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Teaching&Teaching & Learning Styles

Teaching&Teaching & Learning Styles 35
Teaching Teaching Teaching Teaching Learning Styles Learning Styles By: By: M. M. Elia Elia Flores, Flores, M M.Ed.,R.T.(R) .Ed.,R.T.(R)Objectives The The participant participant will: will: Understand Teaching Learning Styles 1 Discuss why students have difficulty learning 2 Learn about matching teaching learning styles 3 Df Defiine A A good d tteach her 4ƒ Learning Learning S Styles tyles Understanding learning styles may be the key to hli helping your std tudentts iimprove iin your cllass www.masternewmedia.org ƒƒƒƒ What What Is Is Learning Learning “Learning is a process of acquiring knowledge or skills through through study study, experience experience o or r tteaching eaching.” www.wikipedia.org “A “A ch hange iil n neural ffunct tiion as a consequence off experience.” www.medaus.com Simon defined learning as changes in a system that result result in in improved improved performance performance o over ver ttime ime o on n ttasks asks similar to those done previously.” www.acypher.comƒƒ What What Is Is A A L Learning earning S Style tyle A preference; it is the way we perceive and process thi things tth he b bestt We all have our own preferred method of lli earning and d tthhatt iis our llearniing sttylleƒ How Do You Learn Best Learning/understanding about learning styles helps us learn more effectively I learn best when I can …ƒ When When you you were were a a student… student… How did you come to terms with what you had to learnAre Are you you surprised surprised ƒƒƒƒƒƒƒ Patterns Patterns Sequencing Sequencing BANANAS CHOCOLATE BIRTHDAY CARD Your task is to remember DEODORANT them in the same order PEN SUNGLASSES MAGAZINEƒƒ Pattern Pattern Chunking Chunking 131981676765432 131981676765432 Try y to remember this numberWhat What does does your your brain brain perceive perceive and and p process rocessAre Are t the he dots dots m moving oving lleft eft t to o r right ight or or up up and and down downƒƒƒƒƒƒƒ Learning Learning S Styles tyles Aural or Auditory Visual Verbal Kinesthetic Active reflective Sensing intuitive Seqqg uential globalƒƒƒƒ Visual Visual Learner Learner “Seeing Seeing is is hearing hearing” The visual memory records that which comes to us th through h tth he eye, or, iin oth ther, word ds, iitt iis th the avenue which helps you to remember all that you you s see ee. 60 of the population is visual We We are are a a s society ociety of of media media, v visual isual aids aids, digital digital… ctlonline.net ƒƒ VerbalAuditory Learner (“their ears are their eyes”) Remember things best when when explained explained iin n w words ords or written Learn best from books and lectureƒƒƒ Kinesthetic Kinesthetic L Learner earner Innate kinesthetic memory Things learned are through feel manipulation With concrete instructions techniques www.monkey.com ƒ Sight Sight Sound Sound (Visual (VisualAuditory Auditory) ) Brain waves. A technique called functional MRI can shht ow actiive areas off ththe bbraiin as sub bjjectts perform tasks, as in this image showing areas active active ffor or visual visual memory memory (green) (green), aural aural memory memory (red), and both types of memory (yellow). focus.aps.org/stories ƒƒƒƒ About About The The Brain Brain It’s a complex system of distinct distinct elements elements Searches to construct meaningp g out of patterns perceived Can be altered by experiences experiences Construction of knowledgg ge begins with activationLack Lack of of activation activationƒƒ What What else else do do we we know know Quality of human learning is related is related to our to our emotional state The brain uses two distinct memory systems distinct memory systems What are the two distinct systems systemsƒƒƒƒ Left Left side side and and Right Right side side Left side specializes in sequential/linear operations operations (math (math, logic/language) “Left Brain” Right side allows for hholliit stiic, gllob ball vii ision (music,spatial/intelligence) “Right Right Brain Brain”“Upside Upside Brain Brain”Left Left Brain Brain ( (Analytic) Analytic) verbbl al SSt equentiiall (accuracy) Respond to logic Speaks with few gestures Analy ytical Plans ahead Process information linearlyRight Right Brain Brain ( (Global) Global) viil sual il impulsiive Responds to emotion Gestures when speaking Holistic Less punctual Process information in varied order (feeling/creativity)ƒƒƒƒƒƒƒƒƒ ƒƒƒ No No One One Brain Brain Is Is Alike Alike If If we we wish wish tto o b be e e effective ffective educators we must: Engage both hemispheres How Exercise both sides of the brain Through Through problem problemsolving solving a activities ctivities Discussion groups Peer teaching Building or constructing Scenarios Rolepy playing g More….Learning… Learning…ƒƒƒ ƒƒƒ Fact: Fact: Individuals perceive/process information in very diff differentt ways If for example: LLi anguage is perceiived d as necessary ffor surviivall…iit will be learned Otherwise Otherwise s students tudents will will only only m memorize emorize w what hat is is useful useful for the next exam Then after the exam they will forget everything…. No one brain is alikeƒ Fact Fact is… is… Learning is messyƒƒƒƒƒƒ ƒ So what reallyyp happpens when we learn Neurones and synapses: LLi earning ttak kes pllace wh hen neurons