Learning styles and - University of Bahrain€¦ · (incl. those with different learning styles)...
Transcript of Learning styles and - University of Bahrain€¦ · (incl. those with different learning styles)...
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Learning styles and Teaching styles
Creating and implementing strategies to support all students
at the University of Bahrain
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Learning styles and Teaching styles
Creating and implementing strategies to support all students
at the University of Bahrain
![Page 3: Learning styles and - University of Bahrain€¦ · (incl. those with different learning styles) Learning outcomes . By the end of the workshop, you will be able to : 1. Explain why](https://reader030.fdocuments.us/reader030/viewer/2022041016/5ec79249ebc8e14ea5068fd4/html5/thumbnails/3.jpg)
Learning styles and Teaching styles
Creating and implementing strategies to support all students
at the University of Bahrain
![Page 4: Learning styles and - University of Bahrain€¦ · (incl. those with different learning styles) Learning outcomes . By the end of the workshop, you will be able to : 1. Explain why](https://reader030.fdocuments.us/reader030/viewer/2022041016/5ec79249ebc8e14ea5068fd4/html5/thumbnails/4.jpg)
Learning styles and Teaching styles
Creating and implementing strategies to support all students
at the University of Bahrain
![Page 5: Learning styles and - University of Bahrain€¦ · (incl. those with different learning styles) Learning outcomes . By the end of the workshop, you will be able to : 1. Explain why](https://reader030.fdocuments.us/reader030/viewer/2022041016/5ec79249ebc8e14ea5068fd4/html5/thumbnails/5.jpg)
Introducing myself
Dr Loykie Loïc Lominé
University of Winchester
Staff Development
Consultant UK-HEA, IBO
Workshops: last week Italy, October Dubai, January Mexico, March Singapore…
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By the end of our workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all your students (incl. those with different learning styles)
Learning outcomes
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By the end of the workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all students (incl. those with different learning styles)
Learning outcomes
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By the end of the workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all students (incl. those with different learning styles)
Learning outcomes
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Structure of the session
• Warm-up activity (to stimulate our minds and brainstorm the topic)
• Theoretical input (definitions, scholarship)
• Learning styles (two models)
• Teaching styles
• Examples (incl. Jack, student in UK)
• Applications (to UoB)
• Recap
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Structure of our workshop
Warm up
Theoretical input
Learning styles
Teaching styles
Examples
Applications
Recap
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Warm up activity
Protocol:
- Stand up
- Question on the screen.
- 30 seconds to think about your answer.
- Pair up with someone and, for 2mn, share/discuss your response.
- We then repeat this three other times / with different questions / speak with other people
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Question 1
Remember a very good teacher you had at school/university.
Why was he so good?
Describe his teaching style
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Question 2
Remember a very bad teacher
you had at school/university.
Why was he so bad?
Describe his teaching style
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Question 3
When you were a student,
how did you learn best?
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Question 4
Nowadays, how do you learn best?
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What have we done?
- Stimulated our minds (and bodies)
- Started thinking/talking about:
- learning styles
- teaching styles
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Initial definitions
• Topic of “learning styles” is intuitive
• “my preferred learning style” = my inclination towards a kind of learning
• Spontaneous descriptions: “I am a visual learner”, “I am a fast learner”
• May vary over time
• May vary according to the object of learning
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Learning style theory/theories
• A very rich area of research and scholarship
• 2004: Learning and Skills Research Centre at Newcastle University published a review of learning styles theory: 180 pages report
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A review said:
“It was not only the number of learning styles models which surprised the Newcastle University team, but the differences in what the models claimed to measure and the terminology used to describe different kinds of learners.
The researchers concluded that this is potentially confusing for both schools and educational policy makers who are not specialists in the field”.
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Learning style model 1:
VARK
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VARK
4 basic learning styles:
• Visual
• Aural/auditory
• Read/Write
• Kinaesthetic
(and variations: VAKT)
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• www.youtube.com/watch?v=3_bQUSFzLI4
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tinyurl.com/KPQOQLO
vark-learn.com/the-vark-questionnaire/
Or vark-learn.com then “VARK questionnaire”
- Do the test (questionnaire)
- Read the results
- React to them / discuss them in pairs (is it what you expected?)
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My own results
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Learning style model 2:
Honey and Mumford (1986)
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http://www.open.edu/openlearnworks/pluginfile.php/69355/mod_page/content/1/learning_styles.pdf
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Two options:
1. Do an online quiz/questionnaire to identify your learning style (according to Mumford and Honey)
Many versions online:
- On PC: tinyurl.com/LRY4FRJ (website of the University of Surrey UK)
- On smartphone:
Search for “Mumford and Honey test” – e.g. brainbox
OR
2. Read more about “Mumford and Honey” online
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University of Surrey version
• libweb.surrey.ac.uk/library/skills/study_skills/Self%20Evaluation%20of%20Learning%20Styles/self_evaluation_of_learning_styles.html
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My learning style according to Honey and Mumford’s model
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Many other models
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My learning style according to Memletics
http://www.learning-styles-online.com/inventory/
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Recap
“Learning styles”:
a very rich body of research and scholarship
Keeps developing – and still “very hot”
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Structure of our workshop
Warm up
Theoretical input
Learning styles
Teaching styles
Examples
Applications
Recap
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Learning styles and Teaching styles
Creating and implementing strategies to support all students
at the University of Bahrain
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3 questions
3mn to think and write down your answers:
