TA TAvisions education support Terry Ashton Welcome!

TATAvisionseducation support

Terry Ashton

WelcomeWelcome!!

We don’t all learn We don’t all learn (and teach)(and teach)

the same way!the same way!so what?so what?

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what we are going to dowhat we are going to do

What are learning styles and preferencesBeginning to identify our own learning preferencesBREAKidentifying our own learning preferences learning styles in action; how knowledge of learning preferences might affect the way we relate and the way we teach?LUNCHlearning styles in action (cont)evaluation

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some questionssome questions

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what things puzzle you in teaching?

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do you find….some people are easier to understand than others?

kids and teachers?

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do you find….some teachers understand some kids better than others?

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do you find….some kids learn really well with some teachers and not with others?

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do you find….a great lesson doesn’t always work a second time?

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do you find….the way you explain something to one youngster may not help another?

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do you find….some teaching methods appeal to you and others do not?(how does this affect how you teach and how does it affect the pupils?)

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do you find….you are tempted to use the teaching approaches that worked best with you?

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do you find….we talk a lot about meeting the needs of individuals?

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do you find….much work in the past about meeting individual needs has focused on differences in “ability”?

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wwhy are learning styleshy are learning styles importantimportant??

People who are actively engaged in the learning process will more likely achieve success.

A key to getting and keeping learners involved in the learning process is to understand learning style preferences.

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models for learning stylesmodels for learning styles

Felder–Silverman Learning ModelHerrmann Brain-Dominance ModelKolb’s Learning-Style InventoryHoney & Mumford’s modelBarbe-Swassing modelGregorc model of mind stylesMyers Briggs Personality Types

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Felder–Silverman Learning Modelsensing or intuitive learnersvisual or verbal learnersinductive or deductive learnersactive or reflective learnerssequential or global learners

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Herrmann Brain-Dominance Model

classifies learners in terms of their relative preferences for thinking in four different modes

left-brain cerebral (logical thinkers)left-brain limbic (sequential thinkers)right-brain limbic (emotional thinkers)right-brain cerebral (holistic thinkers).

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Kolb’s Learning-Style Inventory

This classifies learners as having a preference for

concrete experience or abstract conceptualization

active experimentation or reflective observation.

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Honey & Mumford’s Classification

Developed from Kolb’s model; learners are

activistsreflectorspragmatiststheorists

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How we take in and learn information

Visual•learn by seeing and watching

Auditory•learn by listening to verbal instructions

Kinesthetic•learn by being physically involved

Barbe-Swassing ModelBarbe-Swassing Model

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Perception - how we take in information– Concrete– Abstract

Ordering - how we make sense of and use the information – Sequential– Random

Gregorc model of mind stylesGregorc model of mind styles

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Carl Jung“Psychological Types”

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Katherine Briggs & Isabel Briggs Myers

developed the

Myers-Briggs Type Indicator (MBTI)

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trait theorymeasure how much of a particular trait or skill an individual hastype theoryvaluable differences between people result in different preferences

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trait theorytrait theory

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exam score

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self-esteem

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happiness

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type theorytype theory

preference 1

preference 2

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preferencespreferences

MBTI isNOT about what you are good at

it is aboutWHAT YOU PREFER

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the learning processthe learning process

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acquiring or taking in information

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using information

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using information

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using information

getting motivated or energised

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using information

your preferred environment

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getting energisedgetting energised

using information

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getting motivated/energisedgetting motivated/energised

extraversion

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extraversion E

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extraversion E

introversion

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extraversion E

introversion I

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E - I your energy source what energises you - inner world or outer

world direction of focus - sources of energy how you are energised

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E IE I

energised by outer world (of people activities, things)

energised in inner world (of ideas, emotions, impressions

focus on people, things focus on thoughts, concepts

active reflective

breadth of interest depth of interest

live it, then understand it understand it, before live it

interaction Concentration

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E IE I

outgoing inwardly directed

do-think-do think-do-think

prefer talking to writing prefer activity to take place quietly in head

need to experience world to understand it, and so tend to like action

don't need to experience things to understand them because the concepts and ideas can be worked out in the head

talk it out think it through

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E IE I

extend into your environment by reaching out to others

defend yourself against your environment by stepping back/avoiding others

act first, think later think first, act later

like variety and action like concentration and reflection

prefer to talk face-to-face prefer to use memos, e-mail, and other written forms of communication

you are frequently not available because you’re out and about

even though you’re present, others see you as difficult to read/remote or hard to know

