Gateway Engineering Education Coalition1 Learning Styles An Introduction to the Ways People Learn.

Gateway Engineering Education Coalition 1

Learning Styles

An Introduction to the Ways People Learn


Learning Styles: Topics

Background

Learning Style Models

Teaching to All Types

References


Background

Students have different “learning styles”

Learning styles describe how students prefer to and are best able to receive and process information


Background

Learning styles indicate preferences for:Facts and dataTheories and modelsVisual presentation – pictures and

diagramsVerbal presentation – written and spokenActive and interactive learning Introspective and individual learning


Background

Teaching solely in a manner not well suited to a student’s learning style may cause enough discomfort to interfere with learning


Background

However…

Teaching only to the preferred modes may result in students lacking the mental agility to reach their potential academically and professionally

In other words…they might not adapt well


Learning Style Models

Three common learning styles models include:

Kolb’s Learning Style Model

Felder-Silverman Learning Style Model

Myers-Briggs Type Indicator (MBTI)


Kolb’s Learning Style

Type 1 – Concrete, Reflective

Type 2 – Abstract, Reflective

Type 3 – Abstract, Active

Type 4 – Concrete, Active



Type 1 – Concrete, ReflectiveTypically asks “Why?”Responds well to explanations of how

course material relates to their experience, their interests, and their future careers

To be successful with Type 1, the instructor should motivate



Type 2 – Abstract, ReflectiveTypically asks “What?”Responds well to information that is

presented in an organized, logical fashion and benefits from reflection

Instructor should function as an expert



Type 3 – Abstract, ActiveTypically asks “How?”Responds well to working actively on well-

defined tasks and by trial-and-error in an environment that allows them to fail safely

Instructor should function as a coach by providing guided practice and feedback.



Type 4 – Concrete, ActiveTypically asks “What if?”Prefers to apply course material in new

situations to solve real problems. Instructor should stay out of the way to let

students discover things on their own.


Felder-Silverman

Sensing/Intuitive

Visual/Verbal

Inductive/Deductive

Active/Reflective

Sequential/Global


Felder-Silverman

SensingConcrete, PracticalOriented toward facts and procedures

IntuitiveConceptual, InnovativeOriented toward theories and meanings


Felder-Silverman

VisualPrefer visual representations of materialPictures, Diagrams, Flow charts

VerbalPrefer written and spoken explanations


Felder-Silverman

InductivePrefer presentations that proceed from the

specific to the general

DeductivePrefer presentations that go from general

to the specific


Felder-Silverman

ActiveLearn by trying things outPrefer working with others

ReflectiveLearn by thinking things throughPrefer working alone


Felder-Silverman

SequentialLinear, OrderlyLearn in small incremental steps

GlobalHolistic, Systems thinkersLearn in large leaps


Myers-Briggs

Extraverts/Introverts

Sensors/Intuitors

Thinkers/Feelers

Judgers/Perceivers


Myers-Briggs

ExtravertsLike to try things outFocus on the outer world of people

IntrovertsThink things throughFocus on the inner world of ideas


Myers-BriggsSensorsPracticalDetail-orientedFocus on facts and procedures

Intuitors ImaginativeConcept-orientedFocus on meanings and possibilities


Myers-Briggs

ThinkersSkepticalTend to make decisions based on logic

and rules

FeelersAppreciativeTend to make decisions based on personal

and humanistic considerations


Myers-Briggs

JudgersSet and follow agendasSeek closure even with incomplete data

PerceiversAdapt to changing circumstancesResist closure to obtain more data



Appealing to a wide array of learning styles can be achieved, based on the Felder-Silverman model, by:



Using plots, graphics, and demonstrations along with oral and written explanations (visual/verbal)

Balancing concrete information such as experimental results with conceptual information like theories and models (sensing/intuitive)



Demonstrating the logical flow of material but also making connections to other classes, topics, and everyday experiences (sequential/global)

Encouraging or requiring cooperative learning (all learning styles)



Asking students to explain a general principle given only experimental observations (inductive)

Providing in class time for students to consider the material presented as well as for active participation (reflective/active)


References

Matters of Style, Felder, Richard, ASEE Prism, 6(4), 18-23, December 1996

http://www.ncsu.edu/felder-public/

Gateway Engineering Education Coalition1 Learning Styles An Introduction to the Ways People Learn.

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