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 Learning and the Individual  Learning and the Individual

Learning and the Individual - PowerPoint Presentation

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Learning and the Individual - PPT Presentation

To introduce different typologies of learning styles preferences and modalities To analyse the students own styles and preferences To consider the implications for teaching of taking an individual perspective on learning ID: 775926

learning styles individual student learning styles individual student preferences information teaching extent experience cognitive differences ways 2004 students perceive

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Slide1

Learning and the Individual

To introduce different typologies of learning styles, preferences and modalities.To analyse the students’ own styles and preferences.To consider the implications for teaching of taking an individual perspective on learning.

Slide2

Catering for the needs of all learners

Slide3

Range of terminology

Styles

Strategies

Preferences

Modalities

Slide4

Origins?

“Humans perceive things differently” Carl Jung, 1921FeelersThinkersSensorsIntuitors

Slide5

Significance?

“There is general acceptance that the manner in which individuals choose to or are inclined to approach a learning situation has an impact upon performance and achievement of learning outcomes”

Cassidy, 2004

Slide6

Ways of thinking about individual differences

What type of information does the student preferentially perceive:

sensory

- sights, sounds, physical sensations, or

intuitive

- memories, ideas, insights?

Through which modality is sensory information most effectively perceived:

visual

- pictures, diagrams, graphs, demonstrations, or

verbal

- sounds, written and spoken words and formulas?

With which organization of information is the student most comfortable:

inductive

- acts and observations are given, underlying principles are inferred, or

deductive

- principles are given, consequences and applications are deduced?

Slide7

Ways of thinking about individual differences

How does the student prefer to process information:

actively

- through engagement in physical activity or discussion, or

reflectively

- through introspection?

How does the student progress toward understanding:

sequentially

- in a logical progression of small incremental steps, or

globally

- in large jumps, holistically?

Felder, R, 1993,

J. College Science Teaching, 23

(5), 286-290.

Slide8

David Kolb’s‘Learning Styles Inventory’

Categorises respondents into one of four ‘types’ derived from two independent variables represented by two intersecting axes

The ‘grasping’ axis – from

concrete experience

to

abstract conceptualisation

.

The ‘transforming axis’ – from

reflective observation

to

active experimentation

.

Slide9

Kolb’s axes

AC

CE

RO

AE

Accommodators

Assimilators

Divergers

Convergers

CE – AC = ‘grasping’ score

AE – RO = ‘transforming’ score

CE= Concrete experience

AC= Abstract conceptualisation

RO-=Reflective observation

AE= Active experimentation

Slide10

The appeal of learning styles

Promises practitioners a simple solution to the complex problems of improving the attainment, motivation, attitudes and attendance of students

Traditional methods (of transmission by teacher and assimilation by student) fail many students, and the learning style literature provides a plausible explanation for such failure

Trains professionals to focus on how students learn or fail to learn

Can (partially) explain learning difficulties

Coffield

et al, 2004

Slide11

“Let’s VAK it”

How we perceive information most easily?

Auditory

Visual,

Kinaesthetic (haptic)

What’s your modality?

But …

…and

Slide12

Issues and disputes!

Disputes about the objectivity of the test scores when derived from subjective judgements (i.e. reliability)

Reservations about some test items (i.e. validity)

The commercialisation of some of the leading tests

(Legal warning!)

Learning styles are only one of a host of influences on learning

Simplistic conclusions emanating from the increasingly elaborate statistical treatment of the test scores

Coffield

et al, 2004

Slide13

… and yet!

Slide14

Some questions about terminology …

Can we distinguish between terms such as ‘style’, ‘preference’, ‘strategy’ when associated with learning?

To what extent are these ways of describing learners fixed? – can they be learned?!

Are there ‘teaching styles’?

If so, how do they relate to ‘learning styles’?

Slide15

Trait or state?

Are these individual differences between learners traits (i.e. genetically determined) or do they change with experience or situation (i.e. environmentally influenced)?

There is a view that

styles

may be fixed but

strategies

may be learned and developed to cope with situations and tasks (Riding and Rayner, 1998)

Slide16

Cognitive Styles(Riding and Rayner)

Holist

Analyst

Imager

Verbaliser

Slide17

In conclusion…

To what extent are we aware of the importance and influence of learners’ cognitive styles (and learning preferences) on our students’ learning?

To what extent are we aware of our own learning styles and preferences?

To what extent do we as teachers consider the influence of our own cognitive style on our teaching?

If we are aware of these things, how do we address them in our teaching?