learning styles n.
Skip this Video
Loading SlideShow in 5 Seconds..
Learning Styles: PowerPoint Presentation
Download Presentation
Learning Styles:

Learning Styles:

79 Views Download Presentation
Download Presentation

Learning Styles:

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Learning Styles: Does the Shotgun Approach Work? Dean Farwood, MS, MCT Heald College, Program in Information Technology Keller Graduate School of Management, College of Engineering and Information Sciences

  2. Why I’m Completely Unqualified to Present This Topic • I was a C and D student throughout grammar school • I didn’t go to high school • I dropped out of a music conservatory after two years • I studied chess for a year • I didn’t start teaching until I was in my mid-thirties

  3. Why I’m Perfectly Qualified to Present This Topic • I was a C and D student throughout grammar school • I didn’t go to high school • Since age 14 I’ve only studied subjects in which I’m interested • I have completed graduate training in three fields (physical therapy, systems engineering, education) • I didn’t start teaching until I was in my early-thirties • I teach in both a two-year vocational program and a master’s program for managers

  4. TerminologyLearning Style • The way in which a student, “…concentrates on, processes, internalizes, and remembers new and difficult academic information or skills...” (Shaughnessy).

  5. TerminologyLearning Styles (Grasha) • Competitive • Collaborative   • Avoidant   • Participant   • Dependent   • Independent

  6. TerminologyLearning Styles (Dunn) • Environmental • sound, temperature, light, design • Emotional • persistence, motivation, responsibility • Sociological • teams, pairs, solo • Physical • perception, mobility, time, intake (food) • Psychological • analytical/global, reflective/impulsive

  7. TerminologyLearning Styles (Kolb) Learning Style Inventory Learning Modes: • Concrete Experience • Reflective Observation • Abstract Conceptualization • Active Experimentation

  8. Kolb’s Bipolar Scales

  9. Kolb’s Bipolar Scales

  10. Kolb’s Bipolar Scales

  11. Kolb’s Bipolar Scales

  12. Kolb’s Bipolar Scales

  13. Kolb’s Bipolar Scales

  14. Kolb’s Bipolar Scales

  15. Kolb’s Bipolar Scales

  16. Kolb’s Bipolar Scales

  17. Kolb’s Bipolar Scales

  18. Kolb’s Bipolar Scales

  19. Kolb’s Bipolar Scales

  20. Kolb’s Bipolar Scales

  21. Kolb’s Bipolar Scales

  22. Kolb’s Bipolar Scales

  23. Kolb’s Bipolar Scales Putting Them Into Action Terry (2001) - Translating learning style theory into university teaching practices • Assimilators should receive advanced, detailed information on upcoming exams • Divergers should be given frequent writing assignments • Convergers should be tested on practical application of material learned

  24. TerminologyStudent Learning Outcomes Objective measures of student performance such as: • course-specific assessments • measurement of course instructional objective attainment (formative, summative) • final course grades • standardized tests

  25. TerminologyActive vs. Passive Learning • Active • Hands-on • Moving around • Building • Passive • Lecture • Reading • Thinking Can learning be passive? Can teaching be passive?

  26. TerminologyThe Shotgun Method • Varying the delivery of course content to include several instructional modalities under the assumption that different students have different preferred learning styles and, by including varied delivery methods, teachers will have accommodated the preferred learning style of most students

  27. Questions • Are preferred learning style assessment tools reliable, valid and practical to implement? NO

  28. Questions • Is there consensus in the identification of teaching methods which are consistent with particular learning styles? NO

  29. Questions • Does the course content influence the feasibility of accommodating preferred learning styles? YES

  30. Questions • Does student attainment of learning style versatility improve academic outcomes? NO

  31. Questions • Is an individual’s preferred learning style subject to change over time? NO

  32. Questions • Does the shotgun method work? NO

  33. Self-referential Studies Rita Dunn’s recent article: Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents, June, 2009 • 50% Dunn citations • 13% dissertation • +20% using Dunn methods/measurements • 83% self-referential

  34. The Politics of Teaching • Student-centered • Supports retention • Student satisfaction • Success (grade inflation) • Decrease anxiety • Learner-centered • Supports retention • Learning styles

  35. The Exigencies of Learning • Subject-centered • Emphasizes mastery of student learning outcomes • Objective measures of skills through specific rubrics • May require different ways organizing curriculum

  36. THE GAP • Why do administrators and teachers subscribe to an approach that, despite 30 years of research, has little or no scientific basis?

  37. Possible Answers • Administrators and teachers are untrained in critical thinking and critical analysis of research findings.

  38. Teaching to Weaknesses • Learning style accommodation (LS) • Constructivist education (C) • Multiple intelligences (MI) All have been used to justify accommodating students’ behavioral and cognitive weaknesses

  39. Teaching to Weaknesses • LS, C, MI all see lecture as undesirable and all avoid discussion of reading • Is this making necessity a virtue? • How are children prepared for education?

  40. Sesame Street is a Dangerous Neighborhood • Attention span limited • TV and film provide clarity in ethics and motive • TV and file provide non-analytical solutions to problems • News is folksy and superficial • Technological communication discourages reflection and refinement

  41. What is the Teacher’s Role? • Should teachers legitimize the politicians’ justifications for their unwillingness to spend money on education from cradle to employment?

  42. What is the Teacher’s Role? Or…….should teachers train students in • Sustained concentration • Objectivity • Critical perception • Critical analysis • Creativity • Fluency with humanistic perspectives

  43. The Continuum of Normalcy • Do LS, C, and MI celebrate diversity to the point that everything is equally meaningful? • Do LS, C, and MI contribute to a growing cultural wasteland where ordinal scales are banished; everything is equal – and thus, ultimately, nothing is of value?

  44. The Answer It’s the teacher, stupid.

  45. The Answer • Successful outcomes are associated with a deep rather than superficial approach to learning • Superficial approaches are associated with the perceptions that the workload is too high and that assessment is testing reproductive learning

  46. The Answer • Deep approaches to learning are associated with the student perception that teaching is good and goals and standards are clear.

  47. The Answer It’s the teacher, stupid.

  48. Thank you