Learning Styles and Models of

Teaching

Individual Differences and Learning Situations

Topics

The Big PictureRationaleLearning Styles and Models of Teaching

Theories, Models, and MeasuresLearning Style Inventory Exercise

Discomfort and LearningMarginal LearnersApproaches to dealing with Marginal Learners

Multiple Intelligences TheoryDifferentiated InstructionA Short LessonInstructional Leadership Exercise

Literature ReviewImplications for Instructional LeadersQuestions and Discussion

Learned Curriculum

Taught Curriculum

Enacted Curriculum

(Actual)

Null Curriculum

Indexed Curriculum

Assessed Curriculum

Formal Curriculum

Rationale

Learning Styles are important because they are the education-relevant expressions of the uniqueness of the individual” (Joyce et al., 2004, pg. 337)

“If the only tool you have is a hammer, than everything begins to look like a nail” (Staples, 2009)

“When a child is ill, a competent physician examines more than the part of the anatomy that hurts – throat, eyes, or chest. Professionalism requires that the child is examined thoroughly to determine what might be the problem. Doctors get to the cause, not just the symptoms. So it is with learning styles.” (Dunn & Dunn, 1993, pg. 2)

Learning Styles DefinedDunn & Dunn,

1993, pg. 5

• “Biological and developmental set of personal characteristics that make s instruction effective for some students and ineffective for others”

Morgan, 1997, pg. 6

• Description of the unique ways employed by learners in acquiring new information based on the learner’s

• Perception• Judgment• Values• Memory

Sims & Sims,

1995, pg. xii

• “Characteristic cognitive, affective, and psychological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”

What is the difference?

“Models of teaching is a description of a learning

environment , including our behavior as teachers when the

model is used”Joyce et.al 2004

“Learning styles are the ways in which individuals

characteristically approach different learning tasks”

Cassidy, 2004

Learning Style, Models of Teaching, and Actual Learning

Learning Style

Equity

Simulations

Direct Instruction

Mastery Learning

Non -Directive Teaching

Values

Paired Learning

Advances Organizers

Creative Thinking

Memorization

Scientific Inquiry

Picture-Word

Inductive

Hypothesis Development

Inductive Thinking

Gender, Ethnicity, SES, Race, Disability,

Home Environment,

Childhood Experiences, Geographic Differences,

Cultural Differences, Motivation, Resiliency…

Survey

I have taken a learning style assessment as part of my k-16

education

I have administered

the some type of Learning

Style assessment to my students

Learning Styles: Theories, Models and Measures

Instructional Preference

Social Interaction Preference

Information Processing Style

Cognitive Personality Style

• Observable but Unstable• LPI, (Resmovic, 1981)

• Independent/Dependent• Collaborative/Competitive• Participant/Avoidant• Learning Style Scale (Reichmann & Grasha,

1974)

• Intellectual Approach• LSI, (Kolb, 1976)

• Relatively Permanent• (Meyers Briggs Type, 1965)

Curry’s Onion Model (1983, 1987)

Instructional Preference

Concrete

Abstract

Individual

Interpersonal

Student Structured

Teacher Structured

Learning Preference

Inventory (LPI)(Rezler & Resmovic,

1981).

Concrete Experience

(Feeling)

Abstract Conceptualization

(Thinking

Active Experimentation

(Doing)Reflective

Observation(Watching)

Information Processing

Kolb’s Learning Style Inventory

Rank each sentence according to your experience – think

of specific examples in your “learning”

4= MOST descriptive, 1=

LEAST descriptive

Don’t think about too much, go with

your first instinct/first impression

Don’t take longer than 5 minutes

Scoring Kolb’s LSI

Scoring Guide1. Add each column2. Total score = 120

Graphing your score/style

1. On the vertical axis (concrete) graph score in column 1

2. On the horizontal axis (Reflective/Observation) graph score in column 2

3. On the vertical axis (Abstract Conceptualization) axis graph the score in column 3

4. On the horizontal axis (Active Experimentation) graph the score in column 4

5. Join the four dots. Dominant (27-40), Intermediate (16-26), low (10-15)

• Abstract Conceptualization• Conceptually-based analytic

approach to learning, Focus on logic, ideas, precision, and concepts, Emphasis on thinking and analysis over feelings, Scientific over artistic approach to problems

• Active Experimentation• Practical orientation, Looking for what works as

opposed to reflective observation and understanding, Good at getting things done and willing to take risks, Value being able to influence the environment around them

• Reflective Observation•Observation based, impartial approach to learning, Focus on understanding meaning of ideas, Emphasis on understanding over practical application, Appreciate different points of view, Rely on own feelings to form opinions, Value impartiality and thoughtful judgment

• Concrete Experience• Experience approach to learning, Prefer being

involved directly in human situations, Are good at relating to others, Emphasize feeling over thinking. Intuitive artistic approach, Open-minded approach to life

Divergers: “Facilitator/Motivator”

Generates ideasWorks well with people

Shares ideasVery involved with learning

Asks: “Why?” or “Why not?” Assimilators:

“Theoretical/basic scientist”

Theoretical interestsCombine diverse ideas

Create modelsAnalytical/Inductive

Asks: “What do I have here?”

Convergers:“Applied Scientist”Want concrete answers

Prefer to work with things vs. people

Like hands-on experiencesWant answers quicklyAsks: “How does this

work?”

