Learning Styles and Models of
Teaching
Individual Differences and Learning Situations
Topics
The Big PictureRationaleLearning Styles and Models of Teaching
Theories, Models, and MeasuresLearning Style Inventory Exercise
Discomfort and LearningMarginal LearnersApproaches to dealing with Marginal Learners
Multiple Intelligences TheoryDifferentiated InstructionA Short LessonInstructional Leadership Exercise
Literature ReviewImplications for Instructional LeadersQuestions and Discussion
Learned Curriculum
Taught Curriculum
Enacted Curriculum
(Actual)
Null Curriculum
Indexed Curriculum
Assessed Curriculum
Formal Curriculum
Rationale
Learning Styles are important because they are the education-relevant expressions of the uniqueness of the individual” (Joyce et al., 2004, pg. 337)
“If the only tool you have is a hammer, than everything begins to look like a nail” (Staples, 2009)
“When a child is ill, a competent physician examines more than the part of the anatomy that hurts – throat, eyes, or chest. Professionalism requires that the child is examined thoroughly to determine what might be the problem. Doctors get to the cause, not just the symptoms. So it is with learning styles.” (Dunn & Dunn, 1993, pg. 2)
Learning Styles DefinedDunn & Dunn,
1993, pg. 5
• “Biological and developmental set of personal characteristics that make s instruction effective for some students and ineffective for others”
Morgan, 1997, pg. 6
• Description of the unique ways employed by learners in acquiring new information based on the learner’s
• Perception• Judgment• Values• Memory
Sims & Sims,
1995, pg. xii
• “Characteristic cognitive, affective, and psychological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”
What is the difference?
“Models of teaching is a description of a learning
environment , including our behavior as teachers when the
model is used”Joyce et.al 2004
“Learning styles are the ways in which individuals
characteristically approach different learning tasks”
Cassidy, 2004
Learning Style, Models of Teaching, and Actual Learning
Learning Style
Equity
Simulations
Direct Instruction
Mastery Learning
Non -Directive Teaching
Values
Paired Learning
Advances Organizers
Creative Thinking
Memorization
Scientific Inquiry
Picture-Word
Inductive
Hypothesis Development
Inductive Thinking
Gender, Ethnicity, SES, Race, Disability,
Home Environment,
Childhood Experiences, Geographic Differences,
Cultural Differences, Motivation, Resiliency…
Survey
I have taken a learning style assessment as part of my k-16
education
I have administered
the some type of Learning
Style assessment to my students
Learning Styles: Theories, Models and Measures
Instructional Preference
Social Interaction Preference
Information Processing Style
Cognitive Personality Style
• Observable but Unstable• LPI, (Resmovic, 1981)
• Independent/Dependent• Collaborative/Competitive• Participant/Avoidant• Learning Style Scale (Reichmann & Grasha,
1974)
• Intellectual Approach• LSI, (Kolb, 1976)
• Relatively Permanent• (Meyers Briggs Type, 1965)
Curry’s Onion Model (1983, 1987)
Instructional Preference
Concrete
Abstract
Individual
Interpersonal
Student Structured
Teacher Structured
Learning Preference
Inventory (LPI)(Rezler & Resmovic,
1981).
Concrete Experience
(Feeling)
Abstract Conceptualization
(Thinking
Active Experimentation
(Doing)Reflective
Observation(Watching)
Information Processing
Kolb’s Learning Style Inventory
Rank each sentence according to your experience – think
of specific examples in your “learning”
4= MOST descriptive, 1=
LEAST descriptive
Don’t think about too much, go with
your first instinct/first impression
Don’t take longer than 5 minutes
Scoring Kolb’s LSI
Scoring Guide1. Add each column2. Total score = 120
Graphing your score/style
1. On the vertical axis (concrete) graph score in column 1
2. On the horizontal axis (Reflective/Observation) graph score in column 2
3. On the vertical axis (Abstract Conceptualization) axis graph the score in column 3
4. On the horizontal axis (Active Experimentation) graph the score in column 4
5. Join the four dots. Dominant (27-40), Intermediate (16-26), low (10-15)
• Abstract Conceptualization• Conceptually-based analytic
approach to learning, Focus on logic, ideas, precision, and concepts, Emphasis on thinking and analysis over feelings, Scientific over artistic approach to problems
• Active Experimentation• Practical orientation, Looking for what works as
opposed to reflective observation and understanding, Good at getting things done and willing to take risks, Value being able to influence the environment around them
• Reflective Observation•Observation based, impartial approach to learning, Focus on understanding meaning of ideas, Emphasis on understanding over practical application, Appreciate different points of view, Rely on own feelings to form opinions, Value impartiality and thoughtful judgment
• Concrete Experience• Experience approach to learning, Prefer being
involved directly in human situations, Are good at relating to others, Emphasize feeling over thinking. Intuitive artistic approach, Open-minded approach to life
Divergers: “Facilitator/Motivator”
Generates ideasWorks well with people
Shares ideasVery involved with learning
Asks: “Why?” or “Why not?” Assimilators:
“Theoretical/basic scientist”
Theoretical interestsCombine diverse ideas
Create modelsAnalytical/Inductive
Asks: “What do I have here?”
Convergers:“Applied Scientist”Want concrete answers
Prefer to work with things vs. people
Like hands-on experiencesWant answers quicklyAsks: “How does this
work?”
