Learning Styles …Learning Styles …
……and what they mean to a and what they mean to a training programtraining program
The Challenge …The Challenge …
You have just purchased a pre-fab office You have just purchased a pre-fab office desk from Office Placedesk from Office Place
It consists of:It consists of:– pre-cut pieces of wood, labeled “A”, “B”. “C”, pre-cut pieces of wood, labeled “A”, “B”. “C”,
etc.etc.– little bags of screws, nuts and bolts, and some little bags of screws, nuts and bolts, and some
odd-looking flat connectors.odd-looking flat connectors.– A pamphlet of instructionsA pamphlet of instructions
The Goal …The Goal …
You have to assemble this piece of You have to assemble this piece of furniture in one hourfurniture in one hour
The Variables …The Variables …
You can adjust your environment with You can adjust your environment with music, silence, food, drink as you wishmusic, silence, food, drink as you wish
You can consult friendsYou can consult friends
You can talk to anyone you wish by phone You can talk to anyone you wish by phone or F2For F2F
You can remain in one place or you roam You can remain in one place or you roam around your work spacearound your work space
How do YOU engage this How do YOU engage this challenge?challenge?
Divide off into groups of 3 and buzz about Divide off into groups of 3 and buzz about this for this for 5 minutes5 minutes..
Take notes – jot down Take notes – jot down a summarya summary of the of the steps YOU would use to put this desk steps YOU would use to put this desk togethertogether
Try to find some commonalities within your Try to find some commonalities within your groupgroup
We will report back in 5 minutesWe will report back in 5 minutes
What What AREARE Learning Styles? Learning Styles?
Strategies by means of which people are best Strategies by means of which people are best able to personalize and internalize information able to personalize and internalize information to render it knowledgeto render it knowledge
What Buddha might suggest are “The different What Buddha might suggest are “The different paths that lead to the top of the mountain”paths that lead to the top of the mountain”
Engaging in Engaging in instructional judoinstructional judo – embracing – embracing the strengths of your audience and turning that the strengths of your audience and turning that energy to your own advantage as a trainerenergy to your own advantage as a trainer
OverviewOverview
Many variations on labels for learning Many variations on labels for learning stylesstyles
Focus on the fundamental descriptions Focus on the fundamental descriptions todaytoday
These terms are These terms are coarse grain labelscoarse grain labels
Remember that learners often adopt Remember that learners often adopt hybrid learning styleshybrid learning styles, i.e. mixtures of , i.e. mixtures of several stylesseveral styles
Broad Strokes: Learning Styles Broad Strokes: Learning Styles 11
Visual LearnersVisual Learners– Learn through seeingLearn through seeing– Information is best presented in Information is best presented in
picture/graphical formatpicture/graphical format– Visual learners benefit from films, photos, Visual learners benefit from films, photos,
computer graphics, Flash objects, diagramscomputer graphics, Flash objects, diagrams– When studying, they associate a graphical When studying, they associate a graphical
representation of the material in their mindsrepresentation of the material in their minds– They are frequently artistic themselvesThey are frequently artistic themselves
Broad Strokes: Learning Styles Broad Strokes: Learning Styles 22
Auditory LearnersAuditory Learners– Learn through hearing/listeningLearn through hearing/listening– Information best internalized through lectures, Information best internalized through lectures,
dicussions, talking with othersdicussions, talking with others– Written information may not have much Written information may not have much
meaning until it is heardmeaning until it is heard– Auditory learners benefit from tape/digital Auditory learners benefit from tape/digital
recording, having text read to them (MS recording, having text read to them (MS Reader, TextAloud)Reader, TextAloud)
Broad Strokes: Learning Styles Broad Strokes: Learning Styles 33
Tactile/Kinesthetic LearnersTactile/Kinesthetic Learners– Learn through doing, touching, movingLearn through doing, touching, moving– Tactile learners benefit from hands-on activityTactile learners benefit from hands-on activity– Actively engaged in the world around themActively engaged in the world around them– Crave activity, touch, interpreting world Crave activity, touch, interpreting world
physicallyphysically– Excel at physical activity, craftsExcel at physical activity, crafts
Howard Gardner: Howard Gardner: Multiple Intelligences Multiple Intelligences
Howard Gardner is Professor in Cognition Howard Gardner is Professor in Cognition and Education at the Harvard Graduate and Education at the Harvard Graduate School of EducationSchool of Education
