Download - Learning preferences
Practical Advice About Practical Advice About Learning PreferencesLearning Preferences
Peter FenrichPeter FenrichInstructional Development ConsultantInstructional Development Consultant
Learning and Teaching Centre (bcit.ca/ltc)Learning and Teaching Centre (bcit.ca/ltc)British Columbia Institute of TechnologyBritish Columbia Institute of Technology
Tel: 604-432-8817Tel: [email protected][email protected]
Bridge-in
Have you ever felt that you would Have you ever felt that you would understand if instead the teacher …?understand if instead the teacher …?
Are you sure all of your students will Are you sure all of your students will like some of your teaching methods?like some of your teaching methods?
Outcome
By the end of this lesson, By the end of this lesson, yyou should be able to ou should be able to design lessons that design lessons that effectively accommodate effectively accommodate the varied learning the varied learning preferences of your preferences of your students.students.
Pre-assessment
What do you already know What do you already know about learning preferences?about learning preferences?
What can you do to address What can you do to address learning preferences when learning preferences when you teach?you teach?
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Topics
What are some preferences?What are some preferences?
- Self-assessment- Self-assessment Research resultsResearch results Practical advicePractical advice
Learning Preferences:Learning Preferences:
What are some What are some preferences?preferences?
Characteristic behaviours that Characteristic behaviours that indicate how people prefer to learn. indicate how people prefer to learn.
Relatively stable over time.Relatively stable over time. Also called learning styles and Also called learning styles and
cognitive styles.cognitive styles.
Preferences
Learning Preferences
The following activity will help you The following activity will help you discover your own learning preferences discover your own learning preferences and how your preferences compare to and how your preferences compare to others.others.
Preferences regard the way you think Preferences regard the way you think about and do things, media, working about and do things, media, working individually or in groups, the individually or in groups, the environment around you…environment around you…
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Preferences
Self-assessment
Abstract: You prefer ideas. You can Abstract: You prefer ideas. You can visualize to conceive ideas to believe visualize to conceive ideas to believe what you cannot see. You use your what you cannot see. You use your intuition and imagination. You look for intuition and imagination. You look for subtle implications.subtle implications.
Concrete: You bring in information Concrete: You bring in information directly through your senses. You prefer directly through your senses. You prefer the obvious rather than hidden meanings the obvious rather than hidden meanings or subtle relationships between ideas.or subtle relationships between ideas.
Circle Abstract or ConcreteCircle Abstract or Concrete
Preferences
Abstract Versus Concrete
Random: You prefer to organize Random: You prefer to organize information in chunks that may information in chunks that may not be in a particular order. You not be in a particular order. You sometimes skip procedural steps sometimes skip procedural steps and still produce what is needed. and still produce what is needed.
Sequential: You prefer to Sequential: You prefer to organize information in a step-by-organize information in a step-by-step, linear way. You follow a step, linear way. You follow a logical train of thought.logical train of thought.
Circle Random or SequentialCircle Random or Sequential
Preferences
Random Vs Sequential
Active ExperimentationActive Experimentation
- Trying something out, - Trying something out,
then thinking about itthen thinking about it Reflective ObservationReflective Observation
- Watching and thinking- Watching and thinking
before trying it outbefore trying it out From R/S: From R/S:
Circle Active or ReflectiveCircle Active or Reflective
Preferences
Active Versus Reflective
Some prefer learning alone while some Some prefer learning alone while some prefer learning with others.prefer learning with others.
From Active or Reflective:From Active or Reflective:
Circle Individual or GroupsCircle Individual or Groups
Preferences
With or Without Others?
Learners have different preferences Learners have different preferences for visuals, audio, and text.for visuals, audio, and text.
From Individual or Groups, if you From Individual or Groups, if you could only choose one:could only choose one:
Circle Text, Audio, or VisualsCircle Text, Audio, or Visuals ““Check” your learning style up frontCheck” your learning style up front
Preferences
Media Preferences
Should you assess your students’ Should you assess your students’ learning learning preferencespreferences??
Informal discussions with an Informal discussions with an individual are beneficial.individual are beneficial.
Preferences
To Assess Or Not To Assess
There is likely variation in how There is likely variation in how individuals feel about this activity of individuals feel about this activity of self-assessing one’s own learning self-assessing one’s own learning preferences.preferences.
What can you predict about any What can you predict about any activity you do?activity you do?
How would a student feel if all How would a student feel if all learning activities were done in a learning activities were done in a way he or she disliked?way he or she disliked?
