assignment 1 hmlt 5203 budi poniam

Assignment 1 HMLT 5203

Budi Poniam

Budi Poniam. February 20131

My Students’ Learning

Styles versus My Teaching

Style: A Study for Having a

Better Teaching and

Learning Process

Introduction

Budi Poniam. February

20132

Much research supports the view that when

students’ learning preferences match their

instructor’s teaching styles, student motivation

and achievement usually improve. (Brown,

Bettina L. (2003). Teaching style vs. learning

style. Myths and Realities (no. 26). Educational

Resources Information Center.)

A study of my students’ learning styles and my

teaching style is conducted to have a better

teaching and learning process in my courses;

more effective and joyfull.

Data Collection


20133

13 students (Higher Education) participated in the

Don Clark’s Learning Style Survey

(http://www.nwlink.com/~donclark/hrd/styles.html),

but only 12 completed the survey.

Instructor (my self) was the subject of Teaching Style

Inventory survey.

http://www.texascollaborative.org/tools/TSI.pdf.

http://www.nwlink.com/~donclark/hrd/styles.html

Data Learning Style.pdf

Data Teaching Style.pdf

http://www.texascollaborative.org/tools/TSI.pdf



Data Analysis


20134 Diagram 1. Learning Styles of My students

A B

CD

Purple Area

Data 12 Students learning style.png

Data Analysis (Diagram 1)


20135



20136

Chart 1. Distribution of Students (in %)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

Distribution of Students (%)

Purple Area

Quadran A

Quadran B

Quadran C

Data Analysis (Chart 1)


20137

2 major groups of students (Quadran A and C)

in the class that have very different learning

styles.

Students in Quadran A (Doing and Feeling) are

in the organizing category.

Students in Quadran C (Watching and

Thinking) are in the philosophy category.

The Organizing Category


20138

In this category students prefer Doing and Feeling:

Good at adapting to changing circumstances and solves problems in an intuitive, trial-and-error manner, such as discovery learning.

Tend to be at ease with people.

Prefer the challenges of new experiences, involvement with others, assimilation, and role-playing.

Like anything new, problem solving, and small group discussions.

The Philosophy Category


20139

In this category students prefer Watching and Thinking:

Prefer to pull a number of different observations and thoughts into an integrated whole in a step-by-step manner (go from details to big-picture).

Prefer to reason logically and design models, theories, and projects.

Like lectures, analogies, systems, and case studies.

Talking with experts is normally not helpful

Data Analysis


201310

Diagram 2. Matrix of My Teaching Goals

(6,3)



201311

Data Analysis


201312

Diagram 3. Matrix of My Teaching Methods

(11,-2)



201313

Data Analysis My Students’ Learning Styles Versus My Teaching Styles


201314

Teaching

Styles

Students’ Learning Styles

The Organizing Category The Philosophy Category

Teaching

Goals

Matrix

Quadran D

(6,3)

Instructor is expected to give

more challenges of new

experiences, discovery

learning; not just familiar

applications of the concepts.

Students get most

benefits from this

teaching goals.

Teaching

Methods

Matrix

Quadran B

(11,-2)

Students get most benefits

from group works.

Instructor is expected to

design interactive activities

such as role play, hands-on

activities.

Students get most

benefits from theoretical

and symbolic cognitive

processing.

Instructor is expected to

accomodate students’

need for individual tasks.

Conclusion


201315

There are 2 major groups of students that have

different learning styles therefore instructor has

to design differentiated instructions that can

accomodate the needs of most students in their

learning process.

More challenges of new experiences must be

added to more familiar applications of the

concepts.

Individual and group tasks must be balanced.

Reflection


201316

In doing the Teaching Style Inventory (TSI) survey, instructor (my self) was reminded several instructional practices that were not conducted any more in my class such as giving individual task to my students. I have to reconsider some pratices in my future instruction.

I need to know my students’ learning styles (by doing a survey at the beginning of the course) so I can adjust the instruction design and process to accomodate their needs, therefore making the learning process effective and joyful.

Some surveys should be conducted and studied before I decide to choose the appropriate surveys of learning styles and also teaching styles.

References


201317

1. Learning Style Survey.

http://www.nwlink.com/~donclark/hrd/styles/learn_style_

survey.html. Downloaded at 15 February 2013.

2. Teaching Style Inventory.

http://www.texascollaborative.org/tools/TSI.pdf.

Downloaded at 15 February 2013.

3. Brown, Bettina L. (2003). Teaching style vs. learning style.

Myths and Realities (no. 26). Educational Resources

Information Center.

http://www.nwlink.com/~donclark/hrd/styles/learn_style_survey.html



