Learning Styles

Learning Styles

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Learning style a consistent pattern of behaviour within a range of individual variability

(Cornet, 1983); a student's consistent way of responding to and using stimuli in a learning

environment (Claxton & Ralston, 1978); how individuals process information and prefer to learn (Garity, 1985); the way individuals organise information and experiences (Laschinger &

Boss, 1984); a person's characteristic style of acquiring and using information

(Haynsake, 1981) and; an expression of psychological differentiation within characteristic modes

of information processing (Witkin & Goodenough, 1971, 1981).

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Learning Styles ModelsMeyers-Briggs Type Indicator

Multiple intelligent

Kolb’s learning cycle

Multiple intelligence theory Honey & Mumford LS

History of Learning Styles

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Carl Jung Carl Gustav Jung (1875 – 1961) was a Swiss

psychiatrist, an influential thinker and the

founder of analytical psychology (also known

as Jungian psychology).

Two processes that are important in learning

how we take in information

what we do with the information once it

is in our brains

He called the first PERCEPTION and the

second JUDGEMENT

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Carl Jung: Perception

Two types of perceivers

those who can only process on sense at a time, i.e. they can

look but can’t listen

And those can taken in all senses simultaneously and bring all

the sense data together to make a holistic overview

He called the first type of person a SENSOR and the second an

INTUITOR

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Carl Jung: Judgment

Two types of judgers

those who can make decisions based on their heart

And those make decisions based on their head

He called the first type of person a FEELER and the second an

THINKER

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JudgementPerception

FeelingThinking

Perception

Sensing

Intuiting

Carl Jung’s Model of Learning Styles

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Myers-Briggs Type Indicator (MBTI) Designed to measure psychological preferences in how

people perceive the world and make decisions.

These preferences were based on Carl Jung’s ideas

The original developers of the personality inventory were Katharine Cook Briggs and her daughter, Isabel Briggs Myers.

Began creating the indicator during World War II, believing that a knowledge of personality preferences would help women who were entering the industrial workforce for the first time identify the sort of war-time jobs where they would be "most comfortable and effective.

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Myers-Briggs Type Indicator

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Wants to talk through their ideas in order to clarify them.

LEARNS BY TEACHING OTHERS

Gathers information from numerous sources. Likes to reflect and clarify before speaking

CONCERNED WITH THEIR OWN UNDERSTANDING

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Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions

LIKE SIMULATIONS OR EXPERIMENTS

Focus on facts and details. Like structured lectures, guidelines and objectives. Tend to apply standard solutions

CONCERNED WITH WHAT MUST BE KNOWN

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Subjective in their decision making and consider how their decisions affect others, like small group exercises

OPEN-ENDED CONSTRUCTIVISTIC FORMATS

Reply on analysis, logic and existing principles. Like tests to measure progress.

ANALYSE CASE STUDIES

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Prefer flexibility and adaptability, often postpone doing work until the very last minute

SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND)

Prefer structure and organisation, appreciate any resources that can help them plan their work

DEADLINES ARE SACRED

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Other Learning Styles Models

Multiple intelligent

Kolb’s learning cycle

Multiple intelligence theory Honey & Mumford LS

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Kolb’s Learning Style Inventory

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Kolb’s Learning Style Inventory

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Theorists: Like case studies, theory readings, and thinking alone. Their strengths

lie in their ability to create theoretical models.

Pragmatists: peer feedback; activities that apply skills; self-directed autonomous

learner. The pragmatist's greatest strength is in the practical application of idea.

Activists: like practising the skill, problem solving, small group discussions, peer

feedback; trainer should be a model of a professional, leaving the learner to

determine her own criteria for relevance of materials.

Reflectors: like lectures with plenty of reflection time; trainer should provide

expert interpretation - taskmaster/guide; judge performance by external criteria.

Their strengths lie in an imaginative ability.

Application : Honey and Mumford Learning styles

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Hermann Brain Dominance

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Neurolinguistic Programming and Modes of Learning

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MULTIPLE INTELLIGENCES THEORY

Logical-mathematical

Spatial

Linguistic

Interpersonal

Intrapersonal

Bodily-kinesthetic

Musical

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Multiple intelligence and learning

TYPE LIKES TO IS GOOD AT LEARNS BEST

Linguistic Learner (“word player”)

Read, write, tell stories Memorizing names, places, dates, problem solving

Saying, hearing, and seeing words

Logical/Mathematical Learner (“questioner”)

Do experiments, figure things out, work with numbers, ask questions

Math, reasoning, logic and problem solving

Categorizing, classifying, working with abstract patterns

Spatial Learner (“visualizer”)

Draw, build, design & create things, look at pictures, daydream, watch movies, play with machines

Imagining things, sensing changes, mazes/puzzles, reading maps, charts

Visualizing, dreaming, working with colours and pictures

Musical Learner (“music lover”)

Sing, hum, listen to music, play an instrument, respond to music

Picking up sounds, remembering melodies, noticing pitches/rhythms, keeping time

Rhythm, melody, music

Bodily/Kinesthetic Learner

Move around, touch and talk, use body language

Physical activities (sport, dancing, acting)

Touching, moving, interacting with space, body sensations

Interpersonal Learner

(“socializer”)

Have lots of friends, talk to people, join groups

Understanding people, leading others, organizing, communicating, mediating

Sharing, comparing, relating, cooperating, interviewing

Intrapersonal Learner Work alone, pursue own interests

Understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals, being original

Working alone, individual projects, self-paced instructions, having own space

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Putting it all together

When learning, use learning styles to: Complement your preference style

Use methods to boost weaker areas

We use them to: Design courses to appeal to a set of different learning styles

Learning styles can be used to achieve a balance of skill mix within a team/group

What should trainers do with different learning styles:

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Accept that people learn in different ways.

Use different methods to facilitate learning for different preferences.

When designing and delivering training, strive to create a variety of approaches that make use of techniques and activities from all learning preferences.

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PERCEPTUAL MODALITIES The ways people take in &

process information

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PERCEPTUAL MODALITIESPERCEPTUAL MODALITIES Visual

Demonstrations

Print Kinesthetic

Aural

Tactile

Interactive

Methods of Instruction the lecture the modified lecture

the demonstration Practical sessions

Readings group discussion conferences

Seminars workshops clinics role-play

simulation games videos/films

Brainstorming question and answer

programmed instruction field trips

Multi-modality learning

We remember:

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

80% of what we say

90% of what we say, hear and do

Rates of Adults LearningThe factors that may influence the speed at which adults learn include

psychological

environmental

emotional

Individual Learning Styles

sociological

physical

intellectual and experiential

age.