Preferences
“Preferences” Activity
Topic: _______________________Topic: _______________________ Get agreement on:Get agreement on:
Abstract ___ or Concrete ___Abstract ___ or Concrete ___
Random ___ or Sequential ___Random ___ or Sequential ___
Active ___ or Reflective ___Active ___ or Reflective ___
Individual ___ or Groups ___Individual ___ or Groups ___
Text ___ or Audio ___ or Visual ___Text ___ or Audio ___ or Visual ___
Preferences
Pair Preferences Consensus
Was the process easy or difficult?Was the process easy or difficult? What about a class of 20?What about a class of 20? Imagine all the topics in your course.Imagine all the topics in your course. Should you ask your students how Should you ask your students how
you should teach?you should teach? Note that your teaching preferences Note that your teaching preferences
will not be the same as your will not be the same as your students’ learning preferences.students’ learning preferences.
Preferences
Pair Consensus
Learners have different preferences Learners have different preferences for environmental factors such as:for environmental factors such as:
Temperature, time of day, quiet/in the Temperature, time of day, quiet/in the midst of things, couch/desk/floormidst of things, couch/desk/floor
How do these factors impact How do these factors impact learning?learning?
Preferences
Environmental Factors
There are many other preferences, There are many other preferences, such as:such as:
- holists/serialists- holists/serialists
- introverted/extroverted- introverted/extroverted
- kinesthetic preferences or not- kinesthetic preferences or not At some point watch: At some point watch:
http://www.ted.com/talks/susan_cainhttp://www.ted.com/talks/susan_cain_the_power_of_introverts.html_the_power_of_introverts.html
Preferences
Other Preferences
AgeAge Life experiences (work, school)Life experiences (work, school) Life situation (married, children, time)Life situation (married, children, time) Ethnic/cultural backgroundEthnic/cultural background Intellectual abilityIntellectual ability Physical ability and disabilityPhysical ability and disability________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__
We must respect individual We must respect individual differences and not stereotypedifferences and not stereotype
Preferences
Other Factors
Enable learners to make content meaningful.Enable learners to make content meaningful. No common learning preference. Stories, seeing then No common learning preference. Stories, seeing then
doing, and hands-on approaches are culturally aligned.doing, and hands-on approaches are culturally aligned. Connect by learning about him/her, share storiesConnect by learning about him/her, share stories Earn trust, you may not start with any.Earn trust, you may not start with any. Do NOT stereotype, treat everyone in the class equally.Do NOT stereotype, treat everyone in the class equally. Each person is unique.Each person is unique. Be sensitive to transitional issues (e.g., rural to urban, Be sensitive to transitional issues (e.g., rural to urban,
community to academic, disconnect from home…).community to academic, disconnect from home…). Be accepting, inclusive, and open to differences.Be accepting, inclusive, and open to differences. Be caring, be respectful, and create a safe space.Be caring, be respectful, and create a safe space. Believe he/she will succeed.Believe he/she will succeed. For yourself and students: http://www.bcit.ca/aboriginal/For yourself and students: http://www.bcit.ca/aboriginal/
Preferences
When Teaching Aboriginal Students:
For your teaching, write down your For your teaching, write down your three most important conclusions three most important conclusions about learning preferences.about learning preferences.
1) ___________________________________ 1) ___________________________________
___________________________________ ___________________________________ 2)2) ___________________________________ ___________________________________
______________________________________________________________________ 3)3) ___________________________________ ___________________________________
______________________________________________________________________
Preferences
Conclusions
Learning preferences are internal Learning preferences are internal and unique to individuals and and unique to individuals and teachers.teachers.
Many valid ways to categorize Many valid ways to categorize preferences. Categorizing via one preferences. Categorizing via one model neglects other models.model neglects other models.
May not be worthwhile to assess.May not be worthwhile to assess. It is usually not practical to ask It is usually not practical to ask
students how you should teach.students how you should teach.
Preferences
Key Points to Remember
Learning Preferences:Learning Preferences:
Research ResultsResearch Results
Which learning preference leads to Which learning preference leads to the best achievement scores?the best achievement scores?
Overall, all are equal.Overall, all are equal. However, depending on the situation However, depending on the situation
and what is being taught, one and what is being taught, one specific learning preference can be specific learning preference can be better than another.better than another.
Research Results
Achievement
Matching a student’s learning Matching a student’s learning preferences to your teaching preferences to your teaching preferences can lead to higher preferences can lead to higher achievement.achievement.
But some studies have shown no But some studies have shown no differences in achievement. What differences in achievement. What explains that?explains that?
Remember that students are also Remember that students are also responsible for their learning.responsible for their learning.
