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© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Notes View Cover Page
TAFE NSW International Centre for VET Teaching & Learning
Accommodating Learning Styles
in TAFE NSW
Conversation Starter Pack
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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What are learning styles?
It’s easiest to understand the way people talk about learning styles by considering a learner using various delivery options to achieve his / her learning goals
Learner
Option 1
Option 2
Option 3
Delivery options
Learning goals
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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What are learning styles?
‘Learning style’ can relate to any of the following:
2 Delivery preferences
Examples
• hands-on
• small group project
1 Cognitive processes
Examples
• rely on intuition
• visualize patterns 3 Strategies taken to achieve learning goals
Examples
• try something out & observe what happens
• collect information as first priority
Option 1
Option 2
Option 3
Delivery options
Learner
Learning goals
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Learning goals
What are learning styles?
The various measures of ‘learning style’ can be divided into five families:
Option 1
Option 2
Option 3
Delivery options
2 Delivery preferences
1 Cognitive processes
Learner
Constitutionally-based, e.g., preference for visual, auditory, kinaesthetic, tactile
Measures of deep-seated cognitive structure e.g., Riding
Personality-based e.g., Myers-Briggs
Based on learning process & preferences e.g., Kolb; Honey & Mumford
Based on learning & study strategies & attitudes to education e.g., Entwistle
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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1 ‘Learning styles’ are the different ways people perceive, process & learn information
2 Using questionnaires & observation, you can find out a lot about someone’s learning style
3 Different students can & often do have quite different learning styles
4 Good teachers tailor what they’re doing to suit the individual learning styles in their class
5 Adjusting what you do to each learner’s style makes a huge difference to how much learning takes place
Disagree It depends Agree
‘Learning styles quiz
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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The literature of learning styles 2
• the literature is huge (Google shows up over 600 000 sites!)
• the popular learning styles literature is simplistic about the value of matching how
you teach to individuals’ preferred learning style. If it DOES match, it’s claimed that:
The literature of learning styles
– anyone can learn virtually anything
– there are huge benefits in scholar achievement, motivation & behaviour...
STEP 1
Determine the preferred learning style of each
individual
STEP 2
Tailor learning experience to
accommodate this style
POW!!!Fast & efficient
learning
The rationale is like this:
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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• convergers vs divergers
• verbalisers vs imagers
• holists vs serialists
• surface learning vs deep
• activists vs reflectors
• adaptors vs innovators
• aassimilators vs explorers
• field independent vs field dependent
• globalists vs analysts
• assimilators vs accommodators
• imaginative vs analytic learners
• non-committers vs plungers
• common-sense vs dynamic learners
• concrete vs abstract learners
• random vs sequential learners
• initiators vs reasoners
• intuitionists vs analyst
• extroverts vs introverts
• sensing vs intuition
• thinking vs feeling
• judging vs perceiving
• left brainers vs right brainers
• theorists vs humanitarians
• activists vs theorists
• pragmatists vs reflectors
• organisers vs innovators
• lefts vs rights
• inductives vs deductives
• hierarchic vs anarchic
• conservative vs liberal learners
The literature of learning stylesThe most thorough review of the literature was conducted in 2004/5 by Coffield &
associates. They show that the scholarly learning styles literature is full of
competing paradigms & scales, including:
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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The literature of learning styles 2The literature of learning styles
If you don’t tailor your teaching to match each individuals’ learning style, the
literature and/or websites tends to suggest that:
• there’s something wrong with your teaching, and
• it’s up to you to change your teaching approach
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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The literature of learning styles 2The literature of learning stylesFortunately, there are exceptions. Thoughtful publications relating to learning styles in the Australian VET context include:
Learning styles & pedagogy in post-16 learning: A systematic & critical review
Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK)
www.lsrc.ac.uk
Should we be using learning styles?: What research has to say to practice
Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK)
www.lsrc.ac.uk
Accommodating learning styles: Relevance & good practice in TAFE
Smith, P & Dalton, J (2005, Aust)
www.ncver.edu.au
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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The literature of learning styles 2
According to Learning Styles & Pedagogy in post-16 learning, 2000 (Coffield &
associates)
• the claims of the various learning style theorists are not backed up by solid evidence
• the picture is made more murky by the fact that there is $ $ $ to be made from getting a new learning styles inventory to market
• the value, if any, of a teacher taking questionnaire-based learning styles into account has not been established
The literature of learning styles
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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The literature of learning styles
Overall, much of the scholarly material on learning styles seems out of step with how we think about our own learning:
‘ MY APPROACH IS
JUST TO SUCK-IT-
AND-SEE !’
