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07.10.2015
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META Webinar
7 October 2015
Marjorie Rosenberg
‘I never knew there were different styles of learning. I thought I just couldn’t learn a foreign language.’
What are learning styles? Perceptual filters
Strategies to perceive, store and recall material
Cognitive processing
Organisation of perceived material
Approaches used by individuals
Patterns of behavior
Learning styles in the classroom Most classes have variety of learner types
Teachers often teach in the way we learn
Mix of methods can reach more learners
Help learners stretch out of preferred styles
Encourage learners to develop successful strategies
Harmonise and challenge learners
Metacognition of styles gives learners more insight
Tolerance grows from acceptance of other styles
What styles are not An excuse
A way to pigeon-hole
Right or wrong
A limitation with no possibility of stretching
An indication of competence
Judgemental
Three models
Sensory-perception: VAK
Cognitive processing: Global-Analytic
Behavioral: Mind Organisation
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VAK Model
Visual
Auditory
Kinesthetic motoric Kinesthetic emotional
VAK
A V
K
VA
AK VK
Standard VAK Model
Visual Handwriting Example Visual Handwriting Example
Auditory Handwriting Example Kinaesthetic Handwriting Example
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Visual Learners need to see things written down
write out words to check spelling
usually take notes in class
like visual materials and handouts
generally have good handwriting
like to use colours and highlighers
may draw ideas to remember them
They need to rearrange material and learn it again.
Visual Teachers
learn and teach through seeing and observation
often make use of visual aids
like visually stimulating environments
take time creating visually pleasing handouts, presentations
may use colour-coded systems to explain ideas
may use mind-maps to explain concepts or vocabulary
Auditory Learners
need to listen or speak to remember
may sub-vocalise or move in rhythm while learning
do not usually take notes
like class discussions
often listen to music while learning
can repeat back what they have heard
They need to write down what they have learned aloud.
Auditory Teachers
learn and teach through speaking and listening
many rely on their voice or other auditory input to get ideas across
enjoy using music, rhymes, raps to teach
encourage class discussions
may work intensively on pronunciation
make use of story-telling in the classroom
Kinaesthetic Emotional Learners
• feel comfortable in a group in which they like the people
• need to connect learning with positive feelings
• often personalise their learning materials
• may need to find their own reasons for learning
• like the freedom to be creative
• need to be able to ask for help
They need to learn to put their emotions aside.
Kinaesthetic Emotional Teachers
• learn and teach using feelings and intuition
• use activities which encourage personal and/or emotional input from learners
• are sensitive to moods in the classroom
• make use of creativity
• may use personal stories to teach
• strive for harmonious atmosphere in class
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Kineasthetic Motoric Learners
like to move about
may play with small objects
need to try things out for themselves
learn by doing and real-life experiences
learn well with manipulatives and things they can touch
They need to write down whatever they learned while moving about.
Kineasthetic Motoric Teachers
learn and teach through movement or physical activities
rarely sit while teaching
make use of mime, role plays, simulations, etc.
demonstrate concepts or vocabulary physically
relate learning material to real-life experiences
make use of manipulatives in the classroom
Global / Analytic Model
Global
Analytic
Global Learners • remember the entire experience rather than the details
• prefer to try things out rather than read detailed explanations
• perceive information holistically
• are relationship-oriented in groups
• like to please others
• value feelings over facts
• tend to be spontaneous
They need to learn to take criticism without attaching emotions to it.
Global Teachers • may give general rather than specific goals
• tend to give concrete and/or personal examples while explaining concepts
• value student-centred classroom and group work or cooperative learning activities
• have a plan for the lesson but stay flexible and spontaneous
• encourage discovery or inductive method
Analytic Learners • perceive information in detailed way
• remember specifics
• may prefer to work alone
• are generally self-motivated
• are task-oriented
• value facts over feelings
• can usually take criticism more rationally
They need to work on creating an overview and not get caught up in the details.
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Analytic Teachers • tend to give specific goals
• put emphasis on reflection and analytical reasoning
• prefer deductive approach and give rules first
• may put emphasis on accuracy
• generally follow their plan/syllabus carefully
• may make use of logic puzzles or problem-solving activities which require critical thinking skills
• may prefer more individual work in the classroom
Mind Organisation
Perceive concretely
Organise non-systematically
Organise systematically
Perceive abstractly
Power
Planner
Expert
Investigator
Radical
Reformer
Flexible
Friend
Power Planners are organised and plan ahead
are hard-working
are perfectionists
work step-by-step
need exact instructions
like routines and structure
like to know what is expected
They need to learn to accept change and other peoples’ points of view.