Accommodators:“Practitioner”
Take risksFocus on doing
Adapt well to changeLike new experiences
Integrate application with experience
Asks: ”What will this become?”
Meyer-Briggs Type: Eight Psychological Type Preferences (Mamchur, 1996, pg. 4)
(J) Judgment Does the person prefer to live (P) Perception
In a planned, orderly way, aiming to regulate and control events?
In a flexible spontaneous way, aiming to understand and adapt to events?
(T) Thinking Does the person prefer to make judgments or decision (F) Feeling
Objectively and impersonally, analyzing facts and ordering them, in terms of cause and effect?
Subjectively and personally, weighing values for the importance of choices for oneself and other people?
(S) Sensing Does the person prefer to perceive (I) IntuitionThe immediate , real, solid facts of experience? The possibilities, meanings, and relationships of
experience?
(E) Extraversion Does the person’s interest flow mainly to the (I) Introversion
Outer world of actions, objects, and persons? Inner world of concepts and ideas?
Some Theories Discomfort and Learning
Learning results from discomfort (Thalen, 1952)
New Information + Discomfort = Higher Stage of Development (Piaget, 1952)
Learning results from mismatches rather than from matches (Joyce, et al,. 2004)
Dynamic Equilibrium – Expose students to new teaching modalities to expand their learning repetoire (Joyce, et al,. 2004)
In your experience, what is the relationship between discomfort and learning in the classroom setting?
Student Discomfort
Learning
Teaching
Marginal Learners
Definition – Difficulty adjusting and not profiting
from learning environment (Joyce, et al.,
2004)
Frustration = Non-Adaptation
Marginality may occur in one
environment, but not in another
Do Nothing – Teach to the Middle Approach Teach to the Bottom – The
industrial solution
Differentiate – learn about the learner and adjust the amount of
structure
Teach students skills required to relate to various learning
environments – “The best schools teach students how to learn”
(Joyce, et., 2004)
Solutions for Marginality
Multiple Intelligence Theory (Gardner, 1993)
•Linguistic Intelligence – Semantics, Syntax, Phonology,
•Musical Intelligence – Pitch, Rhythm, and Timbre (tone)
•Logical/Mathematical – Order and Patterns (Piaget)•Spatial Intelligence – Recognized identity, Imagine Internal Movements, Orient the body to the problem
“IQ tests take the shotgun approach to
measuring human intelligence”
•Body-Kinesthetic Intelligence – Use one’s body for expressive or goal-oriented purposes (mime)
•Personal Intelligence – recognize the emotions in self and others
Differentiate – learn about the
learner and adjust the amount of
structure
“In the differentiated classroom the teacher makes consistent efforts to respond to the student’s learning needs”
(Tomlinson, 1999)
Teacher’s Response to
Learner’s Needs
Respectful Tasks Flexible Grouping
ContentDifferentiated
Process Differentiation
Product Differentiation
Ongoing Assessment and
Adjustment
Readiness Learning StyleStudent Interest
Instructional Leadership: Pair-Share (5 minutes)
To what extent does the application of the learning style theory hinder or enhance the school’s ability to meet NCLB and AYP requirements?
What are some leadership opportunities and obstacles to authentically implement the learning style theory into the K-12 environment?
Literature Review• In a fifteen year study, only 10 percent of teachers,
after implementing the new model of teaching, were able to handle the discomfort. Most teachers were not able to implement new instructional strategies without significant support
(Joyce, et al., 2004, pg. 340)
• The more a teaching model is different from the customary teaching style of teachers, the more uncomfortable they are in using it. Practicing the model helped them become more comfortable by identifying areas of weakness and providing direct training where they were having problems.
(Joyce, et al., 2004, pg. 348)
Literature Review Continued……………….
•Boys learn differently from girls. Boys showed statistically significant gains when instruction occurred in a non-traditional environment
(Carrier, 2009)•There are significant differences in the
learning style of engineering students from England, United States, Jamaica, and Brazil as measured by the LSI
(Felder & Spurlin, 2004)
•Student motivation and achievement improves when instruction is adapted to individual learning preferences
(Miller, 2001)
Literature Review Continued…………………
(Keefe, 1985) •31 Cognitive, Affective, and Physiological variables exist. Assessing for and
providing this information to teachers and administrators is challenging
(Ferrell, 1983) •There are numerous instruments for measuring individual learning differences. Reliability coefficients vary between .7 and .93
(Cutolo & Rochford, 2007) •Learning styles of high, medium, low achievers show significant differences.
College pedagogical models (highly auditory) do not address the learning style diversity of an increasingly diverse student body
Literature Review Continued…………..
Match between learning style of
student and teaching style of instructor
shows sizable gains in student achievement
Some student benefit from mismatch
(Brown, 2003)
Gap between learning style of students and
teachers was significantly reduced between 1st and 3rd Architecture students
(Tucker, 2009)
LD and Gifted students had more similarities than differences in learning
style preference
(Yong &McIntire, 1992)
Instructional Leadership Implications
Learner’s differences really matter in educating ALL students
Hire highly qualified diverse staff
Differentiation works
Individualized instruction works better
Provide staff development on how students learn
Consider the learning styles of your staff
Consider the learning styles of your student body
Teach students how to learn – approach different learning situations
Educational Equity is instrumental to moral leadership – create a culture of change