Transcript Learning Styles Model - for Anne Hession Smith

Study Skills for Junior
High:
Making the Grade
Developed by Anne Smith for EDU 7701
Fall 2005
Educational Research & Development in Instructional Strategies
Professor Rita Dunn, Ed.D.
St. John’s University
Objectives
You will be learning the following in this
Programmed Learning Sequence:
• 1. Take a timed pre-test on the 7 (seven) times tables. Study for it but do not
use your learning style.
• 2. Explain learning style and describe at least 15 (fifteen) of the 20 (twenty)
elements.
•
3. Explain your learning style.
• 4. Use your learning style preferences to study and learn new and difficult
information.
• 5. Take a timed post-test on the 8 (eight) & 9 (nine) times tables. Use learning
style materials. Compare how well you do with learning style.
• 6. Write one paragraph comparing how you feel about studying with -- and
without -- your learning style.
OR
Draw about how you feel about studying with --and without- - your learning style.
Objective One (1):
Take a timed pre-test on the 7 (seven) times tables.
Study for it but do not use your learning style.
Set the digital timer for 30 seconds.
Answer as many of the multiplication facts as you can in 30
seconds.
Give your teacher the test to be scored.
7x7=
7x5=
7x3=
7x2=
7x6=
8x7=
7x10=
4x7=
7x11=
7x9=
7x12=
7x12=
6x7=
7x8=
9x7=
Objective 2 (two)
Explain learning style and describe at least 15 (fifteen) of
the 20 (twenty) elements.
“The whole world is trying day and night to make me
everybody else.” (e.e. cummings)
• You will be exploring Learning Styles in the
section of the PLS. There will be case studies or
stories to help you.
• Imagine yourself entering a journey where you
travel through a land that is ALL ABOUT YOU!
Learning-Style Model
Objective two (2):
You will able to explain
learning style.
You will be learning about
the model in next several
frames.
Dunn and Dunn
Frame 1
How do Learning Styles Develop?
• More than three–fifths(3/5) is biological.
• Your experiences influence learning style.
• Your preferences influence learning style.
• Everyone can learn – we just learn differently!
How do learning styles develop?
Fill in the blanks. Erase your answers after you check
them on the next page.
•
•
•
•
More than three–fifths (3/5) is __________.
Your experiences influence l_____ s_________.
Your preferences influence learning style.
Everyone can learn – we just learn
____________!
Answers
How do learning Styles develop?
• More than three – fifths is biological.
• Your experiences influence learning style.
• Your preferences influence learning style.
• Everyone can learn – we just learn differently!
Imagine knowing the best ways to study new or difficult information!
Learning styles will help you to understand how you learn best and to
take charge of your learning in junior high school.
Learning-Style Model
You will be learning about
the environmental stimulus in
this section.
Dunn and Dunn
Frame 2
ENVIRONMENT
This element refers to your preference for background
noise while learning. Some students work well with quiet
music without lyrics while studying. Others prefer
absolute quiet.
Environment
Fill in the answers. Erase the answers after you check them.
This element refers to your preference for
background______ while learning. Some
students work well with _______ music without
lyrics while studying Others prefer absolute
________.
ENVIRONMENT
Answers
This element refers to your preference for background noise while
learning. Some students work well with quiet music without lyrics
while studying. Others prefer absolute quiet.
Frame 3
ENVIRONMENT
This element explores how students learn in
different kinds of lighting. Some students prefer
soft, dim or bright light while concentrating or
studying.
ENVIRONMENT
Fill in the answers. Erase the answers after you check them.
This element explores how students learn in
different kinds of_____ing. Some students
prefer soft, ___ or bright _____ while
concentrating or studying.
ENVIRONMENT
Answers
This element explores how students learn in
different kinds of lighting. Some students
prefer soft, dim or bright light while
concentrating or studying.
Frame 4
ENVIRONMENT
Preferences for this element vary from a cool
room to a warm room while studying. Knowing
your preferences will help you know how to
dress for school!
ENVIRONMENT
Fill in the answers. Erase the answers after you check them.
Preferences for this element vary from
a ____ room to a warm room while
studying. Knowing your preferences will
help you know how to _____for school!
ENVIRONMENT
Answers
Preferences for this element vary from
a cool room to a warm room while
studying. Knowing your preferences will
help you know how to dress for school!
Frame 5
ENVIRONMENT
Do you prefer to
study sitting at a
traditional desk &
chair? Some
students prefer
more informal
design such as a
couch or pillows
when learning new
or difficult
material.
ENVIRONMENT
Questions
Design elements refer to:
(Circle the correct
answers & erase after
you check the answers on
the next page.)
•How long you should study
•Furniture that works best
for you to study
•Seating that helps you
concentrate best
•Clothing needs
ENVIRONMENT
Answers
Design elements refer
to: (circle the correct
answers)
•How long you should
study
•Furniture that works
best for you to study
•Seating that helps
you concentrate best
•Clothing needs
Review
• Environmental elements will be explored further
when you take the Learning-Style Profile to find
out “The Clue to You!” You will start to
understand the journey of learning styles and
how your environment can make all the
difference for you!
• Review the environmental elements by using the
file folder electro board.
• When you finish you may go to the next section.
Learning-Style Model
Now for the Emotional Stimulus!
Dunn and Dunn
Frame 6
EMOTIONAL
This element helps a
student think about
working with or
without an adult to
keep them working
with new or difficult
material. Are you
self-motivated or do
you prefer to checkin and see how you
are doing?
