Seminar VIII

Learning Styles
Debra Larson
ExCEEd Teaching Workshop July 12 - 17, 2009

When Things Are Going Wrong In Class

What do you notice about students behavior?

ExCEEd Teaching Workshop July 12 - 17, 2009

When Things Go Wrong

As the Professor, maybe:

Become overly critical of students

Students today are not like students of yesterday You against them

Begin to doubt if in right profession

ExCEEd Teaching Workshop July 12 - 17, 2009

Perhaps
your teaching techniques do not match your students learning styles
ExCEEd Teaching Workshop July 12 - 17, 2009
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This Presentations Objectives

Determine your own Sequential learning style? Active Recognize the ILS Visual dimensions Inductive Describe the consequences of Sensory Global mismatch Match teaching techniques to learning styles.

ExCEEd Teaching Workshop July 12 - 17, 2009

Intuitive

Deductive

Verbal Reflective

What is your preferred learning style?

Caveats
Many different learning style models Leave out important factors Learning is dynamic

Avoid over-interpreting results

Felder, R.M. and Spurlin, J. 2005. Applications, Reliability and Validity of the Index of Learning Styles. Int. J. of Eng Educ. Vol. 21, No.July 1. pp.12 103-112 ExCEEd Teaching Workshop - 17, 2009 6

Index of Learning Styles (ILS)

Barbara Soloman and Richard Felder North Carolina State University
http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Read each question and answer by circling a or b to every question. Choose only one answer. If both a or b seem to apply, choose the one that applies more frequently.

ExCEEd Teaching Workshop July 12 - 17, 2009

Scoring Your ILS

In the first part of the scoring sheet, designate your a or b choice by putting a 1 in the appropriate column of your scoring sheet.
ACT/REF
Question 1 5 9 a __ __ 1 b 1 1 __

ExCEEd Teaching Workshop July 12 - 17, 2009

Scoring Your ILS

In the second part, total the columns and write the totals in the indicated spaces a = 2, and b = 9 For each dimension (e.g. ACT/REF), subtract the larger score from the smaller one. 9-2 = 7 Write this difference in the third part along with the letter of the larger score. ACT/REF = 7b
ExCEEd Teaching Workshop July 12 - 17, 2009

Plot Your Results

Each spoke of the wheel represents a scale with two dimensions, the a and b side.
a
11 8 4

b
0
4 8 11

For now, ignore the circles inscribed on the wheel.

ExCEEd Teaching Workshop July 12 - 17, 2009

b 8 4 4 8 11

Visual

11

Verbal

ExCEEd Teaching Workshop July 12 - 17, 2009

ExCEEd Teaching Workshop July 12 - 17, 2009

Intuitive

b 8 4 4 8 11

Visual

11

Verbal

Sensory

ExCEEd Teaching Workshop July 12 - 17, 2009

Active

Intuitive

b 8 4 4 8 11

Visual

11

Verbal

Sensory

Reflective

ExCEEd Teaching Workshop July 12 - 17, 2009

Sequential Intuitive

11

Active

8 4

b 8 4 4 4 8 11

Visual

11

Verbal

Sensory
11

Reflective Global
b

ExCEEd Teaching Workshop July 12 - 17, 2009

As a group, how do we look?

ExCEEd Teaching Workshop July 12 - 17, 2009

Learning style models tell us about preferences for: taking in information

processing that information.

What do the dimensions mean?

ExCEEd Teaching Workshop July 12 - 17, 2009
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ILS Dimensions
Input
visual - - - - verbal

Pictures, diagrams, graphs, demonstrations Sounds, written and spoken words, formulas
ExCEEd Teaching Workshop July 12 - 17, 2009

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ILS Dimensions
Perception
sensory - - - - intuitive

Sights, sounds, physical sensations Practical & methodical

Memories, ideas, insights Abstract & imaginative

ExCEEd Teaching Workshop July 12 - 17, 2009
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ILS Dimensions
Organization
inductive - - - - deductive
Facts and observations first, then infer principles Natural human learning style Principles given first, applications deduced Natural human teaching style
ExCEEd Teaching Workshopinto July 12 - 17, ILS 2009 Not incorporated the
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ILS Dimensions
Processing
active - - - - reflective

Thinking through things Work alone Learn by doing Working with others

ExCEEd Teaching Workshop July 12 - 17, 2009

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ILS Dimensions
Understanding
sequential - - - - global
Logical progression of small incremental steps. Solve problems w/o complete understanding. Orderly and easy to follow solutions

In large jumps and holistically Solve problems - all or nothing Systems thinking and synthesizer
ExCEEd Teaching Workshop July 12 - 17, 2009
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There you have it

