LEARN HOW TO LEARN

THE GOAL OF TUTORING

What is learning?What is learning style?

What is learning orientation? Can we teach learning?

Learn how to lean

Learning Orientation

• A preference for the sequencing of material by which an individual learn well.

• A preference for planning and managing the learning flow.

Learning Styles and Learning Orientations

Learning Styles and Learning Orientations

Personality and Learning Orientations

Learning Styles

Multiple Intelligences

Conation

Cognition

Affection

How we act

How we think How we

feel

• VisualVisual- Learn through seeing- Learn through seeing

• Auditory Auditory - Learn through listening- Learn through listening

• KinestheticKinesthetic- Learn through doing, moving and - Learn through doing, moving and touchingtouching

Primary Learning Styles

Multiple Intelligences

Verbal/Linguistic Musical/RhythmicLogical/Mathematical Bodily/Kinesthetic

Visual/Spatial Interpersonal/social

• Conation/Affective and Cognitive Domain ( intentions to learn, causal beliefs about learning, and learning enjoyment)

Learning Domains

Learning Effort Domain

–Learning Effort Domain (degree of planning, strategizing and using different cognitive efforts to learn)

Adopted by Dr. Martinez (2000), Training Placehttp://www.trainingplace.com/loq/loq.htm (par. 3 and 4)

Transforming Learners prefer loosely structured, flexible mentoring environments that promote challenging goals, discovery, strategies, problem solving, and self-managed learning.

Performing Learners prefer semi-structured environments that stimulate personal value and provide details, tasks, processes, and creative interaction (hands-on) not exploration and great effort.

Adopted by Dr. Martinez (2000), Training Place

http://www.trainingplace.com/loq/loq.htm (par. 3 and 4)

Conforming Learners prefer simple, safe, low-learner control, structured environments that help learners achieve comfortable, low-risk learning goals in a linear fashion.

Resistant learners lack a fundamental belief that (1) achieving learning objectives set by others is of any

value or worth the effort, (2) they can learn and enjoy achieving goals set by others, or (3) academic learning and achievement can help them

achieve personal goals or initiate desired changes. A resistant learner's personal goals strongly conflict with learning goals set by others.

Adopted by Dr. Martinez (2000), Training Placehttp://www.trainingplace.com/loq/loq.htm

Development of Tutor’s Competences

• Entry stage – the tutor may be able to identify student needs at basic level

• Adoption – the tutor moves from struggle to comfort with basic tutoring

• Adaptation – the tutor moves beyond basic skills and become productive (number of students is doubled)

• Appropriation stage – the tutor works fearlessly with different students and uses all resources masterfully (the quality of service is superior)

• Invention stage – the tutor is able to create entirely new learning environment with the help of technologies (role model, the socialization process)

General Methods to approach different learning styles and

learning orientations

• Collaboration with all departments • Cooperative Learning• Learning with Technologies• Authentic project-based learning

Learning StylesReferences

Felder, R. M., & Soloman, B. A. (n.d). Learning Styles and Strategies. Retrieved fromhttp://www.clevelandcommunitycollege.edu

Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21stCentury. New York, NY: Basic Books.

Grammatis, Y. (1998). Learning Styles. Adapted from Colin R. (1987). Accelerated Learning. Retrieved from http://www.chaminade.org/INSPIRE/learnstl.htm

Haynes, J. (n.d.). Teach to students' learning styles. Everything ESL.net. Retrieved fromhttp://www.everythingesl.net/inservices/learningstyle.php

Lazear, D. G. (2003). Higher-Order Thinking the Multiple Intelligences Way. Chicago, IL:Zephyr Press.

Learning styles explained.(n.d.) LdPride.net. Retrieved fromhttp://www.ldpride.net/learningstyles.MI.htm

Parvez, S.M., & Blank, G. D. (2007). A pedagogical framework to integrate learning style into intelligent tutoring systems. Journal of Computing Sciences in Colleges, 22(3), 183-189. Retrieved from http://portal.acm.org/citation.cfm