terry ashton, adviser (guidance and careers) welcome!
TRANSCRIPT
Terry Ashton, Adviser (Guidance and Careers)
Welcome!
We don’t all We don’t all learn thelearn the
same way!same way!
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wwhy are learning styleshy are learning styles importantimportant??
People who are actively engaged in the learning process will more likely achieve success.
A key to getting and keeping learners involved in the learning process is to understand learning style preferences.
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models for learning stylesmodels for learning styles
Felder–Silverman Learning ModelHerrmann Brain-Dominance ModelKolb’s Learning-Style InventoryHoney & Mumford’s modelBarbe-Swassing modelGregorc model of mind stylesMyers Briggs Personality Types
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Felder–Silverman Learning Modelsensing or intuitive learnersvisual or verbal learnersinductive or deductive learnersactive or reflective learnerssequential or global learners
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Herrmann Brain-Dominance Model
classifies learners in terms of their relative preferences for thinking in four different modes
left-brain cerebral (logical thinkers)left-brain limbic (sequential thinkers)right-brain limbic (emotional thinkers)right-brain cerebral (holistic thinkers).
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Kolb’s Learning-Style Inventory
This classifies learners as having a preference for
concrete experience or abstract conceptualization
active experimentation or reflective observation.
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Honey & Mumford’s Classification
Developed from Kolb’s model; learners are
activistsreflectorspragmatiststheorists
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How we take in and learn information
Visual•learn by seeing and watching
Auditory•learn by listening to verbal instructions
Kinesthetic•learn by being physically involved
Barbe-Swassing ModelBarbe-Swassing Model
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Perception– how we take in information
Ordering– how we make sense of and use the
information
Gregorc model of mind stylesGregorc model of mind styles
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Perception: how we take in information
– Concrete•information directly from our 5 senses;
hands-on approach
– Abstract•information from visualization or
conception; leap easily from real to symbolic world
Gregorc model of mind stylesGregorc model of mind styles
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Ordering: how we make sense of and use the information
– Sequential•linear, step-by-step organization;
proceed in orderly way to the end result
– Random•no particular sequence; learning in
“layers”; starting with the big picture
Gregorc model of mind stylesGregorc model of mind styles
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Perception
Concrete Abstract
Ordering
Sequential Random
Gregorc model of mind stylesGregorc model of mind styles
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the learning processthe learning process
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the learning processthe learning process
acquiring or taking in information
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the learning processthe learning process
acquiring or taking in information
using information
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the learning processthe learning process
acquiring or taking in information
using information
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the learning processthe learning process
acquiring or taking in information
using information
getting motivated or energised
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the learning processthe learning process
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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getting energisedgetting energised
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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getting motivated/energisedgetting motivated/energised
extraversion
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getting motivated/energisedgetting motivated/energised
extraversion E
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getting motivated/energisedgetting motivated/energised
extraversion E
introversion
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getting motivated/energisedgetting motivated/energised
extraversion E
introversion I
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getting motivated/energisedgetting motivated/energised
E - I your energy source what energises you - inner world or outer
world direction of focus - sources of energy how you are energised
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E IE I
energised by outer world (of people activities, things)
energised in inner world (of ideas, emotions, impressions
focus on people, things focus on thoughts, concepts
active reflective
breadth of interest depth of interest
live it, then understand it understand it, before live it
interaction Concentration
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E IE I
outgoing inwardly directed
do-think-do think-do-think
prefer talking to writing prefer activity to take place quietly in head
need to experience world to understand it, and so tend to like action
don't need to experience things to understand them because the concepts and ideas can be worked out in the head
talk it out think it through
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E IE I
extend into your environment by reaching out to others
defend yourself against your environment by stepping back/avoiding others
act first, think later think first, act later
like variety and action like concentration and reflection
prefer to talk face-to-face prefer to use memos, e-mail, and other written forms of communication
you are frequently not available because you’re out and about
even though you’re present, others see you as difficult to read/remote or hard to know
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the learning processthe learning process
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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acquiring/taking in acquiring/taking in informationinformation
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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acquiring/taking in acquiring/taking in informationinformation
sensing
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acquiring/taking in acquiring/taking in informationinformation
sensing S
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acquiring/taking in acquiring/taking in informationinformation
sensing S
intuitive
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acquiring/taking in acquiring/taking in informationinformation
sensing S
intuitive N
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acquiring/taking in acquiring/taking in informationinformation
S - N how you prefer to take in information
perceiving preference
ways of taking in information
what you pay attention to
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S NS N
prefer taking in information through the five senses
prefer taking in information through the sixth sense and noticing what might be
work with known facts look for possibilities and relationships
facts meanings
data associations
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S NS N
details possibilities
reality-based hunches, speculations
actuality theoretical
here and now future
utility fantasy
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S NS N
step-by-step leap around
avoid fabrications and generalities regarding things
overlook details, lose focus when things are too “spelled out”