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using information

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acquiring/taking in acquiring/taking in informationinformation

using information

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sensing

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sensing S

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sensing S

intuitive

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sensing S

intuitive N

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S - N how you prefer to take in information

perceiving preference

ways of taking in information

what you pay attention to

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S NS N

prefer taking in information through the five senses

prefer taking in information through the sixth sense and noticing what might be

work with known facts look for possibilities and relationships

facts meanings

data associations

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S NS N

details possibilities

reality-based hunches, speculations

actuality theoretical

here and now future

utility fantasy

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S NS N

step-by-step leap around

avoid fabrications and generalities regarding things

overlook details, lose focus when things are too “spelled out”

value accuracy and precision value insights and analogies

relish the present anticipate the future

let the facts pile up to find the trends

let imagination and ideas be their guide

want to know the practical applications or results

want to know additional uses or possible innovations

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using information

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using informationusing information

using information

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thinking

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thinking T

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thinking T

feeling

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thinking T

feeling F

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T FT F

base decisions on objective/impersonal analysis and logic

base decisions on personal values

analysis sympathy

objective subjective

logic humane

impersonal personal

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T FT F

critique appreciate

reason values

criteria circumstances

firm but fair compassionate

weigh the pros and cons

sort through your values

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T FT Fwant to be logical want to have a harmonious

outcome

seek to find the truth, influenced by objective reasoning

seek to find the most important, influenced by personal information

concern yourself with the underlying principles behind a decision

concern yourself with the impact the decision may have on people

tend toward scepticism and controversy

tend towards acceptance and tolerance

care that flaws are discovered, sharing them with others in an effort to “care for them”

prefer not to critique others but rather to find an appreciative comment

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the environment you preferthe environment you prefer

using information

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judging

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judging J

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judging J

perceiving

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judging J

perceiving P

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J PJ P

prefer a planned, decided, ordered and organised way of life

prefer a flexible, spontaneous way of life

organised pending

settled flexible

planned spontaneous

decisive tentative

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J PJ P

control one‘s life let life happen

set goals undaunted by surprise

systematic open to change

plan your work and work your plan

solve problems as they arise

schedule out your time, setting dates and arrangements

leave scheduling options open as long as possible

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J PJ P

make decisions quickly, putting a stop to seeking new information

enjoy considering new information, putting off final decisions

find surprises and interruptions an annoyance

find surprises or interruptions a welcome distraction

want to have things settled in advance

want to face a few challenges with spontaneity

focus on tasks and timetables

focus on processes and options

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which best applies to you?which best applies to you?

doing what should be

a high sense of duty

an inspiration to others

everything has room for improvement

ready to try anything once

sees much but shares

little

performing noble service to aid society

a love of problem-solving

the ultimate realist

you only go around once

in life

giving life an extra squeeze

one exciting challenge

after another

one of life’s administrator

host/hostess of the world

smooth-talking

persuader

one of life’s natural leaders

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The sixteen personality typesThe sixteen personality types

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

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The sixteen personality typesThe sixteen personality types

ISTJ doing what

should be done

ISFJa high sense of

INFJan inspiration to

others

INTJeverything has

room for improvement

ISTPready to try

anything once

ISFPsees much but

shares little

INFPperforming

noble service to aid society

INTPa love of

problem-solving

ESTPthe ultimate

realist

ESFPyou only go

around once in life

ENFPgiving life an

extra squeeze

ENTPone exciting

challenge after another

ESTJone of life’s

administrator

ESFJhost/hostess of

the world

ENFJsmooth-talking

persuader

ENTJone of life’s

natural leaders

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this groupthis group

E 64 I 36

S 42 N 58

T 71 F 29

J 71 P 29

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2008 group2008 group

E 65 I 35

S 53 N 47

T 36 F 64

J 60 P 40

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this groupthis groupand the general population %and the general population %

this group

gen pop

this group

gen pop

E 64 64 I 36 36

S 42 69 N 58 31

T 71 49 F 29 51

J 71 56 P 29 44

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2008 group2008 groupand the general population %and the general population %

this group

gen pop

this group

gen pop

E 65 64 I 35 36

S 53 69 N 47 31

T 36 49 F 64 51

J 60 56 P 40 44

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this group (and previous this group (and previous years)years)