Multiple IntelligencesMultiple Intelligences:: Gardner’s Gardner’s taxonomy of 7 ways individuals taxonomy of 7 ways individuals demonstrate intellectual abilitydemonstrate intellectual ability
Lead to a finer categorization of learning Lead to a finer categorization of learning stylesstyles
Multiple Intelligences: 7 TypesMultiple Intelligences: 7 Types
Visual/Spatial IntelligenceVisual/Spatial Intelligence– Subsumes Visual Learner broad categorySubsumes Visual Learner broad category
Verbal/Linguistic IntelligenceVerbal/Linguistic Intelligence– Subsumes Auditory Learner broad categorySubsumes Auditory Learner broad category
Bodily/Kinesthetic IntelligenceBodily/Kinesthetic Intelligence– Subsumes Tactile/Kinesthetic Learner broad Subsumes Tactile/Kinesthetic Learner broad
categorycategory
Multiple Intelligences: 7 TypesMultiple Intelligences: 7 Types
Logical/Mathematical IntelligenceLogical/Mathematical Intelligence– Ability to use reason, logic, numbersAbility to use reason, logic, numbers– Learners think conceptually between Learners think conceptually between
numerical patterns, make connections numerical patterns, make connections between pieces of informationbetween pieces of information
Musical/Rhythmic IntelligenceMusical/Rhythmic Intelligence– Learners think in sounds, rhythms, patternsLearners think in sounds, rhythms, patterns
Multiple Intelligences: 7 TypesMultiple Intelligences: 7 Types
Interpersonal IntelligenceInterpersonal Intelligence– Ability to relate to and understand othersAbility to relate to and understand others– Learners interpret from dual perspectiveLearners interpret from dual perspective– They intuit motives, intentionsThey intuit motives, intentions– They facilitateThey facilitate– Use both verbal (speaking) and non-verbal Use both verbal (speaking) and non-verbal
(body language, touch) modes of (body language, touch) modes of communicationcommunication
Multiple Intelligences: 7 TypesMultiple Intelligences: 7 Types
Intrapersonal IntelligenceIntrapersonal Intelligence– Ability to be autoreflexive, be aware of one’s Ability to be autoreflexive, be aware of one’s
own inner stateown inner state– These learners are aware of their own These learners are aware of their own
strengths/weaknesses, how they relate to strengths/weaknesses, how they relate to othersothers
Finer Grain: Learning Styles 1Finer Grain: Learning Styles 1
LINGUISTIC LEARNER likes to read, LINGUISTIC LEARNER likes to read, write, tell storieswrite, tell stories
Is good at memorizing factsIs good at memorizing facts
Learns best by saying, hearing, seeing Learns best by saying, hearing, seeing wordswords
Finer Grain: Learning Styles 2Finer Grain: Learning Styles 2
LOGICAL/MATHEMATICAL LEARNER LOGICAL/MATHEMATICAL LEARNER likes to do experiments, work with likes to do experiments, work with numbers, explore patterns and numbers, explore patterns and relationshipsrelationships
Is good at math, reasoning, problem-Is good at math, reasoning, problem-solvingsolving
Learns best by classifying, working with Learns best by classifying, working with abstract patterns or relationshipsabstract patterns or relationships
Finer Grain: Learning Styles 3Finer Grain: Learning Styles 3
SPATIAL LEARNER likes to draw, build, SPATIAL LEARNER likes to draw, build, look at pictures, movieslook at pictures, movies
Is good at imagining things, reading Is good at imagining things, reading maps/chartsmaps/charts
Learns best by visualizing, working with Learns best by visualizing, working with colour/picturescolour/pictures
Finer Grain: Learning Styles 4Finer Grain: Learning Styles 4
MUSICAL LEARNER likes to listen and MUSICAL LEARNER likes to listen and respond to musicrespond to music
Is good at remembering melodies, being Is good at remembering melodies, being aware of pitch and rhythmaware of pitch and rhythm
Learns best by rhythm, musicLearns best by rhythm, music
Finer Grain: Learning Styles 5Finer Grain: Learning Styles 5
BODILY/KINESTHETIC LEARNER likeS BODILY/KINESTHETIC LEARNER likeS to touch, talk, move aroundto touch, talk, move around
Is good at physical activities such as sportIs good at physical activities such as sport
Learns best by touching, moving, Learns best by touching, moving, interacting with space around him/herinteracting with space around him/her
Finer Grain: Learning Styles 6Finer Grain: Learning Styles 6
INTERPERSONAL LEARNER like to talk INTERPERSONAL LEARNER like to talk to people, join groupsto people, join groups
Is good at understanding, leading others, Is good at understanding, leading others, mediating, facilitatingmediating, facilitating
Learns best by sharing, comparing, Learns best by sharing, comparing, interviewing, relatinginterviewing, relating
Finer Grain: Learning Styles 7Finer Grain: Learning Styles 7
INTRAPERSONAL LEARNER likes to INTRAPERSONAL LEARNER likes to work alone, autodidactwork alone, autodidact
