Adapted from and Reproduced with permission from BESTEAMS 2004 1

Learning StylesLearning StylesIn and Around Team Work:In and Around Team Work:What’s Your Learning Pattern?What’s Your Learning Pattern?

Adapted from and Reproduced with permission from BESTEAMS 2004 2

Acknowledgment of SupportAcknowledgment of Support

The material is based upon work supported by the National Science Foundation under grant No. DUE-0089079: “Implementing the BESTEAMS model of team development across the curriculum.”Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.Additional support was provided by the A. James Clark School of Engineering, the Mechanical Engineering department at the University of Maryland, College Park, and Morgan State University, the United States Naval Academy, and Howard University.

Adapted from and Reproduced with permission from BESTEAMS 2004 3

Personal KnowledgePersonal KnowledgeLearning ObjectivesLearning Objectives

Understanding of personal learning preferenceAwareness of non-traditional measures of difference, beyond superficial generalizationsKnowledge of how these differences affect the reception and processing of information

Adapted from and Reproduced with permission from BESTEAMS 2004 4

Appreciating Learning StylesAppreciating Learning Styles

Knowing strengths is important for effective team members

Attribute filters are sets of characteristics used to define similarity groupsExamples: Gender, Myers-Briggs Personality

Types, SAT scores, GPA

We use attribute filters to learn about ourselves and how to relate to diverse others

Adapted from and Reproduced with permission from BESTEAMS 2004 5

Learning Patterns…Learning Patterns…

Describe the way you prefer to learnInfluence how you deal with day-to-day interactions and tasksAre determined by reflecting on your preference for doing specific tasks

Think of the last time you dealt with new technical information…

How do you best like to learn?

Adapted from and Reproduced with permission from BESTEAMS 2004 6

Learning Connections Inventory: Learning Connections Inventory: ExerciseExercise

Break into small groups as assigned by instructor

Describe how you would like to learn material, what is the best way a course could be delivered to you?

How do you go about solving problems presented to you?

One member of each team reports the results of their discussion; to be recorded in notebook

Adapted from and Reproduced with permission from BESTEAMS 2004 7

Preferred Learning Activity Preferred Learning Activity (Record Team Answers on Board)(Record Team Answers on Board)

Adapted from and Reproduced with permission from BESTEAMS 2004 8

Completing the Learning Completing the Learning Connections Inventory (LCI)Connections Inventory (LCI)Answer the 25 questions in the LCIForced ranking (no ties) Modify questions if needed5 level scale

Look at your scores in four patterns

Adapted from and Reproduced with permission from BESTEAMS 2004 9

The Cycle of LearningThe Cycle of Learning

What does your learning pattern tell you?You are uniqueYou have preferred ways to process

learningUse firstAvoidUse as needed

Adapted from and Reproduced with permission from BESTEAMS 2004 10

Learning PatternsLearning Patterns

The Learning Connections Inventory highlights your preference for Sequential Processing (working in order, following

procedures) Precise Processing (details and questioning) Technical processing (hands-on, independence) Confluent processing (risk-taking, own way)

These are patterns of perceiving and processing information

Adapted from and Reproduced with permission from BESTEAMS 2004 11

Preference ScoresPreference ScoresUse First 25 and higher Most “comfortable” or usual process

Avoid 17 and lower Not how you like to work

As Needed Score 18 – 24 Use if necessary but don’t feel an urgency to work

that way

Adapted from and Reproduced with permission from BESTEAMS 2004 12

More on ScoresMore on Scores

Dynamic – Learner has one or two scores at use first.Bridge – Learner has no pattern at use first or avoid. Often learn from listening to others. “Jack-of-all-trades, master of none” Often bring balance to teams and bring competing groups

together.

Strong Willed Learner Three or more at use first. Prefers to be own team and work alone. Likes control.

Adapted from and Reproduced with permission from BESTEAMS 2004 13

Sequencial – Use FirstSequencial – Use First

Want clear directions

Like step-by-step directions

Work from beginning to end

Make lists

Organizes things

Plan first, then act

Adapted from and Reproduced with permission from BESTEAMS 2004 14

Precise Use FirstPrecise Use First

Research information

Lot’s of questions

Challenge statements

Document findings

Write things down

Can’t stand when bad information is accepted as good

Adapted from and Reproduced with permission from BESTEAMS 2004 15

Technical Use FirstTechnical Use First

Concrete relevance; real world

Just give the information I need

Hands-on and tinker

Like to be self-sufficient

Likes to know things but doesn’t feel a need to share it.

Likes to solve problems

Adapted from and Reproduced with permission from BESTEAMS 2004 16

Confluent Use FirstConfluent Use First

Read between the lines

Outside the box

Brainstorming

Risk taking

Talk about things – a lot

Start first, then ask for directions

“Do something once, why do it again?”

“I have an idea …. I have another idea ….

Adapted from and Reproduced with permission from BESTEAMS 2004 17

Sequential AvoidSequential Avoid

Let’s jump in

Avoid direction and practice

Ignores table of contents, indexes, syllabi

Tasks may be incomplete

Adapted from and Reproduced with permission from BESTEAMS 2004 18

Precise AvoidPrecise Avoid

Avoid debate

Take few notes

Don’t expect me to memorize!

Fearful of looking stupid

Overwhelmed when confronted with details

Adapted from and Reproduced with permission from BESTEAMS 2004 19

Technical AvoidTechnical Avoid

Why should I care how this works?

Why do we have to build it?

Avoid using tools and instruments

If it broken, throw it away

Adapted from and Reproduced with permission from BESTEAMS 2004 20

Confluent AvoidConfluent Avoid

Where is the focus?

Where is this going?

Don’t take social risks.

Seek parameters

This is out of control!

Adapted from and Reproduced with permission from BESTEAMS 2004 21

Wrap Up: We Are Not All AlikeWrap Up: We Are Not All Alike

Awareness of your strengths is vital for full team participationDon’t confuse style differences with performance level differencesProfessionalism demands a focus on outcomes, not styleSuccessful teams use the skills of all members