context

11. Dunn & Dunn Learning Style Model

13. Environmental Elements Sound Do you concentrate best with sound in the background or a in quiet environment? Do you study or work best when when the lights are bright or softly illuminated and indirect? Light Do you concentrate and stay focused longer when the temperature is warmer or cooler? Temperature Do you concentrate best when sitting at a desk with a straight- backed chair or more informal seating? Seating

14. Dunn & Dunn Learning Style Model

15. Emotional Elements Positive feedback from others (externally motivated) Positive feedback from yourself (internally motivated) Motivation Do you prefer completing one task before beginning another? Do you prefer to work on several tasks at the same time? Persistence Do you prefer to do things the way you think they should be done? Do you prefer to do things the way others think they should be done? Conformity Do you like others to provide procedures for you to follow? Do you prefer to create your own procedures? Structure

16. Dunn & Dunn Learning Style Model

17. Sociological Elements Are you more productive when you work alone or with one other person, in a small group of 3 people, or in a large team? Team Interaction Do you work well with a person who is an expert in his field? Are you less effective when someone is looking over your shoulder when you work or study? Authority Do you prefer routine work using proven methods? Do you become bored when you have to do the same thing over and over? Variety

18. Dunn & Dunn Learning Style Model

19. Physiological Elements Remember best when they LISTEN to a lecture, a presentatio n, or an audiotape. Auditory Learners Remember best when they DISCUSS with others the new and complex information they are learning. Verbal Learners Remember best when they READ the written word (textbooks, memos, and e-mail messages). Visual Text Learners Remember best by DOING rather than sitting and listening, reading, or thinking about the information. Tactile and/or Kinesthetic Learners Remember best when they SEE (create) mental images of what they hear or read. Visual Picture Learners

20. Physiological Elements At what time of day are you most effective and efficient: Early Morning? Late Morning/ Early Afternoon? Late Afternoon? Evening? Time of Day Do you focus your attention best when you snack while you work or study or snack after you are finished? Intake When you stay in one place for too long, do you become restless and fidgety? Mobility

21. Dunn & Dunn Learning Style Model

22. Psychological Elements Analytic assimilate and process information best when it is presented sequentially and the information builds toward a conceptual understanding. Global assimilate and process information best when humor and metaphors are used and they need to understand the concept before the details make sense.

23. Psychological Elements Impulsive learners prefer less detail when making decisions and solving problems. When taken to the extreme, impulsive people want others to be brief, be bright, and be gone! Reflective learners take time to weigh their options before making decisions and solving problems. When taken to the extreme, this approach leads to analysis paralysis! ReflectiveImpulsive

24. Dunn & Dunn Learning Style Model 2 Activities  Identify students’ preferences  Use the diagnosis to plan and implement learning activities where they can work on their strong preferences and avoid their low preferences

25. John’s Learning Style Profile

26. Jane’s Learning Style Profile

27. Dunn & Dunn Learning Style Model StrengthsWeaknesses affirms the learning potential self-limiting behavior and beliefs encourages teacher to respect differences lack of independent evaluation of the instrument a lot of support from practitioners Coffield, et al., 2004

28. Kolb’s Experiential Learning  Developed by David Kolb in 1971  Emphasizes the central role that experience plays in the learning process  Learning Style Inventory

29. 4 Stages of Learning  Stage 1 - Concrete Experience The learner actively involves himself to new experiences. “What is it?”  Stage 2 – Reflective Observation The learner consciously reflects back on that experience. “What does it mean?”

30. 4 Stages of Learning  Stage 3 – Abstract Conceptualization The learner attempts to conceptualize a theory or model of what is observed. “What follows on?”  Stage 4 – Active Experimentation The learner is trying to plan how to test a model or theory or plan for a forthcoming experience. “What if….?” or “How does it function?”

31. Kolb’s Experiential Learning Model Processing Continuum Perception Continuum Concrete Experience (feeling) Abstract Concept (thinking) Active Experimentation (doing) Reflective Observation (watching)

32. Intersection=Learning Style Reflective Observation Active Experimentation Concrete Experience Abstract Concept Concrete Reflective feel and watch Diverging Abstract Reflective think and watch Assimilating Abstract Active think and do Converging Concrete Active feel and do Accommodating Processing Continuum Perception Continuum

33. Experiential Learning Styles Learning styleLearning characteristicQuestion Converging Abstract conceptualization + Active experimentation HOW? Diverging Concrete experience + Reflective observation WHY? Assimilating Abstract conceptualization + Reflective observation WHAT? Accommodating Concrete experience + Active experimentation WHAT IF?

34. Multiple Intelligence Theory  Developed by Howard Gardner in 1983  People possess a number of distinct intelligences

35. What is Intelliegence? Gardner defines intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural setting"

36. Multiple Intelligences Verbal-LinguisticAbility to use words and language Logical-MathematicalCapacity for inductive and deductive thinking and reasoning, use of numbers, recognition of abstract patterns Visual-SpatialAbility to visualize objects and spatial dimensions, and create internal images and pictures Body-KinestheticWisdom of the body; ability to control physical motion

37. Multiple Intelligences Musical-RhythmicAbility to recognize tonal patterns and sounds, sensitivity to rhythms and beats InterpersonalCapacity for person-to-person communications and relationships IntrapersonalSpiritual, inner states of being, self- reflection, awareness ExistentialThe appreciation of spirituality and understanding questions about life NaturalisticAbility to appreciate, categorize, classify, explain, and connect to things encountered in nature.

38. Learning Style and Multiple Intelligence MULTIPLE INTELLIGENCESLEARNING STYLES It focuses on what an individual can learn (product). It focuses on how an individual can learn (process). It suggests changing education by drawing upon students’ abilities. It suggests changing education by drawing upon students’ learning styles. It argues that some students learn intuitively.. It argues that some students are intuitive, while other are not, and that they need structure and supervision.

39. Learning Style and Multiple Intelligence MULTIPLE INTELLIGENCESLEARNING STYLES Multiple intelligences proponents advocate making changes in the methodology used in the classroom, but most emphasize using students’ talents in the same way, at the same time, and in the same amount of time. They argue for the need to exploit different educational resources in harmony within what students with different learning styles learn best. It is not different for kinesthetic and tactile students. It differs for kinesthetic and tactile students, arguing for a different teaching for them. There is limited empirical research. There are researches based on strong evidence.

40. Animal School