Power Planner Teachers like to set out a plan and follow it
may note how long activities should take
are well-organised
try to ensure handouts are error-free
give exact instructions and expect them to be followed
keep the goal of the lesson in mind
Expert Investigators • are logical and systematic
• are sensible, objective and rational
• enjoy research
• are thorough and exact
• may be skeptical
• like to gather information
• understand abstract ideas
• need time
They may need to learn to work with others.
Expert Investigator Teachers • enjoy doing research for lessons
• may use abstract explanations
• generally enjoy complicated or difficult questions from learners
• make use of critical thinking activities
• explain language rules carefully
• need to feel they are experts in their fields
• take time to prepare lessons carefully
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Radical Reformers are risk-takers and adventurous
are curious and creative
may be competitive
can be strong-willed
value uniqueness and change
are persuasive and inspiring
need real-life experiences to learn
They may need to learn to fit in while maintaining their individuality.
Radical Reformer Teachers
often look for new and unusual ways to present material
may deviate from a course book or syllabus when possible
enjoy competitive classroom activities
like being in leadership positions
notice uniqueness in learners
try to be inspiring teachers
make use of real-life experiences in the classroom
enjoy a challenge
Flexible Friends are ‘people people’
are creative and imaginative
are sensitive and compassionate
are spontaneous
are flexible
are enthusiastic and idealistic
make decisions with their hearts
They may need to learn to concentrate less on personal relationships.
Flexible Friend Teachers show personal interest in learners
make use of personalised and imaginative activities
place value on sharing feelings and emotions
show compassion in the classroom
enjoy working with other colleagues
express enthusiasm and idealism
strive for harmony in class and with colleagues
A complete profile Which of my senses do I use to perceive information?
How do I store and recall information?
Do I prefer abstract ideas or concrete situations?
Do I use emotions or logic to understand?
Do I organise systematically or non-systematically?
What makes activities appeal to different learner types?
Use different sensory channels
Make use of different cognitive processing
Accept different forms of organisation
Help learners make use of strengths
Create possibility to discover new strategies
Accept how students learn
Give feeling of progress
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Activities VAK Activities
What have I changed? Put learners in pairs.
Have them look at each other.
Ask them to stand back-to-back and change something about their appearance.
Have them look at each other again and find out what has been changed.
Extension: first in pairs, then walk about to music, find each other – what has they other changed.
The Statue Call learners up one by one.
The first makes a pose as a statue.
The second adds to the statue.
This continues until several learners have created a final statue.
Have them sit down and recall what happened.
Extension: Write out the sequence of what happened.
Can you describe the drawing? Global / Analytic Activities
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What would you do if ...? Send two people out of the room and choose a topic.
Bring the two people back in and have them ask the others ‘What would you do if this happened to you?‘
Based on the answers they get, they should try to guess what happened.
************************************************
it began to rain ice cream?
You had to come to work in your pajamas?
The Yes-No Hotseat Ask for a volunteer to think of an activity.
Have the others ask questions to try and guess what the activity is.
The person answering is not allowed to say ‘Yes or No‘ but must find alternative ways to answer.
If the person says ‘Yes or No‘ they tell the group the activity and another volunteer is chosen.
The envelope game Brainstorm jobs.
Hand out envelopes and small pieces of paper to each of the learners.
Have them write their names on their envelopes.
They then pass their envelopes to the person on their right who writes a job on a piece of paper they think the person is suited for and puts it in the envelope.
The envelopes are passed around till they come back to their owners who take out the jobs and look at them.
The learners discusses the jobs they feel they are suited for and why.
Mind organisation activities
Can you sell it? Brainstorm persuasive language.
Discuss USPs.
Divide the group into buyers and sellers.
Tell the buyers that they can buy a total of three different products.
Tell the sellers to look around the classroom and find an object they can sell.
Give them a time limit and then debrief to find out who was successful and why.
My personal mindmap
Marjorie
UB o
1975
voice Opera
Camarata
1981
NLP
Santa
Cruz
adult ed
Graz
University
methodology
business
English teacher
training
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This activity is
from page 87 of
Spotlight on
Learning Styles
Activities What have I changed?
The statue
Can you describe the drawing?
What would you do if …?
The ‘yes-no’ hotseat
The envelope game
Can you sell it?
Personal mindmaps
Where do learning styles fit in?
A way to raise awareness
Learners take an active part
Can increase motivation
Learner-centred
Help learners develop successful strategies
Time for Reflection Work in small groups
Discuss which activities you personally enjoyed most
Compare the activities with your styles
Discuss which activities will work in your classroom
Ideas for adapting the activities
Any questions? Thank you for your
attention.
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Acknowledgements Photos used
by Sandy Millan, @dfogarty and @val360 for www.eltpics.com (crowd-sourced, Creative Commons licensed photo resource by and for teachers)
Activities taken from
Spotlight on Learning Styles, Marjorie Rosenberg,
Delta Publishing 2013