Accommodators:“Practitioner”

Take risksFocus on doing

Adapt well to changeLike new experiences

Integrate application with experience

Asks: ”What will this become?”

Meyer-Briggs Type: Eight Psychological Type Preferences (Mamchur, 1996, pg. 4)

(J) Judgment Does the person prefer to live (P) Perception

In a planned, orderly way, aiming to regulate and control events?

In a flexible spontaneous way, aiming to understand and adapt to events?

(T) Thinking Does the person prefer to make judgments or decision (F) Feeling

Objectively and impersonally, analyzing facts and ordering them, in terms of cause and effect?

Subjectively and personally, weighing values for the importance of choices for oneself and other people?

(S) Sensing Does the person prefer to perceive (I) IntuitionThe immediate , real, solid facts of experience? The possibilities, meanings, and relationships of

experience?

(E) Extraversion Does the person’s interest flow mainly to the (I) Introversion

Outer world of actions, objects, and persons? Inner world of concepts and ideas?

A Short Lesson

Some Theories Discomfort and Learning

Learning results from discomfort (Thalen, 1952)

New Information + Discomfort = Higher Stage of Development (Piaget, 1952)

Learning results from mismatches rather than from matches (Joyce, et al,. 2004)

Dynamic Equilibrium – Expose students to new teaching modalities to expand their learning repetoire (Joyce, et al,. 2004)

In your experience, what is the relationship between discomfort and learning in the classroom setting?

Student Discomfort

Learning

Teaching

Marginal Learners

Definition – Difficulty adjusting and not profiting

from learning environment (Joyce, et al.,

2004)

Frustration = Non-Adaptation

Marginality may occur in one

environment, but not in another

Do Nothing – Teach to the Middle Approach Teach to the Bottom – The

industrial solution

Differentiate – learn about the learner and adjust the amount of

structure

Teach students skills required to relate to various learning

environments – “The best schools teach students how to learn”

(Joyce, et., 2004)

Solutions for Marginality

Multiple Intelligence Theory (Gardner, 1993)

•Linguistic Intelligence – Semantics, Syntax, Phonology,

•Musical Intelligence – Pitch, Rhythm, and Timbre (tone)

•Logical/Mathematical – Order and Patterns (Piaget)•Spatial Intelligence – Recognized identity, Imagine Internal Movements, Orient the body to the problem

“IQ tests take the shotgun approach to

measuring human intelligence”

•Body-Kinesthetic Intelligence – Use one’s body for expressive or goal-oriented purposes (mime)

•Personal Intelligence – recognize the emotions in self and others

Differentiate – learn about the

learner and adjust the amount of

structure

“In the differentiated classroom the teacher makes consistent efforts to respond to the student’s learning needs”

(Tomlinson, 1999)

Teacher’s Response to

Learner’s Needs

Respectful Tasks Flexible Grouping

ContentDifferentiated

Process Differentiation

Product Differentiation

Ongoing Assessment and

Adjustment

Readiness Learning StyleStudent Interest

Instructional Leadership: Pair-Share (5 minutes)

To what extent does the application of the learning style theory hinder or enhance the school’s ability to meet NCLB and AYP requirements?

What are some leadership opportunities and obstacles to authentically implement the learning style theory into the K-12 environment?

Literature Review• In a fifteen year study, only 10 percent of teachers,

after implementing the new model of teaching, were able to handle the discomfort. Most teachers were not able to implement new instructional strategies without significant support

(Joyce, et al., 2004, pg. 340)

• The more a teaching model is different from the customary teaching style of teachers, the more uncomfortable they are in using it. Practicing the model helped them become more comfortable by identifying areas of weakness and providing direct training where they were having problems.

(Joyce, et al., 2004, pg. 348)

Literature Review Continued……………….

•Boys learn differently from girls. Boys showed statistically significant gains when instruction occurred in a non-traditional environment

(Carrier, 2009)•There are significant differences in the

learning style of engineering students from England, United States, Jamaica, and Brazil as measured by the LSI

(Felder & Spurlin, 2004)

•Student motivation and achievement improves when instruction is adapted to individual learning preferences

(Miller, 2001)

Literature Review Continued…………………

(Keefe, 1985) •31 Cognitive, Affective, and Physiological variables exist. Assessing for and

providing this information to teachers and administrators is challenging

(Ferrell, 1983) •There are numerous instruments for measuring individual learning differences. Reliability coefficients vary between .7 and .93

(Cutolo & Rochford, 2007) •Learning styles of high, medium, low achievers show significant differences.

College pedagogical models (highly auditory) do not address the learning style diversity of an increasingly diverse student body

Literature Review Continued…………..

Match between learning style of

student and teaching style of instructor

shows sizable gains in student achievement

Some student benefit from mismatch

(Brown, 2003)

Gap between learning style of students and

teachers was significantly reduced between 1st and 3rd Architecture students

(Tucker, 2009)

LD and Gifted students had more similarities than differences in learning

style preference

(Yong &McIntire, 1992)

Instructional Leadership Implications

Learner’s differences really matter in educating ALL students

Hire highly qualified diverse staff

Differentiation works

Individualized instruction works better

Provide staff development on how students learn

Consider the learning styles of your staff

Consider the learning styles of your student body

Teach students how to learn – approach different learning situations

Educational Equity is instrumental to moral leadership – create a culture of change

Questions and Discussion