2009 2008 2007 2006 2005 AVGE 2009 2008 2007 2006200

% % % % % % % % % %

E 64 65 80 70 74 70 I 36 35 20 30 26 30

S 42 53 45 46 49 47 N 58 47 55 54 51 53

T 71 36 42 43 23 43 F 29 64 58 57 77 57

J 71 60 65 72 54 64 P 29 40 35 28 46 36

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Teachers: %NTeachers: %N

lower primary] upperprimary/lower

upper sec college university

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this group!this group! (%) (%)

ENTJ14

ESTJ21

INTJ14

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this group (and previous this group (and previous years) %years) %

ENTJ14(5/7/11/3)

ENFJ7(9/16/17/16

ESFJ7(13/11/11/1

ESTJ21(9/15/9/0)

ENTP7(5/5/4/3)

ENFP7(13/18/9/18

ESFP0(9/4/7/13)

ESTP0(2/4/2/3)

INTP7(4/0/2/6)

INFP0(5/4/2/0)

ISFP7(0/0/0/0)

ISTP0(2/0/2/0)

INTJ14(2/4/0/6)

INFJ0(4/0/2/3)

ISFJ0(11/5/9/8)

ISTJ7(7/7/7/8)

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this groupthis group(and the general population %)(and the general population %)

ENTJ14 (4)

ENFJ 7 (4)

ESFJ 7 (14)

ESTJ 21 (15)

ENTP7 (5)

ENFP7 (8)

ESFP 0 (10)

ESTP0 (7)

INTP 7 (4)

INFP0 (4)

ISFP 7 (5)

ISTP0 (4)

INTJ 14 (3)

INFJ 0 (2)

ISFJ0 (7)

ISTJ7 (7)

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S acquiring or taking in information N

T using information F

E getting motivated or energised I

J your preferred environment P

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EE s prefers prefer

being in a group group work; group projects; group

brainstorming talking (although they get rather fed

up with too much talk from teacher!) talking before doing individual work or

individual thinking

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EE s prefers prefer

activities which give a chance to reconsider thoughts or possible answers or solutions

relatively short, fast-moving activities/environment

trial and error problem-solving (they often succeed when the principles follow the experience, e.g. when using computers, microscopes or doing maths activities)

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EE s prefers prefer

learning by watching someone else do something first (modelling) (eg in science allow extraverts to try or watch an experiment before you explain it)

talking to lots of other people when wrestling with a problem

action and variety knowing what other people expect of them

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EE s ares are

relatively easily distracted (eg do not often concentrate best when sitting next to a window)

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I I s s preferprefer

individual activities one-to-one or small group interaction, and

may find larger groups difficult “lectures” more than extraverts not being put on the spot by too many

questions which require spontaneous answers ‑ time for preparation would be helpful here (introverts are not usually the first to raise their hands)

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pauses for thinking or reflection after being given a question, task or problem

someone else modelling a course of action before they attempt it

“rehearsing” before they speak in front of large group or give oral presentations

concentrating on a few tasks at a time

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taking their time to understand something before they try it

to understand the concept before trying an experiment or problem

to set their own standards

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I I ss

can often cope with (shut out) distractions

do not always express enthusiasms immediately (eg for a particular course of action)

may need reassurance that it is OK for them not to be extravert

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S S s s preferprefer

to use their eyes, ears and touch to find out what's happening

information and facts as well as (vague) ideas and theories (may find abstract concepts difficult or stressful)

“lectures” or programmed learning, but only if they “attract attention” (straight lectures or lots of teacher talk aren't usually enough

audio-visual presentations (rather than just OHP presentations)

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solving problems through standard methods (so may have difficulty with new problems if this can't be done)

skills practice work experience; community service etc hands-on activities; practical work case studies tasks which involve the use of senses (eg

touch) and which are definite and measurable

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using skills they've already learned more than learning new skills

practical/concrete examples having precise step-by-step directions/ideas

about what they are going to do definite measurable things facts ‑ and distrust vague ideas a reference (eg a chapter in a book which

they can use as a study guide

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S S ss

may be patient with details but impatient when details get complicated

may find challenge difficultsometimes find it difficult when

INTUITIVE (N) teachers present material from several different perspectives (eg in social subjects)

