Learning StylesLearning Styles

Chapter 3Chapter 3

What are Learning Styles?What are Learning Styles?

Information enters your brain Information enters your brain three main ways: sight, hearing three main ways: sight, hearing and touch, the one you use the and touch, the one you use the most is called your most is called your Learning Learning StyleStyle

Visual LearnersVisual Learners learn by sight learn by sight Auditory LearnersAuditory Learners learn by learn by

hearinghearing Tactile LearnersTactile Learners (kinesthetic) (kinesthetic)

learn by touchlearn by touch

Visual LearnersVisual Learners Prefer to see information Prefer to see information

such as pictures, diagrams, such as pictures, diagrams, cartoons, demonstrationscartoons, demonstrations

Picture words and Picture words and concepts they hear as concepts they hear as imagesimages

Are easily distracted in Are easily distracted in lectures with no visual aidslectures with no visual aids

Overwhelmed with intense Overwhelmed with intense visuals accompanied by visuals accompanied by lecturelecture

Benefit from using charts, Benefit from using charts, maps, notes, and flash maps, notes, and flash cards when studyingcards when studying

Auditory LearnersAuditory Learners

Prefer to hear information spokenPrefer to hear information spoken Can absorb a lecture with little effortCan absorb a lecture with little effort May not need careful notes to learnMay not need careful notes to learn Often avoid eye contact in order to Often avoid eye contact in order to

concentrateconcentrate May read aloud to themselvesMay read aloud to themselves Like background music when they studyLike background music when they study

Tactile or Kinesthetic LearnersTactile or Kinesthetic Learners Prefer touch as their primary mode for Prefer touch as their primary mode for

taking in informationtaking in information In traditional lecture situations, they In traditional lecture situations, they

should write out important factsshould write out important facts Create study sheets connected to vivid Create study sheets connected to vivid

examplesexamples Role-playing can help them learn and Role-playing can help them learn and

remember important ideasremember important ideas May benefit by using manipulativesMay benefit by using manipulatives

Okay, Iget it now.

Your Intelligence ProfileYour Intelligence Profile Howard Gardner formulated a theory of Howard Gardner formulated a theory of

“multiple intelligences,” suggesting “multiple intelligences,” suggesting abilities seem to cluster in eight abilities seem to cluster in eight different areas:different areas:• Verbal-Linguistic SkillsVerbal-Linguistic Skills• Logical-Mathematical SkillsLogical-Mathematical Skills• Bodily-Kinesthetic SkillsBodily-Kinesthetic Skills• Visual-Spatial SkillsVisual-Spatial Skills• Interpersonal AbilitiesInterpersonal Abilities• Intrapersonal AbilitiesIntrapersonal Abilities• Musical AbilitiesMusical Abilities• Naturalistic AbilitiesNaturalistic Abilities

Myers-Briggs Personality Myers-Briggs Personality Inventory (MBTI)Inventory (MBTI)

Extraversion/IntroversionExtraversion/Introversion Sensing/IntuitingSensing/Intuiting Thinking/FeelingThinking/Feeling Judging/PerceivingJudging/Perceiving

E/I

S/N

T/F

J/P

Extraversion/IntroversionExtraversion/Introversion(Social Orientation)(Social Orientation)

Extroverts Extroverts • Like talking with others and Like talking with others and

taking action.taking action.• Prefer active learning and Prefer active learning and

group projects.group projects. IntrovertsIntroverts

• Prefer to have others do the Prefer to have others do the talking.talking.

• Prefer lectures and structured Prefer lectures and structured tasks.tasks.

Sensing/IntuitingSensing/Intuiting(Information Processing)(Information Processing)

SensorsSensors• Are most at home with facts and Are most at home with facts and

examples. examples. • Are drawn to realistic and practical Are drawn to realistic and practical

applications.applications.• Prefer memorizable facts, and concrete Prefer memorizable facts, and concrete

questions.questions.

IntuitersIntuiters• Prefer concepts and theories which can Prefer concepts and theories which can

give greater play to imagination and give greater play to imagination and inspiration.inspiration.

• Prefer interpretation and imagination.Prefer interpretation and imagination.

Thinking/FeelingThinking/Feeling(Decision Making)(Decision Making)

ThinkersThinkers• Like to take an objective approach Like to take an objective approach

and emphasize logic and analysis in and emphasize logic and analysis in their decisions.their decisions.

• Prefer objective feedback, and thrive Prefer objective feedback, and thrive when there is pressure to succeed.when there is pressure to succeed.

FeelersFeelers• Prefer emotion to logic.Prefer emotion to logic.• Give greater weight to the impact of Give greater weight to the impact of

relationships in their decisions.relationships in their decisions.• Prefer positive feedback and Prefer positive feedback and

individual recognition.individual recognition.

Judging/PerceivingJudging/Perceiving(Achieving Goals)(Achieving Goals)

JudgersJudgers• Prefer clearly defined strategies Prefer clearly defined strategies

to achieve goals.to achieve goals.• May jump to closure too quickly.May jump to closure too quickly.• Prefer orderliness, structure, and Prefer orderliness, structure, and

deadlines.deadlines. PerceiversPerceivers

• Like to consider all sides to a Like to consider all sides to a problem and may be at some problem and may be at some risk for not completing their risk for not completing their work.work.

• Prefer spontaneity and flexibility.Prefer spontaneity and flexibility.

My mind is made up!

Don’t confuse me with facts.