‘ The learning styles I’ve observed appear to be characterized by a “perceptive-accommodative”
mode, coupled with a period of assimilation. ’
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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There has been ongoing interest in identifying theories that underpin quality in VET.
2004 Phase 1 = Theory into Practice
• literature review & annotated bibliography
• series of case studies
2004 Phase 1 = Theory into Practice
• literature review & annotated bibliography
• series of case studies
‘The time has come to uncover what’s unique in how vocational skills are
imparted…and to develop the theories that can expand our thinking of VET
practice & [contribute to] quality.’ NSW TAFE ex-DDG Robin Shreeve
2005 Phase 2 = identify key areas of theory which impact on practice, and:
• review literature & conduct interview research
• package results in way that stimulates discussion & reflection on practice
2005 Phase 2 = identify key areas of theory which impact on practice, and:
• review literature & conduct interview research
• package results in way that stimulates discussion & reflection on practice
Project background
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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• Extensive literature review in collaboration with ETIS Center for Learning Innovation
• Laurie Field’s investigations into VET teaching & learning over several decades
Extensive literature review in collaboration with ETIS Center for Learning Innovation
In-depth interviews with 11 NSW TAFE teachers & educational experts:
Cliff Trood Engineering apprentices Taree
Brigette Collins Food North Sydney
Susan Carter Administration Sydney
Margaret Gardner General Education Taree
Alison Jones Child Care Illawarra
Darryl Griffin Arts (largely aboriginal) Metropolitan
Mardella Basset Travel & tourism National
Kevin Clayton Engineering paraprofessional State-wide
Noelene Milliken Foundation Studies (aboriginal) Riverina
Jeanne Boote Physical disability Hunter
Billie Ayling OTEN State-wide
Project background
We’re going to just look at the first three...
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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main meaning of ‘learning style’ = 'learning by doing’ vs ‘learning by bookwork’
learning style closely related to motivation (e.g., is individual studying to get a study benefit? to change careers?)
ideal = blend of ‘individualized’ with ‘whole group learning’
should provide information & provide skills in finding information
budget & structure limit flexibility at classroom level
perceptions impact directly on self-esteem (e.g., 'tradesperson' vs 'knowledge worker')
teacher orientation is crucial (e.g., a preference for ‘lock-step’ vs ‘independence’)
Teacher stance A strong wish to interest & inspire students to extend their skills,
knowledge & horizons
Teacher views: Cliff Trood (Fitting & Machining)
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Teacher stance Mindfulness, supportiveness & patient, to help students ‘bridge the
gap’ to positive learning experience
Teacher views: Susan Carter (Office Admin)
we should help learners understand their own preferred learning style(s) & to extend their styles
main meaning of ‘learning style’ = ‘how you go about learning something’ (e.g., on-line, using hard-copy resources, getting one-to-one help) + confidence
supporting flexible learning requires:
- teachers who are flexible & broadly knowledgeable
- flexible TAFE systems such as admissions & student records
for unconfident students with no positive educational experience, 1st priority = nurturing
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Teacher stance Enthusiasm, enjoyment, openness
Teacher views: Brigette Collins (Food & Beverage)
student interest best served via mix of:
- ‘nurturing’ (e.g., writing everything down for young students) &
- 'extending' (e.g., getting students to find own information)
main meaning of ‘learning style’ = spoon-fed vs learning independently +
age / ethnicity differences
there is close relationship between:
- a teacher's willingness / capacity to accommodate student needs &
- their general enthusiasm & enjoyment as teachers
illustrates difference between 'wants' & 'needs’:
- some students may want to dress as they like & arrive when they like
- to be employable, they need to adhere to dress requirements & be punctual
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Discussion
1 When you talk about ‘learning styles’, what do you mean?
2 How important is it to take ‘learning styles’ into account in TAFE teaching?
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Discussion
According to a 2003 report on TAFE:
‘Learners want services and support providing ‘just for
me’ training. They want to develop skills at times, in
ways and at locations that suit them, not the VET
provider.’ Mitchell et al, 2003
1 From your experience, how accurate is this statement?
2 How much should the VET system try to accommodate
‘just for me’ expectations?
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Discussion
Here are some factors
which influence student
learning experiences
• Based on your
experience, discuss the
impact of each factor on
student learning
• Rate the impact of each
on the success of your
classes
1 Reasons for wanting a qualification
2 General learning & study skills (e.g.,
note-taking; internet searching)
3 Cultural assumptions (e.g., about
teachers; individual study)
4 Age & maturity
5 Whether the learning experience
follows general ‘good design /
delivery’ principles
6 Whether broad preferences (e.g., for
hands-on activity) are accommodated
7 Whether specific individual learning
style preferences are accommodated
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Discussion
This project identified
some impediments to
accommodating learner
needs in TAFE
• What would you add to /
subtract from this list?
