session 2 - learning styles rh (1)
TRANSCRIPT
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7/28/2019 Session 2 - Learning Styles Rh (1)
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BIMM 17Action Learning:
Understanding andImproving how you Learn
through your own
experience.
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Todays Learning
Outcomes
By the end of this session, a successful participant
will be able to:
Identify your strengths and your areas for
improvement as a learner
Discuss your personal strategies for learning
effectively through action and experience.
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Time for your test ...What do you think Im going to ask you to do?
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3 - 2 - 1
3 - what were the three main points you got from this
reading?
2 - what are two thoughts / opinions you have on this
reading? (Back your ideas up!)
1 - what is one practical thing you can take from this
reading, and turn into an action? How will you do
this? Why is it important to you?
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Successful reading is
about your interactionwith the text.
Ask yourself:What do I think? Why?
What can I get out of
this?
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Kolbs Learning Cycle.
Heres one well known model
on what we need to do (the
stages we need to use) inorder to learn effectively from
our experiences.Learning = change = growth.
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David Kolb
His 1984 publication Experiential Learning:
Experience as the Source of Learning and
Development-really gave impetus to the modernlearning styles movement
In this, he defines learning as the process whereby
knowledge is created through the transformation of
experience. Knowledge results from thecombination of grasping experience and
transforming it.(1984:41)
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DO
REFLECT
GENERALISE
PLAN
Experiential
Learning
Cycle (Kolb)
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C.E.
R.O.
A.C.
A.E.
Experiential
Learning
Cycle (Kolb)
Concrete Experience
Reflective
Observation
Abstract
Conceptualisation
ActiveExperimentation
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Kolbs definition of
experiential learningKolb proposes that experiential learning has 6
characteristic features:
1 - Learning is best thought of as a process, andnot just in terms of outcomes;
2 - Learning is a continuous process grounded in
experience;
3 - Learning is a holistic process of adaptation to
the world.
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Experiential learning 2
4 - Learning involves transactions between the
person and the environment;
5 - Learning is the process of creating knowledge
which is the result of the transaction between
social knowledge and personal knowledge.(1984:36)
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Experiential learning 36 - Learning requires the resolution of conflicts
between dialecticallyopposed modes of adaptation
to the world. (this is the one that most clearly links
to learning styles ...)
This links to the two-axis Kolb model well study
next. We need to negotiate one axis from concrete
experiencing of events to abstract
conceptualisation of them; and another from activeexperimentation at one end to reflective observing
at the other. There is always a tension as we
negotiate these axes - alone and together.
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Kolb on learning styles
As a result of our hereditary equipment, our
particular past life experience, and the demands of
our present environment, most people develop
learning styles that emphasise some learning
abilities over others. Through socialisation
experiences in family, school and work, we come
to resolve the conflicts between being active and
reflective and between being immediate and
analytical in characteristic ways, thus leading to
reliance on one of the four basic forms of knowing
... (1984: 76-77)
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Kolb's
learning
styles
Reflective
ObservationWatching
ConcreteExperience
Feeling
Active
ExperimentationDoing
Abstract
ConceptualisationThinking
Processing Continuum
how we do things
PerceptionContinuum
howw
ethink
aboutthings
Assimilating(thin k and watch)
AC/RO
Diverging(feel and watch)
CE/RO
Converging(thin k and do)
AC/AE
Accommodating(feel and do)
CE/AE
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Concrete experience v
abstract conceptualization
I prefer:
A - hands-on learning experiences
B - learning through thinking & reasoningI tend to:
A - rely on feelings when making decisions
B - rely on logical reasoning when making
decisionsI learn more effectively from:
A - my peers
B - my teachers
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Concrete experience v
abstract conceptualization
I like learning through:
A - simulations / activities
B - lectures
I learn well by:
A - practical experience
B - applying theories to hypothetical situations
I am best at learning:
A - concrete facts / information
B - concepts / ideas
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Kolb's
learning
styles
Reflective
ObservationWatching
ConcreteExperience
Feeling
Active
ExperimentationDoing
Abstract
ConceptualisationThinking
Processing Continuum
how we do things
Perception
Continuum
howw
ethink
aboutthings
Assimilating(thin k and watch)
AC/RO
Diverging(feel and watch)
CE/RO
Converging(thin k and do)
AC/AE
Accommodating(feel and do)
CE/AE
Mainly Bs
Mainly As
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active experimentation v
reflective observation
I learn best through:
C - active involvement in projects
D - observation
I would rather:
C - do volunteer work (with disadvantaged kids)
D - read (about disadvantaged kids)
I prefer assignments that require me:
C - to work with real-life examples
D - to think about situations
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active experimentation v
reflective observation
I learn well through:
C - participating in a discussion
D - listening to what others have to sayI tend to:
C - jump right in with something new
D - think about possible outcomes before trying
something newI learn best:
C - by doing
D - watching and thinking about it
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Kolb's
learning
styles
Reflective
ObservationWatching
ConcreteExperience
Feeling
Active
ExperimentationDoing
Abstract
ConceptualisationThinking
Processing Continuum
how we do things
Perception
Continuum
howw
ethink
aboutthings
Assimilating(thin k and watch)
AC/RO
Diverging(feel and watch)
CE/RO
Converging(thin k and do)
AC/AE
Accommodating(feel and do)
CE/AE
Mainly Bs
Mainly As
Mainly DsMainly Cs
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Converging (AC & AE / mainly
B & C)
The converging style = abstract & active
Strengths = practical application of ideas /
problem solving / decision making
Often does best in situations where there is a
single correct answer, or where they can focus
on a specific problem or situation.Often relatively unemotional / controlled in the
expression of emotion - preferring to deal with
things rather than people / problems rather than
interpersonal issues.
