Learning Styles

Workshop
B.A. Maria Elena Alvarez
for: SCJ 2016

Learning Styles
Specified patterns of behavior and/or
performance according to which the
individual approaches a learning
experience; a way in which the individual
takes in new information and develops new
skills; the process by which an individual
retains new information or skills
(Sarasin, L.C, 2006)

The manner in which individuals

choose, or are inclined to approach,
a learning situation (Cassidy, 2004).

How do we Learn?
By Seeing (visual)
By Hearing (auditory)
By touching (tactile)

Why is an Understanding of
Learning Styles Important?
Diverse learning communities
Determine whats best for your
students
Mismatch between instruction
and learning styles disastrous

Purpose of this Workshop

Introduction to Learning Styles!!
Specifically:
Instruments for Measurement
Instructional Strategies
Resources and Assessment Tools

Steps of Teaching
Effectiveness:
Understanding Learning (both
of self and student)
Understanding Teaching
Assessing Learning
Accommodating Differences

Understanding Learning
How do your students learn best?

How do you learn best?

Understanding Teaching
Consider how you teach in terms of
how your students learn: Teaching
strategies reflect learning
preference

Reflection Activity

Think of a recent class.

How did you present new material?
What methods did you use to help
students learn (lecture,
discussion, group work, etc)?

Assessing Learning
How do you determine whether your
students are actually learning?

Accommodating
Differences
Using a knowledge of different
learning styles to drive instruction
Ensuring that all students have the
opportunity to learn

Examining the 3
Learning Styles

Visual Learners: Defined

(global, affective, abstract,
random, concept-oriented):
Learn by reading and observing
others

Visual: Learning
Holistic focus: need to see how pieces
fit together
Need to visualize what theyre doing (may stop,
look into space and visualize what theyre
learning)
Learn best in interactive format: role play,
modeling, groups, etc.
Become impatient with extensive listening

Visual: Teaching
Use multiple visual formats: charts
presentation software, video, notes,
worksheets, flip charts, diagrams, etc.
Write goals/objectives of lesson on
board
Open-ended creative questions
encouraging multiple interpretations and
solutions

Visual: Teaching
Leave white space in handouts for
note taking.
Invite questions to help them stay alert
Emphasize key points to cue when to
takes notes.
Webbing (mind mapping)

Visual: Assessment
Need open-ended assessment
Assign groups problem-solving activities
(focus on process and product)
Individual research projects to show
mastery of material
Objective tests should include short
answers
Individual oral presentations (explore,
explain and present material)

Demonstrations (applying material

in real contexts)

Auditory Learners: Defined

(concrete sequential, independent,
perceptual, field-independent,
competitive).
Learn through hearing and
speaking

Auditory: Learning
Most commonly rewarded in postsecondary classrooms
Skill-oriented & Achievement-oriented
Memorize well
Clarify learning through articulation
Learn from hearing others speak
Prefer processing the spoken versus
written word
Precise, logical, definite

Auditory: Teaching
Traditional lecture; independent work
Group discussion: feedback, paraphrasing from
peers
Individual conference/interviews with
instructor
Allow thinking time to process information
Use the Socratic method of lecturing by
questioning

Auditory: Teaching
Tasks calling for specific answers/solutions
Phrasing information several different ways
Begin new material with what is coming
Conclude with what was covered
Auditory activities, such as brainstorming,
buzz groups, or Jeopardy
Give time to debrief in order to make
connections

Auditory: Assessment
Objective, specific questions orally or
written (true-false, multiple-choice,
matching, fill-in)
Summative evaluation requiring
individual, specific pieces of information
Independent research projects

Tactile Learners: Defined

(random learners, behavioral, both
dependent and independent
learners).
Learn by touching and doing

Tactile: Learning
Most neglected at post-secondary
levels
Needs rarely addressed outside of
laboratory-required classes
Need opportunities for creative, handson learning; interactions with concrete
materials
Learning accommodated through
movement

Tactile: Teaching
Experiential learning activities: labs,
modules, educational games
Simulations (interact with/apply
concepts)
Interaction via technology: audio, video,
computers
Demonstrations/ Role play/ Case Studies

Tactile: Teaching
Internships/Practica/ Field trips
Give frequent stretch breaks (brain
breaks)
Have students transfer information
from the text to another medium such
as a keyboard

Tactile: Assessment
Respond least effectively to traditional
methods of testing, papers, etc. so need
to modify conventional assessment
Demonstrations of learning
Role playing
Simulations, replicas, exhibits, models

Working in groups, how could

you revise your earlier lesson
from incorporating different
learning styles

CONCLUSION
Implications
Strategies

How Do We Do It?
Familiarize yourself with research on Learning Styles
Organize informal discussion or focus groups to
share understandings/gain additional perspectives
Analysis of Student Behavior
Develop & Implement Teaching Strategies
On-going Assessment
Commitment: time, resources, administration, faculty

Workshop: A great first step!