Learning Styles and Learning Styles and Introductory Economics: A Introductory Economics: A

matter of translationmatter of translation

Mary R HedgesMary R Hedges

University of Auckland, NZUniversity of Auckland, NZ

DEE, September 2007DEE, September 2007

Cambridge,UKCambridge,UK

IntroductionIntroduction

• How did you feel when the language How did you feel when the language changed?changed?

• Did you recognise the new language or Did you recognise the new language or were you totally lost?were you totally lost?

• Did it make a difference to you whether Did it make a difference to you whether it was a language you recognised it was a language you recognised versus one you did not recognise?versus one you did not recognise?

• Even once things came back to English, Even once things came back to English, did you immediately start to focus did you immediately start to focus again?again?

Classroom?Classroom?

• In introductory economics courses we In introductory economics courses we tend to give students information in tend to give students information in several ways:several ways:– WordsWords– GraphsGraphs– AlgebraAlgebra– Experiments (MUCH less common)Experiments (MUCH less common)

• Presumption is that the methods Presumption is that the methods provide repetition to the students and provide repetition to the students and therefore reinforcing the ideas, but is therefore reinforcing the ideas, but is this the case?this the case?

Learning StylesLearning Styles• When we then embed learning style When we then embed learning style

preferences, and how these relate to the preferences, and how these relate to the ways we tell economic stories, we are ways we tell economic stories, we are increasing the issues for students.increasing the issues for students.– Traditional university students?Traditional university students?– NESB students?NESB students?– Marginal students?Marginal students?– Students studying across disciplines?Students studying across disciplines?– Students studying compulsory papers?Students studying compulsory papers?

• What happens if we consider learning What happens if we consider learning styles as languages?styles as languages?

• Let’s start by looking at theories of learning Let’s start by looking at theories of learning and what learning styles are.and what learning styles are.

Theories of LearningTheories of Learning

• Large and diverse range of theories of Large and diverse range of theories of

learning.learning.

• Can be grouped into three groupsCan be grouped into three groups– BehaviourismBehaviourism

– CognitiveCognitive

– InteractionistInteractionist

• While all make an important contribution this While all make an important contribution this

paper will focus on the cognitive strand.paper will focus on the cognitive strand.

• One thread of this is that of learning style One thread of this is that of learning style

and specifically preferred sensory modes.and specifically preferred sensory modes.

What is a Learning Style?What is a Learning Style?

• It is the way in which a student begins to It is the way in which a student begins to concentrate on, process and retain new concentrate on, process and retain new and difficult information.and difficult information.

• It affects how the student acts in a It affects how the student acts in a group, learns, participates, relates to group, learns, participates, relates to others, solves problems, teaches and others, solves problems, teaches and works.works.

• Problem is first year university teaching Problem is first year university teaching styles, particularly large classes, tend to styles, particularly large classes, tend to focus on particular styles that may not focus on particular styles that may not match the student’s styles, particularly match the student’s styles, particularly those of marginal students.those of marginal students.

Theories of LearningTheories of LearningBEHAVIOURISM

THEORY (environment)

COGNITIVE THEORY

(mental processes)

INTERACTIONIST THEORY (mental processes and

environment)

Learning/Cognitive Styles

Sensory Preferences (VARK)

Personality Types (Myers-Briggs)

Social Interaction (Grasha-Reichmann)

Environmental effects and

Chronopsychology

Brain Dominance Inventory

Why do they matter?Why do they matter?• Students absorb and process information in Students absorb and process information in

different ways.different ways.– Visual or auditoryVisual or auditory– Logical or intuitiveLogical or intuitive– Competitive or collaborativeCompetitive or collaborative– Work steadily or more erraticWork steadily or more erratic

• Teachers also use different stylesTeachers also use different styles– Teacher centred vs student centredTeacher centred vs student centred– Theory vs applicationTheory vs application– Auditory vs visual (kinesthetic??)Auditory vs visual (kinesthetic??)

• Mismatches can then lead toMismatches can then lead to– Student failure , frustration, dislike & angstStudent failure , frustration, dislike & angst– Teacher frustration, poor evaluations, dislike & Teacher frustration, poor evaluations, dislike &

angst.angst.

Sensory PreferencesSensory Preferences

• Obviously these change as we ageObviously these change as we age– Babies gustatory and tactileBabies gustatory and tactile– By late teens tends to be related to more By late teens tends to be related to more

developed senses of visual, auditory and developed senses of visual, auditory and kinesthetic.kinesthetic.

• Fleming & Mills (1992) have then split Fleming & Mills (1992) have then split visual into two: visual into two: – Visual information presented as text Visual information presented as text

(Read/write)(Read/write)– Visual information presented as pictures Visual information presented as pictures

(Visual)(Visual)

• This split is important for university study This split is important for university study and particularly large first year classes.and particularly large first year classes.

V . A. R . KV . A. R . K

• VisualVisual– Prefers diagrams, pictures, graphs, arrows, Prefers diagrams, pictures, graphs, arrows,

shapes, colours, word pictures and space.shapes, colours, word pictures and space.

