Learning Styles Presented by Fernando Perez fernandoperez76@gmail

1. Learning Styles Presented by Fernando Perez fernandoperez76@gmail.com

8. LEARNING STYLES • WHY BOTHER?

9. Learning something in new and difficult in the way your brain prefers it • Saves you time. • The information becomes personal knowledge quicker. • Learning about learning styles reminds you of other options for making connections.

10. Learning “How to Learn” It is an Important Piece in

11. Learners need a sense of control over their learning . • When a learner feels in control, the cortex is fully functionalandhigher level meaningful learning is possible • creativity, analysis, synthesis, planning, and problem solving • When a learner feels he is not in control, these parts of the brain shut down and the onlylearning possible is rote memorization or simple learning based on habit or instinct. Caine and Caine(1991)

12. When students • are required to think critically. . . • know what questions to ask. . . • know strategies for processing information. . . • know the goal or objective of a lesson. . . • know how they learn best . . . Control shifts from instructor to LEARNER

13. We addressed these three with some memory principles • Meaning • Interest • Present Circumstances • Intent to Remember • History • Basic Background

14. Eric Jenson. Super Teaching. San Diego. The Brain Store, Inc., 1998 On line http://www.mtsu.edu/~chopper/jensen.html

15. Approaches ToLEARNING STYLESNecessary for Optimal Learning • Sensory ModesInput • Hemispheric DominanceProcess • Multiple IntelligenceResponse

16. Begin to learn something NEW or DIFFICULT in your Strength.

17. Reinforce it in as many ways possible.

18. Input Sensory Modes • Preference in Receiving Information

19. SENSORY MODES • AUDITORY

20. SENSORY MODES • VISUAL

21. SENSORY MODES • KINESTHETIC

22. Mixed Modality • Most of us use a combination of these three.

23. A fire breaks out in a roomYour IMMEDIATE,FIRST reaction • Auditory--start yelling “Fire” or giving directions or screaming. • Visual --quickly you size up the situation, looking for exits, other is need, etc. • Kinestheticstart running for the exits or grabbing other to help them out. • While you may do all 3, one will be an instinctual first reaction. That's your sensory learning style.

24. We actually have five senses • We could include • Olfactory(smell) and • Gustatory(taste) • But visual, auditory and kinesthetic are used most for semantic memory

25. AUDITORY • Use their voices and their ears as the primary mode of learning. You remember what you hear and what you say yourself. You want to talk about something difficult. You love class discussion. • listen carefully in class • tape record-both classes and notes for review and practice tests • discuss material with another student or instructor

26. Visual • Want to actually see the words written down, a picture of something being described, a time line to remember events in history, or the assignment written on the board. Probably you organize your materials. You appreciate being able to follow with an overhead transparency or handout. • Review and study material by reading and organizing--maybe even recopying. • Using mapping techniques • and mental videos

27. Kinesthetic • Prefer and actually learn better when they touch and are physically involved in what they are studying. Act out a situation, do a project and in general be busy with your learning. You may take lots of notes and never re-read them! • Make copious notes • Use computer • Use Label in Margin System • Make flashcards • Mapping • Make summary sheets • Take sample tests • Pace/Dance/Cheer • Make models

28. Begin to learn something NEW or DIFFICULT in your Strength.

29. Reinforce it inasmanywayspossible.

30. Read Hear Words WatchStillPicture Watchmovingpicture Watchexhibit Watchdemonstration Doa sitevisit Doadramaticpresentation Simulatearealexperience Dotherealthing Teachsomeoneelse Levels of Abstraction People Generally Remember 10% of what they read Verbal receiving 20% of what they hear 30% of what they see Visual receiving 50% of what they hear and see 70% of what they say or write Hearing, Saying, Seeing and Doing 90% of what they say astheydo a thing 95% of what they teach Someoneelse DALE’S CONE OF EXPERIENCE 1969

31. What Difference Does My Style Make? Your learning style affects the way you structure: • Quizzes/tests • Presentations • Lectures • Demonstrations • Lab time

32. Current Research Shows • “A relationship between learning styles and teaching styles is a factor in the success of postsecondary students.” (Sarasin, 1999) • James Anderson (1985) says that the interaction among teaching styles and learning styles and the classroom environment is primary to the structure and process of learning.

33. How Can I Use This in Class? • Design activities that meet all types of learning styles • Change activities often • Every 15-20 minutes of class time • Use activation to gain attention • Be aware of your learning method when planning your class

34. Auditory Learner Descriptors Abstract sequential Reflective Independent Achievement-oriented Memory-oriented Competitive Skill-oriented

35. Auditory Learners in the Classroom • Learn best by hearing • Lectures and/or audiotapes • Distract easily • Noise or music • Talk to self aloud • Participate in class discussions • Need time to consider ideas before speaking • Tape and then listens to lectures later • Use mnemonic devices

36. Visual Learner Descriptors • Abstract random • Global • Concrete • Active • Affective • Field-sensitive • Concept-oriented

37. Visual Learners in the Classroom • Like graphics, pictures, diagrams • Find verbal instructions difficult as mind sometimes wanders • Likes to read, generally a good speller • Doodles frequently, usually organized • Has good handwriting • Notices details

38. Kinesthetic Learner Descriptors • Dependent and independent • Creative • Behavioral • Needs interaction • Physical by nature • Sensory • Active

39. Kinesthetic Learners in the Classroom • Likes motion and physical application of information • May prefer other activities other than reading – could be poor speller • Uses hands while speaking • Works through problems physically – translates brain to body quickly

40. Auditory Activation Activities • Verbal questioning • Focusing using directive questions • Verbal sharing or interaction • Has this ever happened to you? What do you think about this? • Reword directions, expectations and important points

41. Auditory Instructional Activities • Lecture • Discussion • Activities that involve memory • Verbal sorting • Individual work • Students will keep a running commentary in their heads while working. Also appeals to their competitive nature

42. Auditory Assessment Techniques • Allow students to give oral presentation • Question and answer session • Include questions on tests that appeal to their concrete, ordered nature • Multiple choice • Ranking • Allow them to conduct and present an original research project • Concentrates on independent nature

43. Visual Activation Activities • Add visual aids to instructions • Focusing using writing as a response • Include visual stimuli in explanation • Use graphics, charts, diagrams to gain attention • Provide a “big-picture” view • Appeals to their holistic method of learning

44. Visual Instructional Activities • Visual formats • PowerPoint appeals to both visual and auditory • Models and demonstrations • Videos • Mind (concept) maps • Field trips • Appeals to their holistic view of the concept • Group work • Appeals to their social nature

45. Visual Assessment Techniques • Problem-based learning • Case study • Projects • Tests that include essay or short-answer questions • Mind maps

46. Kinesthetic Activation Activities • Questioning based on physical interactions with objects • Focus techniques that involve object interaction or manipulation • Discuss materials to be used in the upcoming lesson, allow students to get hands-on view

47. Kinesthetic Instructional Activities • Internships/Co-op • Field trips • Experiential learning/labs • Group work that involves movement • Simulations and demonstrations • Active learning

48. Kinesthetic Assessment Techniques • Role-play • Demonstration of concept to others • Build a replica • Design/conduct a simulation • Create a lab environment and experiments