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Why Learning Styles are Important. Learn HOW we learn (metacognition) Recognize our Strengths Know what we need to Improve Develop Good Study Skills Understand different Teaching Styles. About Learning Styles. We usually have more than one learning preference

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why learning styles are important
Why Learning Styles are Important
  • Learn HOW we learn (metacognition)
  • Recognize our Strengths
  • Know what we need to Improve
  • Develop Good Study Skills
  • Understand different Teaching Styles
about learning styles
About Learning Styles
  • We usually have more than one learning preference
  • Different ways (theories) to understand Learning Styles
  • Use more than one Assessment to see patterns
goal of learning style assessments
Goal of Learning Style Assessments
  • To Succeed in ALL types of classes and with ALL types of instructors
  • To learn new strategies that strengthen our preferred styles
  • Improve and strengthen our less preferred styles
assessment 1 modality questionnaire
Assessment # 1Modality Questionnaire

Measures Learning Preferences in 3 Areas:

VISUAL

AUDITORY OR VERBAL

KINESTHETIC (HAPTIC/ TACTILE)

visual learners
Visual Learners

Learn best from what they see - diagrams, flowcharts, time lines, films,

and demonstrations

Do not like listening for long periods of time

strategies to strengthen visual learners
Strategies to Strengthen Visual Learners  
  • Add diagrams to your notes whenever possible.
  • Use matrixing and mapping.

· Organize notes so that you can clearly see main points and supporting facts and how ideas are connected. Use outline or Cornell note taking.

· Use visual organizers (graphs, charts, symbols, etc.) to help show relationships between concepts/ideas.

strategies to strengthen visual learners7
Strategies to Strengthen Visual Learners  

·  Color-code notes to help you to see categories of information

·  Use visualization as a way to study/prepare for tests and to retrieve information.

auditory verbal learners
Auditory/ Verbal Learners

Verbal learners gain the most learning from

  • reading
  • hearing
  • spoken words
  • participating in discussions, and
  • explaining things to others
strategies for auditory verbal learners
Strategies for Auditory/ Verbal Learners

·  Ask questions to hear more information

·  Record lectures and listen to tapes

·  Rewrite your notes, adding what you missed

Recite and rehearse information orally, read out loud

Talk about what your learn. Use study groups.

tactile kinesthetic learners
Tactile/Kinesthetic Learners
  • need to experience knowledge through their own actions either by "doing" or by getting personally involved in their learning
  • prefer quick paced instruction
  • prefer instructors that keeps things moving
strategies for tactile kinesthetic learners
Strategies for Tactile/Kinesthetic Learners

·  Utilize as many senses as possible while learning

· Go to labs, exhibits, tours, etc. to experience the concepts being learned

· Teach the material to someone else

·  Study in a group

·  Relate the information to concrete examples as you read or listen in lectures

.

strategies for tactile kinesthetic learners12
Strategies for Tactile/kinesthetic Learners

· Think about how you will apply the information being presented

· Pace and recite while you learn

·  Act out material or design learning games

·  Use flash cards with other people

class profile modality questionnaire
CLASS PROFILEModality Questionnaire
  • How many strong VISUAL Learners?
  • How many strong AUDITORY/ VERBAL Learners?
  • How many strong KINESTHETIC/ TACTILE/ HAPTIC Learners?
  • What is the Instructor’s learning style?
  • Implications for this class?
assessment 3 index of learning styles
Assessment # 3 Index of Learning Styles

Measures these Learning Areas:

Active --------------- Reflective

Sensing --------------- Intuitive

Visual --------------- Verbal

Sequential --------------- Global

active reflective
Discuss or apply new material

Try it out

Prefer to learn/study in groups

Need to think about things first

Prefer to study alone

Learn the practical application of material

ACTIVE REFLECTIVE
sensing intuitive
Like learning facts

Good at detail

Have to see how things connect to the real world

Enjoy learning ideas, concepts, the abstract

When learning factual material, ask instructor for theories that relate to material

SENSING INTUITIVE
visual verbal
Add diagrams to your notes

Use matrixing and mapping.