The Missing Dimension Learning Styles and Classroom Implications

ILS Dimensions: Organization

Not incorporated into the ILS

inductive - - - - deductive
x y

Theory z

Theory

Novices

Experts
ExCEEd Teaching Workshop July 12 - 17, 2009

ILS Dimensions: Organization

Not incorporated into the ILS

inductive - - - - deductive
The best teaching method is inductionbut it isnt concise and prescriptiveI dont want instructors to be able to determine somehow that their students prefer deductive presentation and use thatto justify the traditional (deductive), but less effective lecture paradigm.
Felder, R. 2002, Authors preface to Learning and teaching styles in engineering ExCEEd Teaching Workshop July 12 - 17, 2009 education. http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf

Learning and Teaching Mismatch

Most engineering students1 are:

Visual Sensing Active Sequential Inductive

Most teaching2 is:

Verbal Intuitive Neither Act. or Ref. Sequential Deductive

1Zyno,

M.S. 2003. A contribution to validation of score meaning for FelderSolomans Index of Learning Styles. ASEE Conference Proceedings, Session 2351. 2Felder, R. and L. Silverman. 1988. Learning and teaching styles in engineering ExCEEd Teaching Workshop July 12 - 17, 2009 education. Engr. Education, 78(7) 674-681.

Consequences & What to Do

Learning is interrupted when teaching is in only the lesspreferred modes. Teaching in only the preferred modes wont develop mental dexterity.

Accommodate all learning styles by teaching around the wheel.

ExCEEd Teaching Workshop July 12 - 17, 2009
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Question

Indentify three teaching techniques that go beyond:

Non-stop verbal presentation that starts with the fundamentals and theory, and is organized in discrete, linear chunks.

Match the technique to one or more ILS dimension

See Handout - Teaching to All Types found in Felder, R., 1996, Matters of Style
ExCEEd Teaching Workshop July 12 - 17, 2009

Teaching Around the Wheel

Sequential Active Visual Intuitive

Inductive

Incorporate sketches, graphs, pictures, demonstrations, simulations, video clips into lectures

Deductive

Verbal

Sensory Global

Reflective

ExCEEd Teaching Workshop July 12 - 17, 2009

Teaching Around the Wheel

Sequential Active Visual Intuitive

Inductive

Present concrete evidences first s.a. war Deductive stories, lab observation, every-day phenomena, practical numerical problems. Pose a Verbal challenge
Reflective Global

Sensory

See Prince, M.J. and R. M. Felder, 2006, Inductive Teaching and Learning Methods: ExCEEd Teaching Workshop July 12 - 17, 2009 Definitions, Comparisons, and Research Bases. J. Engr. Education, 95(2), 123-138.

Teaching Around the Wheel

Sequential Active Intuitive

Visual

Inductive

Use brief in-class group problem solving activities. Use and pass around toys. Encourage collaboration on homework.

Deductive

Verbal

Sensory Global

Reflective

ExCEEd Teaching Workshop July 12 - 17, 2009

Teaching Around the Wheel

Sequential Active Visual Intuitive

Inductive

Ask questions and pause, Integrate CATs, Students create their own: questions, examples, solution plans, Journaling & PMs
Global

Deductive

Verbal

Sensory

Reflective

ExCEEd Teaching Workshop July 12 - 17, 2009

Teaching Around the Wheel

Sequential Active Intuitive

Visual

Inductive

Use analogies. Connect new material to other material in class, in other classes, in other disciplines, in every day life. Find and describe the big picture. Provide overviews.
Global

Deductive

Verbal

Sensory

Reflective

ExCEEd Teaching Workshop July 12 - 17, 2009

In Summary
You will have students of all learning

styles.
We need all styles in engineering. We need to address all styles in our

classes, not just one.

Do so by incorporating a small number

of additional techniques.
ExCEEd Teaching Workshop July 12 - 17, 2009
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Equal Opportunity Learning

Sequential

Active
Visual

Intuitive Deductive

Inductive

Verbal
Reflective

Sensory

Global

ExCEEd Teaching Workshop July 12 - 17, 2009

The One-Minute Paper on Learning Styles

What was the most important thing you learned?

What important question remains unanswered?

ExCEEd Teaching Workshop July 12 - 17, 2009

Good References

Felder, R., 1996, Matters of Style, ASEE Prism, 6(4), 18-23, December.
http://www2.ncsu.edu/unity/lockers/f/felder/public/Papers/LSPrism.htm

Felder, R., 1988, How Students Learn: Adapting Teaching Styles to Learning Styles, Frontiers in Education Conference Proceedings, 489-493. Wankat, P. and F. Oreovicz, 1993, Teaching Engineering, McGraw-Hill, Inc., 244-305. Bransford, J.D. & others, 2000, How People Learn, National Academy Press
ExCEEd Teaching Workshop July 12 - 17, 2009