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diverging (CE & RO /
mainly A & D)
The diverging style = concrete & reflective
Strengths in creativity and imaginative ability.
Good at seeing situations from many
perspectives. Skilled at brainstorming. Original.
May be seen as a bit off the wall. Adapts by
observation rather than action.
Interested in people. Connected. Emotional.
Tends to be feeling-oriented.
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assimilating (ac & ro / mainly
b & d)
The assimilating style = abstract & reflective
Strength lies in ability to understand and create
theories. Reasons inductively (infers general
laws from particular instances - deductive
reasoning is the opposite). Also tends to be
good at research and planning. Logical &
precise. Synthesises ideas.
Less interested in people. Interested in concepts
- but not necessarily in their practical application.
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accommodating (CE & AE /
mainly A & c)
The accommodating style = concrete & active
Strengths lie in carrying out plans and
experiments and involving themselves in newsituations. Action-oriented. Risk takers. Highly
adaptable. Good in situations needing quick
decisions.
Tend to solve problems intuitively / through trial
and error. Very people focused, and at ease with
people (though may be seen as impatient or
pushy).
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starter question
Great - but so what?
Just knowing about my learning style / preferencedoesnt actually get me very far ...
So here are two useful questions:
How can I use my learning preference to myadvantage this year on the BA?
How can I flex my muscles, and step into the
bits Im not normally so strong at?
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Summary critique of Kolb, from: Coffield, F. et al (2004)Learning Styles and Pedagogy
in post-16 Learning: A systematic and Critical Review(London: Learning & Skills
Research Centre) p.70
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Further reading on this
Jonassen, D. & Grabowski, B. (1993) Handbook of
Individual Differences, Learning and Instruction
(NJ: Lawrence Erlbaum)
Kolb, D. (1984) Experiential Learning: Experience
as the Source of Learning and Development
(Englewood Cliffs, NJ: Prentice Hall)
Kolb, D. (2000) Facilitators Guide to Learning
(Boston: Hay/McBer)
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Another take on this:
Honey & MumfordsLearning Styles
Dimensions of
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Activist
- having anexperience
Reflector- reviewing
the experience
Theorist
- concluding fromthe experience
Pragmatist- planning the next
steps
Honey & Mumfords
Learning Cycle
Source:
Honey & Mumford (2000)
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Numbers of
preferences
Number of strong preferences
1 strong preference = 35% / 2 = 24% / 3 = 20%
/ 4 = 2% / 0 = 19%
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Activists (activist
style?)Strengths - tend to:
Be flexible & open-minded / ready to take action
/ like to be exposed to new situations / optimistic/ generally comfortable with change
Weaknesses - tend to:
Act without considering consequences / takeunnecessary risks / do too much themselves and
hog limelight / rush into things without preparing /
get bored with implementation & follow-through.
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Reflectors (reflective
style?)Strengths - tend to:
Be careful / thorough & methodical / thoughtful /
good at listening to others & assimilatinginformation / rarely jump to conclusions.
Weaknesses - tend to:
Hold back from participation / be slow to makeup minds and reach conclusions / too cautious &
not take enough risks / not assertive &
forthcoming - have no small talk
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Theorists (theoretical
style?)Strengths - tend to:
Be logical thinkers / rational & objective / good at
asking probing questions / disciplined approach /grasp of big picture
Weaknesses - tend to:
Be restricted to lateral thinking / low tolerance foruncertainty, disorder & ambiguity / intolerant of
anything subjective & intuitive / full of shoulds,
oughts & musts.
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Pragmatists (pragmatic
style?)Strengths - tend to:
Be eager to test things out / practical, down-to-
earth & realistic / businesslike / get straight to the
point / technique-oriented
Weaknesses - tend to:
Reject anything without an obvious application /
not very interested in theory or basic principles /seize on first expedient solution / impatient with
indecision / more task-oriented than people
oriented.
SOURCE: HONEY & MUMFORD (200
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Two questions for you
So - what am I strong at and what works well for
me to help me learn (and change and grow)? Howdo I get more of this?
What am I weaker at? How can I begin to develop
myself here? What do I need to do to get 5% better
in the next fortnight?
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Summary critique of Honey & Mumford, from: Coffield, F. et al (2004)Learning Styles and
Pedagogy in post-16 Learning: A systematic and Critical Review(London: Learning & Skills
Research Centre) p.76
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Further reading on this
Honey, P. & Mumford, A. (1992) The Manual of
Learning Styles (Maidenhead: Peter HoneyPublications)
Honey, P. & Mumford, A. (2000) The Learning
Styles Helpers Guide (Maidenhead: Peter Honey
Publications)
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Further reading on
learning stylesId recommend you look at: Coffield, F. et al (2004)
Learning Styles and Pedagogy in post-16 Learning:
A Systematic and Critical Review(London:
Learning & Skills Research Centre)
This is on-line - see esp. Sections 1 & 6-9
N.B. It also covers other learning styles models,including the Herrmann Brain Dominance
Instrument (HBDI); MBTI; & Cognitive Styles
Analysis ...
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Blogwork for the week
Please post on something you plan to do this yearthat will exploit your strengths as a learner. Why do
you think this will work?
(Its important to do both parts!!)
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Reading for the week
Next week were going to start working with Myers
Briggs
So - just have a poke about on their website to get
a sense of whats going on
Start here: http://www.myersbriggs.org/
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Todays Learning
Outcomes
By the end of this session, a successful participant
will be able to:
Identify your strengths and your areas for
improvement as a learner
Discuss your personal strategies for learningeffectively through action and experience.