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N N s s preferprefer

reading and listening activitiespaying attention to meanings of facts and

how they fit togetheropen-ended situationsusing imagination to come up with

possibilities and new ways of doing thingssolving new problems, particularly those

which don't have one particular solution

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not doing things over and over again - get bored with “practice” activities and lose interest

learning new skills rather than practising those already learned

challenge and open-ended, creative activities

self-paced learning group discussions which allow imagination

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role play (particularly if the person also prefers extraversion)

having new topics introduced in such a way that it encourages them to look upon them as challenges (but if you give them too many details at first they may feel overwhelmed)

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N N ss

may be impatient with details but don't mind complicated situations

dislike routinesometimes find it difficult to get down

to concrete realities

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T T s s preferprefer

deciding things logically“lectures” if logically structuredbeing treated with justice and fair

playtasks/problems with right answerspraise for getting things “right”; they

tend to value individual achievement

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rank-ordering (eg of courses of action) to know where they stand in relation to

others and can be devastated by failure feedback – and quickly - on what they've

done work to be marked, and feedback given –

quickly researching information and debate to be task oriented

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programmed learningdebatesproblem-solving activities involving

collecting, organizing and evaluating data

activities which involve research (e.g. library research) and allow them to share results with others

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T T ss

sometimes hurt other people's feelings without realising it; they may pay more attention to ideas than to other people's feelings

don't necessarily need harmony, and often don't mind conflict so much as other people

may enjoy talking with teachers rather than peers

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F F s s preferprefer

to decide according to personal feelings or values

pleasing people, even in unimportant things

activities involving positive feedbackpraise for the effort they've put in

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taking account of other people's feelings more than ideas, and they sometimes ignore the logic

harmony and get upset by conflict appreciate being known personally by the

teacher knowing they're liked helping others, so may make good “peer

teachers” (but remember “prefer” does not always equal “good at”)

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group discussion and group decision-making and role play particularly if they also have a preference for extraversion

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F F ss

may find it difficult to challenge others, even in a small way, because they worry about dealing with the possible (conflict) response

have difficulty in accepting criticism, sarcasm, ridicule

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J J s s preferprefer

to have a plan, & have things settled in advance

highly structured activities with clear deadlines to have clear purposes and instructions things to turn out the way they “ought to be” to finish one project before they start another,

so may like to try out courses of action one at a time

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to decide things fairly quicklyto be rightto live by schedules which are not

easily changed

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to be told in advance of any changes in procedures or schedules (e.g. if there is to be a substitute teacher or a change in schedule such as an assembly) and make sure they know for how long

to have a course outline so that they know the topics which will be covered during a term/course/year

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J J ss

may find it difficult to cope with too many unfinished projects - implications for Standard Grade assignments here?

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P P s s preferprefer

to be flexible & not have plans which are too fixed, so find target setting and action planning rather a problem (“Not profiling again”, they might say!)

flexible tasks which can be approached in different ways

unplanned and unexpected happenings

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P P s s preferprefer

to start lots of projects, but have trouble finishing them all (so may like to try out lots of courses of action at once at not complete them properly)

to decide things fairly slowly to miss nothing to live by making changes to deal with

problems as they arise discussions which do not lead to

preconceived conclusions

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P P ss

may find games helpful in learning concepts

often find sitting at a desk for long periods of time boring, and can distract others by their activity during “quiet times” if they aren't allowed the chance to move around at some time (remember that PERCEIVING pupils often act spontaneously!)

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P P ss

often enjoy long discussions which do not lead to preconceived conclusions

may need help in completing assignments on time

can sometimes be helped to develop plans for their work by working backwards from deadlines

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P P ss

BE CAREFUL……not to interpret their “off-task” behaviour as confrontation with the teacher ‑ they often just like having fun and enjoying life, and have a good sense of humour which can be harnessed in the classroom

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contact detailscontact details

Terry Ashton

e-mailTAshton@aberdeencity.gov.ukTAVisions@sunnybr.demon.co.uk

Website onDetermined to Succeed (Enterprise in Education)www.aberdeen-education.org.uk/enterprise

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course materialscourse materials

www.aberdeen-education.org.uk/guidance/downloads

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indexindex

styles: using information

styles: your environment

learning

T Learning preferences

F learning preferences

contact details

styles: being energized

styles: acquiring information

S learning preferences

N learning preferences

the learning process

description of styles

E learning preferences

I learning preferences

J learning preferences

P learning preferences

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TA TAvisions education support Terry Ashton Welcome!

learning process

learning style preferences

lunch learning styles

learning preferences

action cont evaluation

kolbs model learners

global learners

reflective learners

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