communiicatte with each other When neurons receive sensorial inputs from dendrites dendrites Axon start with a neuron but stretches to another neuron Put them together and you have a “network” Communication between neurons is facilitated by the my yelin www.neuroguide.comLearning Learning Styles Styles Active Active learners learners Reflective Learners Learners Intuitive Learners Si Sensing LLearnersActive Active vs vs Reflective Reflective Learner Learner Prefer to think about it Retain and understand quietly first… information by doing “L “Let’ t’s thi think k it it th through h something active with first” it….. “Let’s try it out and see Prefer to work alone how it works” Tend to like group workSensing Sensing v vs s I Intuitive ntuitive Learner Learner Like discovering Like learning facts possibilities/relationships Often like solving Di Dislik like repetiti tition problems by well Better at grasping new established methods concepts Resent being tested on More comfortable with material not explicitly abstractions/mathematical covered covered in in class class formulations Patient with details Good with handson (lab)Visual Visual vs vs Verbal Verbal Learner Learner Get more out of words Remember best when (written or spoken they see it expllt anatiions) ) (films, diagrams, demostrations, …) Sequential Sequential vs vs Global Global Learner Learner Tend to learn in large Tend to gain jumps…absorbing understanding in linear matti eriall rand domlly tthhen steps (logical order) finally getting it Follow logical steps to They can solve once finding solutions they have the big pp, icture, but may y have difficulty explaining itAchieving Achieving a a balance balance We have a little of Visual Verbal Si Sequentiall Balance Balance Active/reflective Global/sequentialFact: Fact: Good Learners are capable of processing information either way visually, verbally or kinesthetically Everybody has a little of active, reflective, reflective, s sensing ensing o or r iintuitive ntuitive sometimes, but achieving a balance is desirable. It is possible to activate all areas of the brain. It’s called a work outƒƒƒƒ Important Important to to remember remember Understanding learning styles is understanding bbi rain ffuncttiion Both sides of the brain can reason, but by diff differentt sttrattegiies One side might be dominant P Peoplle thi think k and d llearn iin d diff ifferentt ways www.teacherfiles.comHow Rig ghtBrain vs Left Brain Thinkingp g Impacts Learningg Left brain Rig ght brain Logical Random Sequential Intuitive Rational Holistic Analytical Synthesizing Objective Subjective Looks at parts Looks at wholesVisual Visual Learner Learner C Characteristics haracteristics Visual learner Learning suggestions Good at spelling but forgets Make outlines of everything names Needs quiet study time Copy what’s on the board Has to think awhile before Diagram sentences understanding lecture Ask Ask tteacher eacher to to diagram diagram Use Use fflashcards lashcards things out www.oldandsold.com Color code,,g use highligghter,, circle/underline wordsAuditory Auditory Learner Learner C Characteristics haracteristics Auditory learner (Aural) Learning suggestions Likes to read to self out Use word association to loud,g , good with g grammar remember facts/lines Can’t keep quiet for long Record lectures/taping notes periods after writing them Is good at explaining, enjoys Participate in group music discussions Remembers Remembers names names Rhythm Rhythm and and rhyme rhyme Is ggy ood in study g group ps,, www.oldandsold.com reads slowlyKinesthetic Kinesthetic L Learner earner Characteristics Characteristics Kinesthetic learner Learning suggestions Takes breaks when studying Study in short blocks Can’t sit still for long Studying with others Is fidgety during lectures Does not have good hand Use memory games, flash writing cards to memorize Lik Likes sciience/l /lab b Likes Likes r role oleplaying playing, lloves oves www www.oldandsold oldandsold.c com om musicFACT: FACT: » For every 10 students you will find: » 2 auditory y learners » 4 visual learners » 4 tactile kinesthetic learners » Yet 90 of all teaching is auditory » That means we shortchange 8 out of 10 students studentsƒ In In a a nutshell nutshell Leftbrain thinkers tend to shine in mathematics, technology technology and scienceƒƒ Take Take Note Note Of Of Your Your Students Students E Expressions xpressions library library.thinkquest thinkquest.o org rg delivery.viewimages.comwww.unltd.org.ukƒ Teaching Teaching A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann He who dares to teach must never cease to learn. Anonymous www.teacherfiles.comƒƒ We Tend To Teach The Way y We Learn 50 of teachers are auditory auditory learners learners themselves Model www.fultonschools.org/teacher Do You Know Your Teachinggy Style Direct Instruction Id Indiirectt IInsttructition Discussion Cooperative Learning SelfDirected InstructionWhat What Teaching Teaching Method Method Rote Learning Guided problemsolving Diaggg nostic TeachingWhat What Teaching Teaching T Techniques echniques Lecture/Discussion Gi Grouping Tutoring Games/Simulations Instructional Mediaƒƒƒƒ ƒƒƒƒ Direct Direct Instruction Instruction (Formal) (Formal) Instructorcentered Provides Provides students students with with a as s much information through lecture, explanations and problemsolving Allows minimal student teacher