Is good at following instincts, focusing on Is good at following instincts, focusing on and understanding self, being originaland understanding self, being original
Learns best by working alone, self-paced Learns best by working alone, self-paced instructioninstruction
A Sample Learning InventoryA Sample Learning Inventory
Listen to the questions and try to decide Listen to the questions and try to decide what learning style would best describe what learning style would best describe each learner …each learner …HINT: The learning styles focus only on HINT: The learning styles focus only on the three broad categories:the three broad categories:– VisualVisual– AuditoryAuditory– Tactile/KinestheticTactile/Kinesthetic
How Do You Determine Which How Do You Determine Which Learning Style Is Appropriate to A Learning Style Is Appropriate to A
Group? Group? Best, but not always possible is to do a Best, but not always possible is to do a needs assessment prior to trainingneeds assessment prior to trainingThis will give you a sense of the range of This will give you a sense of the range of learning styles you can expect to learning styles you can expect to encounterencounterYou can then tailor your training program You can then tailor your training program to more closely fit the dominant learning to more closely fit the dominant learning styles or combinations thereofstyles or combinations thereof
How Do You Determine Which How Do You Determine Which Learning Style Is Appropriate to A Learning Style Is Appropriate to A
Group?Group?You might circulate in the training group You might circulate in the training group before the session begins (pre-session before the session begins (pre-session coffee) and chat with participantscoffee) and chat with participants
““Tease out” learning styles with some Tease out” learning styles with some unobtrusive questions about why unobtrusive questions about why participants are there: questions might hint participants are there: questions might hint at things we asked in the inventory we just at things we asked in the inventory we just diddid
And Applying My Knowledge of And Applying My Knowledge of Learning Styles?Learning Styles?
You will find that there is never a single You will find that there is never a single dominant learning style, but rather dominant learning style, but rather mutations and combinations of stylesmutations and combinations of styles
Therefore, when you present, you must Therefore, when you present, you must endeavour whenever possible to present endeavour whenever possible to present your information in a triangulated your information in a triangulated relationshiprelationship
Huh? Triangulate??Huh? Triangulate??
i.e. present the same point of information i.e. present the same point of information from a number of different perspectivesfrom a number of different perspectives
From a visual, from an auditory and from a From a visual, from an auditory and from a tactile if possibletactile if possible
Triangulation not only considers disparate Triangulation not only considers disparate learning styles, it reinforces one learning learning styles, it reinforces one learning style with anotherstyle with another
Triangulation ScenarioTriangulation Scenario
You might begin by explaining the general You might begin by explaining the general concepts in overview verballyconcepts in overview verballyYou might then move into the details of the You might then move into the details of the concepts with charts, whiteboard, computer concepts with charts, whiteboard, computer presentation or animationpresentation or animationYou might follow this up with a sample problem, You might follow this up with a sample problem, breaking into groups and moving them to parts breaking into groups and moving them to parts of the room where they buzz amongst of the room where they buzz amongst themselves about the solution using the themselves about the solution using the concepts just learnedconcepts just learned
SUMMARYSUMMARY
Broadly speaking, people learn byBroadly speaking, people learn by
SHOWING (visual)SHOWING (visual)
TELLING (verbal)TELLING (verbal)
DOING (tactile/kinesthetic)DOING (tactile/kinesthetic)
OR combinations of theseOR combinations of these
Gardner added 4 finer subsets to these 3Gardner added 4 finer subsets to these 3
SUMMARYSUMMARY
Be prepared for multiple learning styles in Be prepared for multiple learning styles in any groupany group
Include triangulated presentation of Include triangulated presentation of information in your traininginformation in your training
Be prepared to take risks and adapt your Be prepared to take risks and adapt your presentation or training to the clientele at presentation or training to the clientele at hand. hand.
CONCLUSIONCONCLUSION
Remember your clientele is composed of Remember your clientele is composed of human beings, who are complex and human beings, who are complex and unpredictable unpredictable