· Organize notes. Use outline or Cornell note taking.

· Ask questions

·  Record lectures

·  Rewrite your notes

Recite and rehearse information orally, read out loud

Use study groups.

VISUAL VERBAL
sequential global
Linear, logical, step-by-step

Good at details

Ask instructor to fill in missing steps

Relate material to what you already know

Good at understanding big picture

Try to learn the details

Skim material first

Relate material to what you already know

SEQUENTIAL GLOBAL
personal style inventory class profile
Personal Style Inventory CLASS PROFILE
  • How many –

-Active -Reflective

-Sensing -Intuitive

-Visual -Verbal

-Sequential -Global

  • What is the Instructor’s learning style?
  • Implications for this class?
learning styles and preferences

Learning Styles and Preferences

ORT 110

Flo Lucci & C. Doherty

assessment 2 personal style inventory or jung typology test mbti
Assessment # 2 Personal Style Inventory or Jung Typology Test(MBTI)

Measures these preferences:

INTROVERT (I) ------------------ (E) EXTROVERT

INTUITIVE (N) ----------------------- (S) SENSING

THINKING (T) ------------------------ (F) FEELING

JUDGING (J) -------------------- (P) PERCEIVING

How you view/experience the world, learning styles and career choices.

mbti i introvert e extrovert
Work best alone

Thinks carefully before responding

Prefers Ideas/abstract

Should earn to meet deadlines

May need to improve verbal communication

Need action and variety while learning

Can pick up external cues and information easily

Can work on more than one project same time

Practice Listening and patience

MBTI(I) INTROVERT (E) EXTROVERT
mbti n intuitive s sensing
Enjoys abstract topics

Prefers essay tests

Enjoys creative assignments

Should pay more attention to detail

Should practice explaining ideas

Learns best by activating senses

Good at details and step by step procedures

Prefers Concrete learning tasks and materials

Needs to work on seeing “the whole picture”

MBTI(N) INTUITIVE (S) SENSING
mbti t thinking f feeling
Prefers reason and logic

Prefers to work alone

Organized

Needs intellectual challenges

Be aware of and respect others’ viewpoints and ideas

Prefers to work in groups

Benefit from feedback

Should practice logical and being objective

MBTI(T) THINKING (F) FEELING
mbti j judging p perceiving
Enjoys structure

Good at planning and setting goals

Should practice being flexible and open to new types of learning

Enjoys variety

Take- Charge Attitude

Should practice planning and finishing projects

Easily distracted

MBTI(J) JUDGING (P) PERCEIVING
mbti class profile
MBTI CLASS PROFILE

How many

I Introverted E Extroverted

N Intuitive S Sensing

T Thinking F Feeling

J Judgmental P Perceiving

  • What is the Instructor’s learning style?
  • Implications for this class?
summary learning profiles with similar dimensions
Summary – Learning Profiles with Similar Dimensions

Group A

-Intuitive

-Global

Group C

-Introvert

-Thinking

-Reflective

Group B

-Sensing

-Sequential

-Judging

Group D

-Extravert

-Active

-Feeling

becoming a versatile learner
Becoming a Versatile Learner

Group A

Memorize as Many Facts as Possible

Group C

Read the hand out and respectfully debate either position – TV leads to Violence or TV does not lead to Violence. Reverse position.

Group B

Write a paragraph summarizing the main themes of the hand out and NOT USE specific statistics or facts.

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Group D

Have partner read half of the list, while other student listens, then have listener read the

remaining list while partner listens. Then have each student select a statement that they agree with and present their argument without stating the way they feel, simply the facts. Have the partner give constructive feedback on their brief presentation, then reverse roles.

sources
Sources

- North Carolina State University by Barbara A. Soloman and Richard M. Felder

  • CHARLES C SCHROEDER
  • Type Focus

- Georgia State University

- Muskingum College

  • Your College Experience 5th Edition byGardner/Jewler
  • Humanmetrics
  • Bucks County Community College
  • University of Missouri