Research Results
Matching
Student preferences are found along a Student preferences are found along a continuum with few at the extremes.continuum with few at the extremes.
Why is that significant?Why is that significant? Learner achievement is affected by more Learner achievement is affected by more
than just learning preferences.than just learning preferences. What also affects achievement?What also affects achievement? Natural ability, current ability, experience, Natural ability, current ability, experience,
time, perseverance, language ability…time, perseverance, language ability…
Research Results
Matching (continued)
In general, each learning preference In general, each learning preference is equal in terms of achievement.is equal in terms of achievement.
Matching learning preferences with Matching learning preferences with your teaching preferences can lead your teaching preferences can lead to increased achievement and better to increased achievement and better attitudes.attitudes.
Effective learning can occur when Effective learning can occur when preferences are mismatched.preferences are mismatched.
Research Results
Key Points to Remember
Learning Learning Preferences::
Practical AdvicePractical Advice
VideoVideo
Each student should sometimes Each student should sometimes be taught in a way that he or she be taught in a way that he or she prefers!prefers!
No one single teaching method or No one single teaching method or medium is perfect for all learners!medium is perfect for all learners!
Practical Advice
Underlying Philosophies
Go beyond basic teaching methods.Go beyond basic teaching methods. Use a variety of instructional Use a variety of instructional
activities, especially for different activities, especially for different domains of learning outcomes.domains of learning outcomes.
With respect to learning preferences, With respect to learning preferences, why is varying activities important?why is varying activities important?
Practical Advice
Variety of Activities (1)
Practical Advice
Variety of Activities (2)
A key to effective learning is interactivity A key to effective learning is interactivity (i.e., learners think and/or do). Meaningful (i.e., learners think and/or do). Meaningful and relevant interactions engage and relevant interactions engage allall learners!learners!
Different questioning techniques and Different questioning techniques and question types provide variation (e.g., question types provide variation (e.g., asking why, how, divergent, and asking why, how, divergent, and convergent questions, for a prediction, for convergent questions, for a prediction, for the next step, …).the next step, …).
Practical Advice
Interactivity/Questioning…
Experiential learning is a cyclical Experiential learning is a cyclical model that addresses preferences.model that addresses preferences.
Practical Advice
Experiential Learning
Stage 1: ExperienceStage 1: Experience Stage 2: Reflect on the experienceStage 2: Reflect on the experience Stage 3: Conclusions – Think about Stage 3: Conclusions – Think about
the theory, make generalizations, the theory, make generalizations, hypothesize, consider what should hypothesize, consider what should change, transfer ideas to related change, transfer ideas to related situations …situations …
Stage 4: Plan for the next experienceStage 4: Plan for the next experience
Practical Advice
Experiential Learning (cont’d)
Include a variety of media, as is Include a variety of media, as is appropriate.appropriate.
Providing both visual and text-based Providing both visual and text-based content reaches most learners.content reaches most learners.
Learning through more than one Learning through more than one medium involves more areas of the medium involves more areas of the brain.brain.
Practical Advice
Variety of Media
Have some pair or group activities.Have some pair or group activities. Consider problem-based learning Consider problem-based learning
and case studies.and case studies. Consider challenge problems.Consider challenge problems.
Practical Advice
Other Recommendations
Write down three ways you can Write down three ways you can address learning preferences for address learning preferences for your students.your students.
1) ___________________________________ 1) ___________________________________ ___________________________________ ___________________________________ 2)2) ___________________________________ ___________________________________ ______________________________________________________________________ 3)3) ___________________________________ ___________________________________ ______________________________________________________________________ ______________________________________________________________________
Practical Advice
Conclusions
You should sometimes teach each You should sometimes teach each student in a way he/she learns best.student in a way he/she learns best.
No one single teaching method is No one single teaching method is perfect for all.perfect for all.
Use a variety of instructional Use a variety of instructional strategies that go beyond basic strategies that go beyond basic teaching methods.teaching methods.
Consider the experiential learning Consider the experiential learning model.model.
Practical Advice Summary
Key Points to Remember
Make lessons highly interactive.Make lessons highly interactive. The interactions should be The interactions should be
meaningful and relevant.meaningful and relevant. Vary the types of interaction that you Vary the types of interaction that you
provide.provide. Include a variety of media.Include a variety of media. Have your students do some work in Have your students do some work in
pairs or groups.pairs or groups.
Practical Advice Summary
Key Points to Remember
What questions about What questions about learning preferences, learning preferences,
research, and practical research, and practical advice do you still have?advice do you still have?