interaction Pros Pros Effective when learning fundamental facts, rules, formulas or seq quences Cons Not effective for higher www.rit.edu level level tthinking, hinking, analysis analysis and and evaluationƒƒƒƒ ƒƒ Indirect Indirect Instruction Instruction Instructorstudent centered Instructional Instructional stimuli stimuli iis s presented in the form of materials, objects, and events Students take an active role in discussing and testing their own conclusions Pros Most effective at teaching a process or method of learning Allows for a dynamic teaching and and learning learning environment environment www www.calstatela calstatela.edu edu ƒƒƒ ƒ Discussion Discussion Instructorstudent centered centered Involves free/interactive dialogue between teacher and and students students Requires teacher to give control of the classroom to students students Requires an openmind www.mosesbrown.org ƒƒƒƒ ƒ Cooperative Cooperative L Learning earning ( (Facilitator) Facilitator) Encourages collaboration Instr Instruc ctor tor enco encour rages ages student independence in terms of achieving their learning learning goals goals ( (planned planned activities) Students are encouraged to to interact interact with with one one another another Helps students develop reasoning and problem solving solving skills skills Responsibility is placed on the student www.rit.edu/images ƒƒƒƒ ƒ Demonstration Demonstration Instructorcentered approach approach Models what is expected (skills/processes) Coaches or guides Assists/encourages students through participation Utilizes various teaching stylesƒƒ ƒ Delagator Delagator Studentcentered Instr Instruc ctor tor delegates delegates designs/implements complex learning projectsƒƒ ƒƒƒ Self SelfDirected Directed Instruction Instruction T Teachhes sttd udentts tto ttk ake learning into their own hand Selfdirect CPR Selfdirect online courses Strengthens Strengthens thought thought, reasoning, critical thinking and problem solving abilitiesƒƒƒ Matching Matching Teaching/Learning Teaching/Learning Styles Styles It is a recognized fact that it is sometimes difficult to match match every every learning learning style style Research Research shows shows tthat hat students students will will gain gain m more ore knowledge, retain more information and perform better when teaching styles match the learning styles. 'It must be remembered that the purpose of education is not not to to fill fill the the m minds inds of of students students with with ffacts acts... it it is is to to teach teach them to think, if that is possible, and always to think for themselves.' Robert HutchinsRecippg e For Good Teaching Learn students’ names Teach the students Not just the discipline Vary teaching techniques Teach with passion Use technology effectively Prepare assess Be Be clear about y clear about yo our expectations ur expectations www.giveacaricature.com ƒƒƒƒƒƒ ƒƒ Good Good Modeling Modeling What do good teachers bring to the table Dedication, creativity, passion compassion What do good teachers foster Knowledge Find ways to connect both the new and old Connection Connection between between instructor instructorstudent student Poor Poor or or uncaring uncaring tteaching eaching does does not not result result in in increased learningƒƒƒƒƒƒƒƒ ƒƒ Tangible Tangible Intangible Intangible Tangible Attitude Accessibility to students Presence Presence iin n tthe he class class Intangible Content/activities Content/activities y you ou choose choose ffor or your your class class Standards you set for learning Think of the times when you’ve had a good teacher….what qualities stood outƒƒƒ Final Final P Proverbs roverbs I hear, and I forget. I see, and I remember. I do, andI d I und dersttand d. C Chi hinese P Proverb b “Bad teachers distance themselves from the subject they are teaching and in the process from from their their s students tudents…. Good teachers join self, subject and students in the the fabric fabric of of life life” Parker Parker Palmer Palmer from from “Courage Courage to Teach”ƒƒƒƒ Whala Whala Having been aware of the importance of teaching and learning learning styles styles, perhaps perhaps now now you you c can an take take steps steps to to reach your students who fail to respond to your instruction as well as you would like to…. Why not begin by assessing your own teaching style and your student’s learning styles www.th teachiit ngstylles.com (teaching styles.quiz) www.learningstyles.com (learning styletest.html)ƒƒƒƒƒ And And a at t t the he end, end, it it is is suggested suggested that: that: Educators design their instruction methods to connect connect w with ith various various learning learning styles styles Implement Implement a a variety variety of of assessment assessment techniques techniques, focusing on the development of “whole brain” capacity and each of the different learning styles Give equal weight to creativity and synthesis Incorporate role playing, visuals, movement, readi ding, callcullati tion and d anallyti ticall acttiiviti itiesEducation Education and and Values Values“The The sum sum of of the the patterns patterns of of how how individuals individuals develop habitual ways of responding to experience and distinguishes learning styles by considering holistic vs analytic learner” By A. Hillard www www.themegallery themegallery.com com
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