learning style workshop
DESCRIPTION
Meeting student needs: accommodating learning style preferences in your training by Suzanne Griffiths and Clare Humphries, University of Cranfield.TRANSCRIPT
Suzanne GriffithsClare Humphries
Meeting Student Needs:Accommodating Learning Style Preferences in Your Training
CDG EOE 23 March 2012
Workshop outline
• Introduction to Learning Styles • Case study• Group activity• Report back and discussion• Summing up and what next
Learning Styles
• Proposed by Peter Honey and Alan Mumford in 1970s and 80s
• A description of the attitudes and behaviours which determine an individual’s preferred way of learning
• Explains why a group of learners, exposed to the same learning opportunity, may react in very different ways
Honey, P. and Mumford, A. (1992) The Manual of Learning Styles,
3rd ed, Maidenhead: Peter Honey
What is my Learning Style?
• The Learning Styles Questionnaire• An 80 item or 40 item questionnaire• On the CLA’s list of Excluded Works• Available at http://www.peterhoney.com/
• Mini quiz: ‘I learn best when…..’• Have a go!• Tick the statements which apply to you
What is my Learning Style?
• A = Activist
• R = Reflector
• T = Theorist
• P = Pragmatist
Learning styles: Activist
• Open minded – try anything once!• Act first, consider outcome later• Thrive on new challenges, open to change• Risk takers• Easily bored• They are ‘The Doers’
Learning styles: Activist
• Learns best from sessions where:• There is excitement/drama with a range of
activities to tackle• They can have a go
• Learns least from sessions where:• Learning involves a passive role or solitary work• They are required to interpret data
Learning styles: Reflector
• Prefer to stand back and observe situations from different angles
• Good listeners – seek others’ opinions before making up their own mind
• Thorough and methodical• Cautious – not risk takers, not very assertive• They are ‘The Reviewers’
Learning styles: Reflector
• Learns best from sessions where:• They have the opportunity to review what has
happened• They are allowed to watch/think about activities
• Learns least from sessions where:• They are ‘forced into the limelight’• They are involved in situations which require
action without planning
Learning styles: Theorist
• Solve problems in a logical, step-by-step approach• Perfectionists• Prefer rational and objective solutions rather than
ambiguous or subjective solutions• Dislike disorder and uncertainty• They are ‘The Concluders’
Learning styles: Theorist
• Learns best from sessions where:• They are in structured situations with a clear
purpose• They can listen to or read about ideas and
concepts• Learns least from sessions where:
• They are involved in unstructured activities• They have to participate in situations
emphasizing emotions
Learning styles: Pragmatist
• Like to test new ideas to see if they work in practice• Practical, down-to-earth problem solvers• See problems and opportunities as a challenge• Impatient• Task orientated not people orientated• They are ‘The Testers’
Learning styles: Pragmatist
• Learns best from sessions where:• There is an obvious link between subject matter
and an aspect of their job• They have an immediate opportunity to
implement what they have learned• Learns least from sessions where:
• They cannot see an immediate relevance or practical benefit
• The learning seems distant from reality
Your learning style may vary depending on the circumstances…….
And it can be changed!
Your students are likely to have different learning style preferences to you.
Learning Styles
Case Study:
Getting Started with Your Thesis: a workshop for Masters Students
Case Study
• Thesis Support Workshop• Background
• Cranfield University students• Why the workshop is required• An overview of workshop
• Modification of workshop for learning Styles • New workshop feedback
Background
• Cranfield University• Postgraduate education only• Schools in Management, Health, Applied
Sciences, Engineering and Defence• 3,800 students from 100 countries
• School of Management• 850 students per annum• 150 Executive Delegates per week
Thesis Support Workshop
• Why was workshop required?
• Thesis 40% of final mark• Four to six month project • Students were not sure how to get started• Unstructured time – no lectures
• Students were not taking full advantage of the library resources and support available
Workshop Content– 1.5 hours
• Practical Support• How to find theses • How to use Inter Library
Loan services • Review thesis guidelines • Provide tips on common
thesis problems • Encourage one to one
follow up appointment with information specialist
• Refreshers (Student led)• Key subject database • Getting to the full text• Citing, plagiarism and
Refworks • Writing a literature
review • Accessing materials off
campus • Anything else students
have difficulties with
Thesis WorkshopActivities
• Original content delivery• Lecture• Demonstration of resources/techniques• Library publications
• i.e. writing a literature review
• My training on learning styles led me to redevelop the workshop
Learning Style Tasks
• Modifications for Activists
• Ensured students have diverse range of activities to engage in • Students set hands on activities with
computers• Question and Answer section• Discussions about resources with fellow
students
Learning Style Tasks
• Modifications for Reflector
• Promoted workshop before and summarized after• Detailed outline of workshop emailed to students one week
before. • Follow up email sent day after class with summary of
content and links.• Students have hand-outs or list of online resources to
review or revisit• Students given opportunity to make follow up
appointments after workshop.
Learning Style Tasks
• Modifications for Theorists
• Thesis workshop has clear structure and clear purpose. (Improved the design - involved course directors and colleagues in content and structure)
• Students have step by step guides• Students have chance to ask questions on
methodology of writing and researching a thesis.
Learning Style Tasks
• Modifications for Pragmatists
• Obvious link in workshop between activities and need to write a thesis • i.e. changed title of workshop from “Library refresher” to
“Getting Started with Your Thesis”• Changed timing; within 3 weeks of proposal deadline• Techniques learnt save time, increase quality• Students self assess gaps in research skills
How did the Workshop Go?
• Second Year Results• Very successful;
• High attendance by students - relevant• Valued by Course Directors, booking for next year• Many students followed up with one to one
appointments or emails• Feedback comments from students
• The workshop came at the right time. • Looking forward to all the help I can get with my
thesis!
Group Activity
Group Activity
• Split into groups – each to consider a different learning style
• In your group, reflect on your own or your institution’s IL teaching
• Does the session accommodate this learning style?• Please record examples of good practice
• Could the learning style be better supported in the session?
Moving Forward…
• Can you identify one thing you will be able to incorporate in your training?
Learning Style Bias
• Be aware of your own learning style bias • My personal preference for the Activist learning
style is low • How does this affect my teaching?
• I am likely to avoid designing activities that require• Role Play
Summary
• Honey and Mumford identified 4 learning styles• Activist, Reflector, Theorist and Pragmatist
• It is important to consider that students may have different learning styles and to try to accommodate them in our teaching
What next?
• What next......• Fill in the contact form if you want us to email you
the group comments• Review the list of resources in your delegate pack• Take the test and find your learning style!
• Please email us if you have any comments or questions• [email protected]• [email protected]