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Gateway Engineering Education Coalition 1
Learning Styles
An Introduction to the Ways People Learn
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Learning Styles: Topics
Background
Learning Style Models
Teaching to All Types
References
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Background
Students have different “learning styles”
Learning styles describe how students prefer to and are best able to receive and process information
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Background
Learning styles indicate preferences for:Facts and dataTheories and modelsVisual presentation – pictures and
diagramsVerbal presentation – written and spokenActive and interactive learning Introspective and individual learning
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Background
Teaching solely in a manner not well suited to a student’s learning style may cause enough discomfort to interfere with learning
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Background
However…
Teaching only to the preferred modes may result in students lacking the mental agility to reach their potential academically and professionally
In other words…they might not adapt well
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Learning Style Models
Three common learning styles models include:
Kolb’s Learning Style Model
Felder-Silverman Learning Style Model
Myers-Briggs Type Indicator (MBTI)
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Kolb’s Learning Style
Type 1 – Concrete, Reflective
Type 2 – Abstract, Reflective
Type 3 – Abstract, Active
Type 4 – Concrete, Active
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Kolb’s Learning Style
Type 1 – Concrete, ReflectiveTypically asks “Why?”Responds well to explanations of how
course material relates to their experience, their interests, and their future careers
To be successful with Type 1, the instructor should motivate
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Kolb’s Learning Style
Type 2 – Abstract, ReflectiveTypically asks “What?”Responds well to information that is
presented in an organized, logical fashion and benefits from reflection
Instructor should function as an expert
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Kolb’s Learning Style
Type 3 – Abstract, ActiveTypically asks “How?”Responds well to working actively on well-
defined tasks and by trial-and-error in an environment that allows them to fail safely
Instructor should function as a coach by providing guided practice and feedback.
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Kolb’s Learning Style
Type 4 – Concrete, ActiveTypically asks “What if?”Prefers to apply course material in new
situations to solve real problems. Instructor should stay out of the way to let
students discover things on their own.
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Felder-Silverman
Sensing/Intuitive
Visual/Verbal
Inductive/Deductive
Active/Reflective
Sequential/Global
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Felder-Silverman
SensingConcrete, PracticalOriented toward facts and procedures
IntuitiveConceptual, InnovativeOriented toward theories and meanings
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Felder-Silverman
VisualPrefer visual representations of materialPictures, Diagrams, Flow charts
VerbalPrefer written and spoken explanations
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Felder-Silverman
InductivePrefer presentations that proceed from the
specific to the general
DeductivePrefer presentations that go from general
to the specific
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Felder-Silverman
ActiveLearn by trying things outPrefer working with others
ReflectiveLearn by thinking things throughPrefer working alone
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Felder-Silverman
SequentialLinear, OrderlyLearn in small incremental steps
GlobalHolistic, Systems thinkersLearn in large leaps
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Myers-Briggs
Extraverts/Introverts
Sensors/Intuitors
Thinkers/Feelers
Judgers/Perceivers
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Myers-Briggs
ExtravertsLike to try things outFocus on the outer world of people
IntrovertsThink things throughFocus on the inner world of ideas
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Myers-BriggsSensorsPracticalDetail-orientedFocus on facts and procedures
Intuitors ImaginativeConcept-orientedFocus on meanings and possibilities
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Myers-Briggs
ThinkersSkepticalTend to make decisions based on logic
and rules
FeelersAppreciativeTend to make decisions based on personal
and humanistic considerations
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Myers-Briggs
JudgersSet and follow agendasSeek closure even with incomplete data
PerceiversAdapt to changing circumstancesResist closure to obtain more data
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Teaching to All Types
Appealing to a wide array of learning styles can be achieved, based on the Felder-Silverman model, by:
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Teaching to All Types
Using plots, graphics, and demonstrations along with oral and written explanations (visual/verbal)
Balancing concrete information such as experimental results with conceptual information like theories and models (sensing/intuitive)
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Teaching to All Types
Demonstrating the logical flow of material but also making connections to other classes, topics, and everyday experiences (sequential/global)
Encouraging or requiring cooperative learning (all learning styles)
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Teaching to All Types
Asking students to explain a general principle given only experimental observations (inductive)
Providing in class time for students to consider the material presented as well as for active participation (reflective/active)
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References
Matters of Style, Felder, Richard, ASEE Prism, 6(4), 18-23, December 1996
http://www.ncsu.edu/felder-public/
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