Learning Styles
2
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).
3
Learning Styles ModelsMeyers-Briggs Type Indicator
Multiple intelligent
Kolb’s learning cycle
Multiple intelligence theory Honey & Mumford LS
History of Learning Styles
5
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
6
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
7
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
8
JudgementPerception
FeelingThinking
Perception
Sensing
Intuiting
Carl Jung’s Model of Learning Styles
9
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.
10
Myers-Briggs Type Indicator
11
12
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
13
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
14
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
15
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
16
Other Learning Styles Models
Multiple intelligent
Kolb’s learning cycle
Multiple intelligence theory Honey & Mumford LS
17
Kolb’s Learning Style Inventory
18
Kolb’s Learning Style Inventory
19
20
21
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
22
Hermann Brain Dominance
23
24
Neurolinguistic Programming and Modes of Learning
25
26
MULTIPLE INTELLIGENCES THEORY
Logical-mathematical
Spatial
Linguistic
Interpersonal
Intrapersonal
Bodily-kinesthetic
Musical
29
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
31
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:
33
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.
34
PERCEPTUAL MODALITIES The ways people take in &
process information
35
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.