value accuracy and precision value insights and analogies
relish the present anticipate the future
let the facts pile up to find the trends
let imagination and ideas be their guide
want to know the practical applications or results
want to know additional uses or possible innovations
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the learning processthe learning process
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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using informationusing information
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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using informationusing information
thinking
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using informationusing information
thinking T
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using informationusing information
thinking T
feeling
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using informationusing information
thinking T
feeling F
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T FT F
base decisions on objective/impersonal analysis and logic
base decisions on personal values
analysis sympathy
objective subjective
logic humane
impersonal personal
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T FT F
critique appreciate
reason values
criteria circumstances
firm but fair compassionate
weigh the pros and cons
sort through your values
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T FT Fwant to be logical want to have a harmonious
outcome
seek to find the truth, influenced by objective reasoning
seek to find the most important, influenced by personal information
concern yourself with the underlying principles behind a decision
concern yourself with the impact the decision may have on people
tend toward scepticism and controversy
tend towards acceptance and tolerance
care that flaws are discovered, sharing them with others in an effort to “care for them”
prefer not to critique others but rather to find an appreciative comment
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the environment you preferthe environment you prefer
acquiring or taking in information
using information
getting motivated or energised
your preferred environment
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the environment you preferthe environment you prefer
judging
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the environment you preferthe environment you prefer
judging J
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the environment you preferthe environment you prefer
judging J
perceiving
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the environment you preferthe environment you prefer
judging J
perceiving P
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J PJ P
prefer a planned, decided, ordered and organised way of life
prefer a flexible, spontaneous way of life
organised pending
settled flexible
planned spontaneous
decisive tentative
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J PJ P
control one‘s life let life happen
set goals undaunted by surprise
systematic open to change
plan your work and work your plan
solve problems as they arise
schedule out your time, setting dates and arrangements
leave scheduling options open as long as possible
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J PJ P
make decisions quickly, putting a stop to seeking new information
enjoy considering new information, putting off final decisions
find surprises and interruptions an annoyance
find surprises or interruptions a welcome distraction
want to have things settled in advance
want to face a few challenges with spontaneity
focus on tasks and timetables
focus on processes and options
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which best applies to you?which best applies to you?
doing what should be
done
a high sense of duty
an inspiration to others
everything has room for improvement
ready to try anything once
sees much but shares
little
performing noble service to aid society
a love of problem-solving
the ultimate realist
you only go around once
in life
giving life an extra squeeze
one exciting challenge
after another
one of life’s administrator
host/hostess of the world
smooth-talking
persuader
one of life’s natural leaders
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The sixteen personality typesThe sixteen personality types
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP
ESTJ ESFJ ENFJ ENTJ
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The sixteen personality typesThe sixteen personality types
ISTJ doing what
should be done
ISFJa high sense of
duty
INFJan inspiration to
others
INTJeverything has
room for improvement
ISTPready to try
anything once
ISFPsees much but
shares little
INFPperforming
noble service to aid society
INTPa love of
problem-solving
ESTPthe ultimate
realist
ESFPyou only go
around once in life
ENFPgiving life an
extra squeeze
ENTPone exciting
challenge after another
ESTJone of life’s
administrator
ESFJhost/hostess of
the world
ENFJsmooth-talking
persuader
ENTJone of life’s
natural leaders
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EE s prefers prefer
being in a group group work; group projects; group
brainstorming talking (although they get rather fed
up with too much talk from teacher!) talking before doing individual work or
individual thinking
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EE s prefers prefer
activities which give a chance to reconsider thoughts or possible answers or solutions
relatively short, fast-moving activities/environment
trial and error problem-solving (they often succeed when the principles follow the experience, e.g. when using computers, microscopes or doing maths activities)
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EE s prefers prefer
learning by watching someone else do something first (modelling) (eg in science allow extraverts to try or watch an experiment before you explain it)
talking to lots of other people when wrestling with a problem
action and variety knowing what other people expect of them
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EE s ares are
relatively easily distracted (eg do not often concentrate best when sitting next to a window)
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I I s s preferprefer
individual activities one-to-one or small group interaction, and
may find larger groups difficult “lectures” more than extraverts not being put on the spot by too many
questions which require spontaneous answers ‑ time for preparation would be helpful here (introverts are not usually the first to raise their hands)
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I I s s preferprefer
pauses for thinking or reflection after being given a question, task or problem
someone else modelling a course of action before they attempt it
“rehearsing” before they speak in front of large group or give oral presentations
concentrating on a few tasks at a time
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I I s s preferprefer
taking their time to understand something before they try it
to understand the concept before trying an experiment or problem
to set their own standards
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I I ss
can often cope with (shut out) distractions
do not always express enthusiasms immediately (eg for a particular course of action)
may need reassurance that it is OK for them not to be extravert
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S S s s preferprefer
to use their eyes, ears and touch to find out what's happening
information and facts as well as (vague) ideas and theories (may find abstract concepts difficult or stressful)
“lectures” or programmed learning, but only if they “attract attention” (straight lectures or lots of teacher talk aren't usually enough
audio-visual presentations (rather than just OHP presentations)
