What are Learning StylesWhat are Learning Styles

Individuals’ different ways of taking in Individuals’ different ways of taking in and processing informationand processing information

Factors Influencing LearningFactors Influencing Learning

Native abilityNative ability

BackgroundBackground

Match between learning style and Match between learning style and teaching styleteaching style

Purpose of Testing Learning StylePurpose of Testing Learning Style

To know ‘how is a student smart’ rather To know ‘how is a student smart’ rather than ‘whether this person is smart or not’than ‘whether this person is smart or not’

To help learners to improve their learningTo help learners to improve their learning

To work with teaching style to match and To work with teaching style to match and maximize student learning maximize student learning

Theoretical Basis for Learning Theoretical Basis for Learning StylesStyles

Intuitive vs. Sensing – Carl Jung’s Psychological Intuitive vs. Sensing – Carl Jung’s Psychological TypesTypes

Active vs. Reflective – David Kolb’s learning circle Active vs. Reflective – David Kolb’s learning circle

Visual vs. Verbal – Visual vs. Verbal –

Sequential vs. Global - Sequential vs. Global -

Different learning styles 1Different learning styles 1

Sensing Learners Sensing Learners Focus on sensory Focus on sensory

inputinput Practical Practical Observant Observant Concrete: facts and Concrete: facts and

datadata Repetition Repetition

Intuitive LearnersIntuitive Learners Focus on subconscious Focus on subconscious Imaginative Imaginative Look for meanings Look for meanings Abstract: theory and Abstract: theory and

models models Variety Variety

Different learning styles 2Different learning styles 2

Visual LearnersVisual Learners

‘‘Show me’Show me’ PicturesPictures DiagramsDiagrams SketchesSketches schematicsschematics Flow chartsFlow charts plotsplots

Verbal learners Verbal learners

‘‘Explain it to me’Explain it to me’ Spoken wordsSpoken words Written wordsWritten words

Which are you – visual or verbal? How strong is your preference? (strong, moderate, mild)

Different learning styles 3Different learning styles 3

Active LearnersActive Learners Process activelyProcess actively Let’s try it outLet’s try it out Jump in prematurely Jump in prematurely Like group work Like group work

Reflective LearnersReflective Learners Process Process

introspectively introspectively Work quietly Work quietly Let’s think about itLet’s think about it Delay startingDelay starting Like solo or pair workLike solo or pair work

Different learning styles 4Different learning styles 4

Sequential Learners Sequential Learners Function with partial Function with partial

understanding understanding Steady progress Steady progress Explain easily Explain easily Analysis, details Analysis, details

Global Learners Global Learners Need big picture to Need big picture to

function function Initially slow, then Initially slow, then

major leapsmajor leaps Can’t explain easily Can’t explain easily Synthesis, systems-Synthesis, systems-

ecological thinking ecological thinking

Possible Misunderstandings of Possible Misunderstandings of Learning StylesLearning Styles

Dividing people into a set categoryDividing people into a set category

Blood types – instead, it is just measuring Blood types – instead, it is just measuring height or weight along some point height or weight along some point

Summary Summary

All types of learners are needed in every All types of learners are needed in every profession profession

All learning styles are needed to All learning styles are needed to addressed and satisfied in teachingaddressed and satisfied in teaching

ObjectivesObjectives - - Balancing Instructional MethodsBalancing Instructional Methods

To teach students in a manner partly they To teach students in a manner partly they prefer, which leads to an increased comfort prefer, which leads to an increased comfort level and willingness to learn, and partly in a level and willingness to learn, and partly in a less preferred manner, which provides practice less preferred manner, which provides practice and feedback in ways of thinking and solving and feedback in ways of thinking and solving problems which they may not initially be problems which they may not initially be comfortable with but which they will have to comfortable with but which they will have to use to be fully effective professionals. use to be fully effective professionals.

- Richard Felder- Richard Felder

How Can We Use the Test?How Can We Use the Test?

To find better ways to match students’ To find better ways to match students’ learning styles in CLP courselearning styles in CLP course

To help students develop self-To help students develop self-improvement strategiesimprovement strategies

To guide students to discuss their group To guide students to discuss their group work in term of balancing learning styles work in term of balancing learning styles

Possibilities for Extended Possibilities for Extended Research Based on Follow-up Test Research Based on Follow-up Test

in a year in a year To look at possible changes regarding students’ To look at possible changes regarding students’

skills and attitudes associated with PBL in the first skills and attitudes associated with PBL in the first yearyear

To conduct pilot studies (instructing students to To conduct pilot studies (instructing students to balance their learning styles and PBL environment) balance their learning styles and PBL environment) and see the change and comparison with those and see the change and comparison with those without instruction in a year without instruction in a year

To identify contributions of different elements of To identify contributions of different elements of PBL to different learners PBL to different learners

To look into the learning experiences of students To look into the learning experiences of students with opposite learning styles within PBL with opposite learning styles within PBL