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A Strategy for Increasing Learning Flow in the Classroom

A Strategy for Increasing Learning Flow in the Classroom. Darla Green, LEED A.P. & Diana Allison, PhD, ASID Interior Design Johnson County Community College Overland Park, KS. So What’s the Big Idea?.

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A Strategy for Increasing Learning Flow in the Classroom

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  1. A Strategy for Increasing Learning Flow in the Classroom Darla Green, LEED A.P. & Diana Allison, PhD, ASID Interior Design Johnson County Community College Overland Park, KS

  2. So What’s the Big Idea? “People that understand their most effective behaviors and talents are best able to develop strategies to meet and exceed the demands of their daily lives, their careers, and their families.” Clifton, 2006

  3. The Dilema Wanting to connect with unique student process to form knowledge Our perspective

  4. The Tools • HOW we learn: Gregorc Learning Style Delineator • Cognitive Instrument • WHY we learn: StrengthsFinder 2.0 • Strengths-based instrument

  5. Gregorc Learning Style Delineator A. “It is what it is”, you deal with the here and now and process information based on what you see, hear, and think. B. “Things aren’t always what they appear”, you look for patterns using your intuition and imagination.

  6. Gregorc Learning Style Delineator C. You hop around from thought to thought and process information in chunks D. You plan a very linear way of solving problems. You are an step 1 to step 2 person.

  7. Gregorc Learning Style Delineator A. CONCRETE: “It is what it is”, you deal with the here and now and process information based on what you see, hear, and think. B . ABSTRACT: “Things aren’t always what they appear”, you look for patterns using your intuition and imagination.

  8. Gregorc Learning Style Delineator C. RANDOM: You hop around from thought to thought and process information in chunks D. SEQUENTIAL: You plan a very linear way of solving problems. You are an step 1 to step 2 person.

  9. Gregorc Learning Style Delineator • Perception • Concrete • Abstract • Ordering • Sequential • Random Four Learning Styles CS = Concrete Sequential CR = Concrete Random AS = Abstract Sequential AR = Abstract Random

  10. StrenghtsFinder 2.0 • 34 themes developed Talent - innate x Investment - skills & knowledge = Strength ability to consistently provide near perfect performance (Rath, 2007)

  11. Introduction to Interior Design – 1st year 1st semester • Space Planning – 1st year 2nd semester • Residential Design – 2nd year 4th semester • Capstone – 2nd year 4th semester

  12. Sample of two classes Spring 2012 Learning Styles: CS: Concrete Sequential, AS: Abstract Sequential, CR: Concrete Random, AR: Abstract Random Leadership Domains: E: Executing, I: Influencing, R: Relationship Building, S: Strategic

  13. What we found out

  14. Quotes “It helps me when it comes to team projects – I now understand the difference in peoples approach…It also helps me outside the classroom understand people’s motivation.”

  15. Quotes “I now understand my thought process and it’s a little easier to understand why I think the way that I think and the order that I think in.”

  16. What we plan to do next Formalizing the research Investigating the power between the two data sets and if there is any correlation Continue implementation • In studio classes Note: Students who have already taken the assessment are to continue to address talent themes in subsequent class projects

  17. Questions www.gregorc.com www.strengthsquest.com

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