• What barriers most need
to be tackled?
1 Rigid curriculum design with too
little flexibility / too much material
2 Unmotivated teachers who don’t
enjoy what they’re doing
3 Inflexible general management &
information systems
4 The need to accommodate a range of
priorities cost-effectively
5 Lack of time & opportunities to tailor
the necessary learning resources
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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LEARNING ENVIRONMENT
Planned learning environment
Immediate learning environment Potential
learning environment:
People & other sources of
information & guidance
A model of learning styles
LEARNER
Needs & preferences common to
most learners
Learner-specific characteristics
Other learners
What is being learnt & why
Learning styles fit in here
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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LEARNER LEARNING ENVIRONMENT
What is being learnt & why
Needs & preferences common to
most learners
Learner-specific characteristics
Planned learning environment
Immediate learning environment
Other learners
Potential learning
environment: People & other
sources of information &
guidance
[Source: Data partly based on interview with Brigitte Collins, TAFE NSW]
Example: Learning bar service skills
• simulated bar
• packaged resources
• budget & staffing
• resources
• learning space
• simulated bar
• packaged resources
• budget & staffing
• resources
• learning space
• learning during part-time work
• bars & restaurants visited socially
• learning during part-time work
• bars & restaurants visited socially
• learn by doing
• feedback & guidance
• positive atmosphere
• learn by doing
• feedback & guidance
• positive atmosphere
• co-students’ work experience
• co-students’ work experience
• wine industry experts
• wine shows
• internet information
• wine industry experts
• wine shows
• internet information
• ethnicity
• English language
• ethnicity
• English language
e.g., to get study benefit vs start own business
e.g., to get study benefit vs start own business
A model of learning styles
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Traditional
one-size-fits-all
• Curriculum determines content
• Doesn’t require much teaching time
• Cost-effective
• Low customer satisfaction
• Unlikely to match what individual students want
Focus on broad-brush student groups
[Source: Adapted from material developed by Greg Madden, NSW TAFE]
Tailored to individual needs
• Individual needs
determine content
• Highly labour intensive
• Expensive
• High customer satisfaction
• Matches closely what individual students want
A compromise
that meets the
needs of broad
classroom
segments
The aim
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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High aspiration
& attentive
Low aspiration & easily distracted
Face-to-face support
Independent learner
Example: Categories of office administration students
Mature working women
Mature working women
Computer-savvy males getting extra
qualifications
Computer-savvy males getting extra
qualifications
Low aspiration qualification-
focussed female
Low aspiration qualification-
focussed female
[Source: Adapted from material developed by Greg Madden, NSW TAFE]
Focus on broad-brush student groups
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Encourage multiple learning strategies
Option 2
‘This is the way I prefer to learn in circumstances X’
‘This is the way I prefer to learn in circumstances X’
‘This is the way like to learn in
circumstances Y & Z’
‘This is the way like to learn in
circumstances Y & Z’
‘These are some other learning strategies I like to use’
‘These are some other learning strategies I like to use’
‘I use these approaches when I’m teaching someone else; sometimes, I use them myself’
‘I use these approaches when I’m teaching someone else; sometimes, I use them myself’
Option 1
‘This is my preferred
learning strategy &
I’m sticking to it!’
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Confident
Unconfident
Negative educational experience
Positive educational experience
Focus: Extending
Focus: Nurturing
Encourage multiple learning strategies
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Aim for ‘good’ design & delivery
Have goals 'I want to learn something / feel motivated to learn'
Do it 'I try it out, practice & learn from my mistakes'
Get feedback 'I check my results & take into account other people's reactions'
Digest it 'I make sense of what I've learnt & where it fits, in the process getting a sense of ownership'
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Limit the use of ‘learning styles’ questionnaires
Our investigation (coupled with Smith & Dalton’s ‘05 NCVER study) suggests ‘YES’!
DependentDependent
IndependentIndependent
VerbalVerbalHands-onHands-on
• Learning styles questionnaires can
help teachers & students to think about
how they learn
• It’s best to avoid emphasis on (difficult
to justify) theoretical models
• Simple frameworks, like this one (from
P. Dalton, Deakin Uni) are easiest to
justify & use
© 2005 TAFE NSW International Centre for VET Teaching & Learning
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Discussion...