Professional Documents
Culture Documents
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)
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
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?
Understanding Teaching
Consider how you teach in terms of
how your students learn: Teaching
strategies reflect learning
preference
Reflection Activity
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: 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)
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: 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
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