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S S s s preferprefer
solving problems through standard methods (so may have difficulty with new problems if this can't be done)
skills practice work experience; community service etc hands-on activities; practical work case studies tasks which involve the use of senses (eg
touch) and which are definite and measurable
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S S s s preferprefer
using skills they've already learned more than learning new skills
practical/concrete examples having precise step-by-step directions/ideas
about what they are going to do definite measurable things facts ‑ and distrust vague ideas a reference (eg a chapter in a book which
they can use as a study guide
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S S ss
may be patient with details but impatient when details get complicated
may find challenge difficultsometimes find it difficult when
INTUITIVE (N) teachers present material from several different perspectives (eg in social subjects)
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N N s s preferprefer
reading and listening activitiespaying attention to meanings of facts and
how they fit togetheropen-ended situationsusing imagination to come up with
possibilities and new ways of doing thingssolving new problems, particularly those
which don't have one particular solution
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N N s s preferprefer
not doing things over and over again - get bored with “practice” activities and lose interest
learning new skills rather than practising those already learned
challenge and open-ended, creative activities
self-paced learning group discussions which allow imagination
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N N s s preferprefer
role play (particularly if the person also prefers extraversion)
having new topics introduced in such a way that it encourages them to look upon them as challenges (but if you give them too many details at first they may feel overwhelmed)
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N N ss
may be impatient with details but don't mind complicated situations
dislike routinesometimes find it difficult to get down
to concrete realities
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T T s s preferprefer
deciding things logically“lectures” if logically structuredbeing treated with justice and fair
playtasks/problems with right answerspraise for getting things “right”; they
tend to value individual achievement
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T T s s preferprefer
rank-ordering (eg of courses of action) to know where they stand in relation to
others and can be devastated by failure feedback – and quickly - on what they've
done work to be marked, and feedback given –
quickly researching information and debate to be task oriented
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T T s s preferprefer
programmed learningdebatesproblem-solving activities involving
collecting, organizing and evaluating data
activities which involve research (e.g. library research) and allow them to share results with others
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T T ss
sometimes hurt other people's feelings without realising it; they may pay more attention to ideas than to other people's feelings
don't necessarily need harmony, and often don't mind conflict so much as other people
may enjoy talking with teachers rather than peers
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F F s s preferprefer
to decide according to personal feelings or values
pleasing people, even in unimportant things
activities involving positive feedbackpraise for the effort they've put in
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F F s s preferprefer
taking account of other people's feelings more than ideas, and they sometimes ignore the logic
harmony and get upset by conflict appreciate being known personally by the
teacher knowing they're liked helping others, so may make good “peer
teachers” (but remember “prefer” does not always equal “good at”)
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F F s s preferprefer
group discussion and group decision-making and role play particularly if they also have a preference for extraversion
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F F ss
may find it difficult to challenge others, even in a small way, because they worry about dealing with the possible (conflict) response
have difficulty in accepting criticism, sarcasm, ridicule
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J J s s preferprefer
to have a plan, & have things settled in advance
highly structured activities with clear deadlines to have clear purposes and instructions things to turn out the way they “ought to be” to finish one project before they start another,
so may like to try out courses of action one at a time
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J J s s preferprefer
to decide things fairly quicklyto be rightto live by schedules which are not
easily changed
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J J s s preferprefer
to be told in advance of any changes in procedures or schedules (e.g. if there is to be a substitute teacher or a change in schedule such as an assembly) and make sure they know for how long
to have a course outline so that they know the topics which will be covered during a term/course/year
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J J ss
may find it difficult to cope with too many unfinished projects - implications for Standard Grade assignments here?
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P P s s preferprefer
to be flexible & not have plans which are too fixed, so find target setting and action planning rather a problem (“Not profiling again”, they might say!)
flexible tasks which can be approached in different ways
unplanned and unexpected happenings
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P P s s preferprefer
to start lots of projects, but have trouble finishing them all (so may like to try out lots of courses of action at once at not complete them properly)
to decide things fairly slowly to miss nothing to live by making changes to deal with
problems as they arise discussions which do not lead to
preconceived conclusions
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P P ss
may find games helpful in learning concepts
often find sitting at a desk for long periods of time boring, and can distract others by their activity during “quiet times” if they aren't allowed the chance to move around at some time (remember that PERCEIVING pupils often act spontaneously!)
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P P ss
often enjoy long discussions which do not lead to preconceived conclusions
may need help in completing assignments on time
can sometimes be helped to develop plans for their work by working backwards from deadlines
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P P ss
BE CAREFUL……not to interpret their “off-task” behaviour as confrontation with the teacher ‑ they often just like having fun and enjoying life, and have a good sense of humour which can be harnessed in the classroom
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contact detailscontact details
Terry Ashton,Adviser (Guidance and Careers)
Website on Guidance/pastoral care/PSEwww.aberdeen-education.org.uk/guidance
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indexindex
styles: using information
styles: your environment
learning
T Learning preferences
F learning preferences
contact details
styles: being energized
styles: acquiring information
S learning preferences
N learning preferences
the learning process
description of styles
E learning preferences
I learning preferences
J learning preferences
P learning preferences