Let’s think this through

Surface LearningSurface Learning Studying the minimum of what Studying the minimum of what

needs to be learnedneeds to be learned Relying primarily on rote Relying primarily on rote

memorization, often exercised memorization, often exercised at the last minute [Cramming]at the last minute [Cramming]

Motivation comes from grades Motivation comes from grades In a hurry to get it over with.In a hurry to get it over with. Risky – no real learning occursRisky – no real learning occurs Much less likely to lead to Much less likely to lead to

college successcollege success

Study, shmudy!I wannaparty!

Deep LearningDeep Learning

Goal is to truly understand Goal is to truly understand course materialcourse material

Involves actively constructing Involves actively constructing learning experienceslearning experiences

Leads to better memory Leads to better memory retentionretention

Deep learners enjoy the process Deep learners enjoy the process of learning for its own sakeof learning for its own sake

Deep learners use more thinking Deep learners use more thinking skillsskills

Fascinating!I need to

know more…

Discovering Your Own Learning Discovering Your Own Learning StyleStyle Take a Learning Styles testTake a Learning Styles test

Think about your favorite classes in Think about your favorite classes in high school or college so far. What do high school or college so far. What do they have in common? Did you like…they have in common? Did you like…• mastering facts?mastering facts?• discussion? or working on your own?discussion? or working on your own?

• lecture? or pairing or grouping?lecture? or pairing or grouping?• hands-on activities?hands-on activities?

Do some self-analysis (calledDo some self-analysis (calledmetacognition) How do you metacognition) How do you think you learn?think you learn?

Using Knowledge of Your Using Knowledge of Your Learning StyleLearning Style

Knowing your learning style, both Knowing your learning style, both your strengths and your weaknesses, your strengths and your weaknesses, can help you study more effectively. can help you study more effectively.

Build Strengths across the Build Strengths across the Learning StylesLearning Styles

Make the best use of your Make the best use of your learning style.learning style.

Work harder in skills that Work harder in skills that do not come easily to you.do not come easily to you.

Be flexible and adaptable, Be flexible and adaptable, try new things and new try new things and new ways.ways.

Keep growing! Don’t be Keep growing! Don’t be easily satisfied!easily satisfied!

Progress is our most important

trait!

Different Teaching StylesDifferent Teaching StylesAre they compatible with your learning Are they compatible with your learning

style?style?LectureLecture – – teacher talks all periodteacher talks all period

Group discussionGroup discussion – – teacher talks but teacher talks but encourages discussionencourages discussion

Small groupsSmall groups – – teacher aids (facilitates) teacher aids (facilitates) group interactiongroup interactionVisual focus Visual focus – teacher uses lots of visual aids– teacher uses lots of visual aidsVerbal focusVerbal focus – words, words & more words – words, words & more wordsLogical sequenceLogical sequence – teacher presents – teacher presents material in a step-by-step, reasonable material in a step-by-step, reasonable formatformatRandom sequenceRandom sequence – teacher jumps all over – teacher jumps all over the placethe place

Build Positive Relationships Build Positive Relationships with Your Instructorswith Your Instructors

Much of college is about Much of college is about interactions with your professors.interactions with your professors.

The success of those interactions The success of those interactions will have a major impact on your will have a major impact on your overall college success.overall college success.

Don’t let your learning style or Don’t let your learning style or personality preferences control your personality preferences control your behavior.behavior.

Take responsibility for relating to Take responsibility for relating to your instructors in a way that will be your instructors in a way that will be most beneficial to you.most beneficial to you.

They will be more responsive if you They will be more responsive if you appear to be confident and in appear to be confident and in control.control.

Groupeffort,Yes!

Solving Problems with Solving Problems with InstructorsInstructors

Instructors are human (it’s true, Instructors are human (it’s true, honest.) You can talk to them.honest.) You can talk to them.

If you are struggling in a course, talk If you are struggling in a course, talk to classmates and approach instructor.to classmates and approach instructor.

Be courteous and forthright. We all Be courteous and forthright. We all make mistakes: instructors & students make mistakes: instructors & students both.both.

Keep copies of your work.Keep copies of your work. Direct complaints to instructor first. Direct complaints to instructor first. If unsuccessful, appeal in writing to If unsuccessful, appeal in writing to

instructor’s supervisor or the school’s instructor’s supervisor or the school’s “Ombudsperson”“Ombudsperson”

We can work this out…

Making the Most of the Making the Most of the Student-Instructor RelationshipStudent-Instructor Relationship Make it a point to attend class Make it a point to attend class

regularly, and on time.regularly, and on time. If you have a question, ask it.If you have a question, ask it. Save your “cuts” for emergencies.Save your “cuts” for emergencies. Sit near the front.Sit near the front. See your instructor outside class See your instructor outside class

when you need help.when you need help. Share one or more “one minute Share one or more “one minute

papers” and your ideas with your papers” and your ideas with your instructorinstructor..

So what is it about your grade that you

don’t like?

Remember!Remember!No matter what your Learning No matter what your Learning Style is, it’s very important to-Style is, it’s very important to-

Be involved in class – participate!Be involved in class – participate! Link classroom experience to the outside Link classroom experience to the outside

worldworld Relate class concepts to your own life.Relate class concepts to your own life. Ask questions and offer criticism.Ask questions and offer criticism. Stimulate further relevant discussion.Stimulate further relevant discussion. Don’t get distracted – stay “on-task”Don’t get distracted – stay “on-task” Keep an open mind: there are many ideas Keep an open mind: there are many ideas

beyond your own.beyond your own.