1. How would you describe your teaching style?
2. How does it reflect the way you would like to be taught, if I were a student (or the way you learn best)?
3. When you work with students, how do you ensure that you cater for a range of learning styles?
5mn discussion in pairs (or small groups)
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VARK for teachers/trainers
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“your teaching preference”
According to VARK
-- bear in mind it is only a rough diagnostic based on a short questionnaire
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Discussions
1. Should I expect my students to adapt to me, to the way I teach….. or should I adapt my teaching to my students’ learning styles and preferences?
2. How is it possible to support a heterogeneous group of students who have different learning styles?
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Why does it matter?
Being aware of (a) my own teaching style, (b) my students’ learning style, I can be a better educator.
Academics often forget/ignore the fact that students have different learning styles.
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“mismatch between tutor and students”
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In class,
many academics
focus on K1
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In class,
many academics
focus on K1
They forget K3
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Recap
Learning styles:
• Very many models and theories
• Still disputed/controversial topic
Teaching styles:
• May need to “adjust”
• Explore alternatives to cater to all students
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Structure of our workshop
Warm up
Theoretical input
Learning styles
Teaching styles
Examples
Applications
Recap
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Example of a student - JACK
“SpLD” = Specific Learning Differences
Dyslexic (and dyspraxic)
Learns differently from other students
Video I made for an L&T event I led at the University of Winchester
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Multi-sensory learning and
Multi-sensory teaching
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Multi-sensory learning and
Multi-sensory teaching
From a student’s perspective
From a tutor’s perspective
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Use of Multi-sensory teaching
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Use of Multi-sensory teaching
Primary education
Secondary education
Higher education
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Use of Multi-sensory teaching
Primary education
Secondary education
Higher education
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My initial view (up to 5-6 years ago)
• University = space of “serious” knowledge exchange and knowledge creation
• “academic” = “old-fashioned”, “traditional”
• Lecture, students taking notes…
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What made me change my mind?
• “Intellectual curiosity”
• PGCert in Teaching and Supporting Dyslexic Adult Learners in Higher Education
(research base, input of experts etc)
• Working as a dyslexia tutor - one-to-one support with students (such as Jack)
- with colleagues in Student Services
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Multi-sensory teaching: Key aspects
1. It does not compromise the integrity of the learning outcomes (nor the HE dimension)
2. It can gives SpLD students (like jack) a learning environment that suits their learning style(s) better
3. It adds layers to what we do – and makes it more accessible to all students
4. Some subjects already do it “naturally” (e.g. Dance and Engineering for kinesthetic learners)
5. It can make teaching more creative and more interesting
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EXAMPLE (1)
Using the board game Monopoly
to teach finance or economics
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EXAMPLE (2)
Use leg bricks
to teach engineering
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EXAMPLE (3)
Using songs/music
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I play (soft) background music in class
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EXAMPLE (4)
“Peripatetic tutorials”
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EXAMPLE (5)
“Hands-on” activities with students
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Structure of our workshop
Warm up
Theoretical input
Learning styles
Teaching styles
Examples
Applications
Recap
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Task 1: Application to self
Think about your favourite topic
(or one you recently taught)
How could you teach it
in a more creative, multi-sensory way?
Why?
2mn on your own
10mn to discuss in small groups
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Task 2: Planning
Think about a class you will teach soon.
How can you include a range of learning styles in your design/delivery?
(VARK; reflector, activist, theorist, pragmatist)
2mn on your own
10mn to discuss in small groups [“why?”]
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Structure of our workshop
Warm up
Theoretical input
Learning styles
Teaching styles
Examples
Applications
Recap
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By the end of our workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all your students (incl. those with different learning styles)
Learning outcomes
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By the end of our workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all your students (incl. those with different learning styles)
Learning outcomes
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By the end of our workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all your students (incl. those with different learning styles)
Learning outcomes
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By the end of our workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all your students (incl. those with different learning styles)
Learning outcomes
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By the end of our workshop, you will be able to :
1. Explain why learning styles matter in higher education
2. Analyse your learning style, both in theory and in practice
3. Evaluate how your teaching style caters for all students
4. Create strategies/activities to support all your students (incl. those with different learning styles)
Learning outcomes
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What else have I done today?
I have endeavoured to model good practice:
• Working in a multi-sensory way
• Using visuals, video with subtitles, regular recaps
• Trying to cater for a range of learning styles
(VARK; reflector, activist, theorist, pragmatist)
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Learning styles and Teaching styles
Creating and implementing strategies to support all students
at the University of Bahrain