• AuralAural– Talk things through, discussion, stories, Talk things through, discussion, stories,

lectures, sayings, speaker skills.lectures, sayings, speaker skills.

• Read/WriteRead/Write– Lists, dictionaries, handouts, quotes, texts, Lists, dictionaries, handouts, quotes, texts,

take notestake notes

• KinestheticKinesthetic– Examples, trips, experiments, applications, trial Examples, trips, experiments, applications, trial

and errorand error

Traditional Tertiary StudyTraditional Tertiary Study• Tends to be heavily focussed on the aural Tends to be heavily focussed on the aural

and read/write options only.and read/write options only.• Reality is there are more and more students Reality is there are more and more students

that are relatively weak in these areas.that are relatively weak in these areas.• At school level this is often mitigated by:At school level this is often mitigated by:

– small classes, small classes, – close contact and study with peers,close contact and study with peers,– closer student/teacher relationships,closer student/teacher relationships,– more interactive environment.more interactive environment.

• At tertiary level there are seldom these At tertiary level there are seldom these mitigating aspects available, particularly in mitigating aspects available, particularly in first year.first year.

What about Maths??What about Maths??

• Two ways of thinking about maths and Two ways of thinking about maths and learning.learning.

• These relate to the degree of maths These relate to the degree of maths inability or fear.inability or fear.

• Extreme aversionExtreme aversion– Sees maths as a different language entirely.Sees maths as a different language entirely.– Polish example from start?Polish example from start?

• Limited ability/confidenceLimited ability/confidence– Can do some aspects of maths. May fit one or Can do some aspects of maths. May fit one or

other learning preference.other learning preference.– Similar to recognising language and at least Similar to recognising language and at least

knowing where to start.knowing where to start.

Maths and VarkMaths and Vark

• Obviously there are different links to Obviously there are different links to the learning styles mentioned.the learning styles mentioned.– Visual - may relate to graphsVisual - may relate to graphs– Read/Write - may relate to algebraRead/Write - may relate to algebra– Kinesthetic - problem solving abilityKinesthetic - problem solving ability

• The ability of a student to fit into these The ability of a student to fit into these however can depend on their degree of however can depend on their degree of aversion or preference toward maths.aversion or preference toward maths.

• How does this fit with language How does this fit with language acquisition?acquisition?

Language AcquisitionLanguage Acquisition• Researchers have found a very consistent Researchers have found a very consistent

order in the acquisition of language.order in the acquisition of language.– ““silent period," in which they speak very little if at silent period," in which they speak very little if at

all.all.• May be a period of language shock, in which the learner May be a period of language shock, in which the learner

actively rejects the incomprehensible input of the new actively rejects the incomprehensible input of the new language. language.

• "silent" learners may be engaging in private speech or "silent" learners may be engaging in private speech or self-talk when they are rehearsing important survival self-talk when they are rehearsing important survival phrases and lexical chunks. phrases and lexical chunks.

– Period of formulaic speech. Period of formulaic speech. • Uses a handful of routines to accomplish basic purposes.Uses a handful of routines to accomplish basic purposes.

– Experimental phase of acquisition.Experimental phase of acquisition.• the semanitcs and grammar of the target language are the semanitcs and grammar of the target language are

simplified and the learners begin to construct a true simplified and the learners begin to construct a true interlanguage. interlanguage.

– FluencyFluency

What about Fluency?What about Fluency?

• Fluency actually encompasses a Fluency actually encompasses a number of related but separable skills:number of related but separable skills:– Reading: the ability to easily read and Reading: the ability to easily read and

understand texts written in the language; understand texts written in the language; – Writing: the ability to formulate written Writing: the ability to formulate written

texts in the language; texts in the language; – Comprehension: the ability to follow and Comprehension: the ability to follow and

understand speech in the language; understand speech in the language; – Speaking: the ability to speak in the Speaking: the ability to speak in the

language and be understood by its language and be understood by its speakers.speakers.

• Look familiar?Look familiar?

Fitting It All Together - Case Fitting It All Together - Case 11

• A student in my large first year class (600 A student in my large first year class (600 students in my stream).students in my stream).

• Made use of tutorials and office hours and Made use of tutorials and office hours and appeared to understand the material in appeared to understand the material in discussions.discussions.

• First test result poor but a very clear pattern First test result poor but a very clear pattern visible.visible.– He avoided all questions that had graphs either as a He avoided all questions that had graphs either as a

part of the question or required as a part of the part of the question or required as a part of the answer!!answer!!

• On discussion he identified that he had On discussion he identified that he had poor spatial skills so had learnt to avoid poor spatial skills so had learnt to avoid them.them.

Solution 1Solution 1• Fortunately this student was multi-lingualFortunately this student was multi-lingual• Discussed how he learns new languages Discussed how he learns new languages

(spoke 5 & was actually a translator!!)(spoke 5 & was actually a translator!!)• Then discussed the concept of the types of Then discussed the concept of the types of

economic expression being like languages.economic expression being like languages.• Learn a new one - visual language usng Learn a new one - visual language usng

basic graph book (read/write that he liked).basic graph book (read/write that he liked).• Explicitly learn how to translate from the Explicitly learn how to translate from the

languages (styles) he was comfortable with languages (styles) he was comfortable with to ones he wasn’t comforatble with and vice to ones he wasn’t comforatble with and vice versa).versa).

• With practice fluency (and results) With practice fluency (and results) improved.improved.

Case 2Case 2• Another student could deliver back in Another student could deliver back in

the language (style) the question was the language (style) the question was asked in.asked in.– Graph question with graph answer or Graph question with graph answer or

algebraic to algebraic solution etcalgebraic to algebraic solution etc

• Could not cope with a question asked Could not cope with a question asked in one form and the answer required in one form and the answer required in a different formin a different form– Algebra to graph or graph to algebraAlgebra to graph or graph to algebra

• Could translate between words and Could translate between words and either of the other two but not directly either of the other two but not directly between the two ‘second’ languages.between the two ‘second’ languages.

Solution 2Solution 2• Problem was that words were ‘first Problem was that words were ‘first

language’ and the others were both language’ and the others were both ‘second’ languages. ‘second’ languages.

• Havng identified that this was the issue Havng identified that this was the issue the student immediately found her own the student immediately found her own solutions.solutions.– Mainly using words as the intermediary Mainly using words as the intermediary

language even when the question did not language even when the question did not require it.require it.

• Results in second test substantially Results in second test substantially betterbetter– Along with enjoyment levels, confidence etc.Along with enjoyment levels, confidence etc.

Back to our Student GroupsBack to our Student Groups• Traditional university students?Traditional university students?

– Tend to be stronger in read/write and auralTend to be stronger in read/write and aural

– Therefore what is often perceived as a maths Therefore what is often perceived as a maths problem may be a visual problem or an algebra problem may be a visual problem or an algebra language problem instead.language problem instead.

• NESB students?NESB students?– Often already translating from one language.Often already translating from one language.

– Explains why they are often more comfortable in Explains why they are often more comfortable in ‘universal’ languages like algebra and graphs.‘universal’ languages like algebra and graphs.

– Then leaves them often having to translate their Then leaves them often having to translate their ‘universal’ language into their first language and ‘universal’ language into their first language and then into the words of current language.then into the words of current language.

• Marginal students?Marginal students?– Often stronger in visual and kinesthetic learning Often stronger in visual and kinesthetic learning

styles. University uses these methods much less styles. University uses these methods much less often.often.

– If a maths aversion is overlaid on this it may also If a maths aversion is overlaid on this it may also reduce their ability ot cope with graphs (see reduce their ability ot cope with graphs (see them as maths rather than visual)them as maths rather than visual)

– Can help by encouraging them to think in graphs Can help by encouraging them to think in graphs or word pictures and then manually translating or word pictures and then manually translating from that into either algebra or words. from that into either algebra or words.

• Students studying across disciplines?Students studying across disciplines?– Different disciplines will tend to use particular Different disciplines will tend to use particular

styles more than others. If crossing disciplines styles more than others. If crossing disciplines that move from visual to read/write or aural it that move from visual to read/write or aural it will cause problems.will cause problems.

• Students studying compulsory papers?Students studying compulsory papers?– Issue here is one of assuming it is the whole Issue here is one of assuming it is the whole

subject that is the issue and don’t pause to see subject that is the issue and don’t pause to see what they can and can’t do.what they can and can’t do.

IdentificationIdentification

• Identification of these issues only Identification of these issues only became obvious to me when going became obvious to me when going through tests with students helping through tests with students helping then find what they did wrong (not then find what they did wrong (not multichoice).multichoice).

• Discussing their problem questions Discussing their problem questions with themwith them– How did they approach the question?How did they approach the question?– What process did they go through in order What process did they go through in order

to answer the question?to answer the question?– How did they ocnsider the problem?How did they ocnsider the problem?– When did they decide to miss it out?When did they decide to miss it out?

Solutions?Solutions?

• Making VARK quesitonnaire website Making VARK quesitonnaire website available to students available to students – Enables them to identify their own Enables them to identify their own

preferences and weaknessespreferences and weaknesses– Ideally I’d like to introduce this as a week Ideally I’d like to introduce this as a week

1 tutorial for all first years.1 tutorial for all first years.

• Explicitly taking students through the Explicitly taking students through the translation of a concept in class.translation of a concept in class.

• Explaining how it does not matter Explaining how it does not matter which way you remember it so long as which way you remember it so long as you can translate between the you can translate between the different methods.different methods.

Future WorkFuture Work

• Would like to develop a VARK type diagnostic Would like to develop a VARK type diagnostic more specifically for economics students.more specifically for economics students.

• Plan to change teaching notes in order to Plan to change teaching notes in order to utilise language acquisition and translation utilise language acquisition and translation processes.processes.

• Would like to develop support materials for Would like to develop support materials for teachers and/or students that can provide teachers and/or students that can provide them with help in learning/ translating them with help in learning/ translating between the economic languages.between the economic languages.

• Obviously has wider implications for the Obviously has wider implications for the success of marginal students but thought to success of marginal students but thought to start where I am comfortable.start where I am comfortable.

Questions?Questions?

Feedback?Feedback?