EMOTIONAL
Question
Choose the correct answer.
This element helps a
student think about
working with or
without an adult to
a.
keep them working
with new or difficult
material.
b. help them to write
down homework
assignments.
c.
know when they have
a music lesson.
EMOTIONAL
Answer
Choose the correct answer.
This element helps a
student think about
working with or
without an adult to
a. keep them
working with new
or difficult
material.
b. help them to write
down homework
assignments.
c.
Know when they have
a music lesson.
Frame 7
EMOTIONAL
This element
explores
preference for
working on one task
until it is finished
or working on a
variety of tasks at
one time.
EMOTIONAL
Question
This element explores
preference for working on
one task until it is f _ _ _ _
___
or
working on a v _ _ _ _ _ _
of tasks at one time.
EMOTIONAL
Question
This element explores
preference for working on
one task until it is finished
or
working on a variety of
tasks at one time.
Frame 7
EMOTIONAL
This element helps a
student understand
how much direction,
support, feedback or
independence they
need to complete work.
EMOTIONAL
Question
This element helps a
student understand
how much direction,
s_ _ _ _ _ _,
feedback or
independence they
need to complete work.
EMOTIONAL
Question
This element helps a
student understand
how much direction,
structure, feedback or
independence they
need to complete work.
Frame 8
EMOTIONAL
Do you prefer
being told
exactly what to
do, how to
proceed?? OR
Do you prefer to
be told and then
left alone to
decide on how to
complete the
work?
EMOTIONAL
Question
Choose the correct answer.
Structure preferences
help you know:
a.
How much support you
need
b. How much direction
you need
c.
If you can work alone
d. All of the above
EMOTIONAL
Answer
Structure preferences
help you know:
a.
How much support you
need
b. How much direction
you need
c.
If you can work alone
d. All of the above
EMOTIONAL
The journey continues! Now take a
break and use the task cards to
review the emotional elements.
Learning-Style Model
Now for the Sociological Elements !
Dunn and Dunn
Frame 9
SOCIOLOGICAL
Different Learners may prefer one of the
following:
Working alone (self), with one other student (pair), in small group with more
discussion (peer), working with a larger group (team), with guidance from a
teacher (adult), or different tasks to keep your interest (varied) ?
Your own learning profile will help you know what is best for
you !
SOCIOLOGICAL
Questions
Different Learners may prefer one of the following:
working with one
other student
small Group
guidance from
different tasks
work
teacher
to keep interest
Working alone
Larger
group work
Draw a line to connect the element description with the picture and
element names. Check your answers on the next page. Erase your
lines after you check.
SOCIOLOGICAL
Answers
Different Learners prefer one of the following:
Working with one
other student
Small Group
guidance from
different tasks
work
teacher
to keep interest
Working alone
Larger
group work
SOCIOLOGICAL
Review
Your own learning profile will help you know
what is best for you ! Now practice with the
flip chute cards.
Learning-Style Model
Now for Physiological Elements!
Dunn and Dunn
Frame 10
PHYSIOLOGICAL
The Clue to You Learning Profile will help you to
understand your preferences in this area. This
will help you to decide how to start, review, and
study new or difficult information. Each slide
that follows teaches you about the perceptual
element.
The following ideas help auditory learners:
•
•
•
•
Listening to lectures and tapes
Taping and Reviewing
Books on Tape
Music with lyrics to remember
information
• Telling someone else about what you
have learned
The following ideas help visual learners:
• Viewing
• Maps, charts, graphic organizers
• PowerPoint Presentations
• Outlines
• Reading
The following ideas help tactual learners:
•
•
•
•
Note taking
Electroboards, Flip Chutes
Pic-a-hole
Making material that help you study
The following ideas help kinesthetic
learners:
• Projects
• Floor Games
• Moving while working
What are the Perceptual Areas?
Question
List the areas. Erase them after you check them.
• Name the perceptual areas that help
a student know how to study?
• 1.
• 2.
• 3.
• 4.
What are the Perceptual Areas?
Answers
• Name the perceptual areas that help a
student know how to study?
• 1.
• 2.
• 3.
• 4.
Review
What are the Perceptual Areas?
Review the perceptual areas that help a student
know how to study by using the Perceptual Pica-hole cards.
• 1.
• 2.
• 3.
• 4.
Frame 11
PHYSIOLOGICAL
Does munching on a
snack or having a
drink help you to
study? OR Does
eating create a
distraction? Your
learning-style
profile will help
you understand
your preferences.
PHYSIOLOGICAL
Question
Fill in the blank and check your answer before erasing.
Your intake
preferences will
help you know if
you should have a
s_ _ _ _ or a dr_
_ _ with you while
you are working
with new or
difficult material.
PHYSIOLOGICAL
Answer
Your intake
preferences will
help you know if
you should have a
snack a drink with
you while you are
working with new
or difficult
material.
Frame 12
PHYSIOLOGICAL
Your energy levels may
vary throughout the day.
Learning about your best
time of day to
concentrate will help you
learn and remember new
or difficult material.
PHYSIOLOGICAL
Question
It helps to know your time
of day preference so that
you know when you to study
or concentrate on:
_ _ _ or d_ _ _ _ _ _ _ _
material .
PHYSIOLOGICAL
Answer
It helps to know your time
of day preference so that
you know when you:
new or difficult material.
PHYSIOLOGICAL
Frame 12
Can you sit for long periods of time? Do you
prefer to move when learning? Mobility refers to
your need for movement or keeping still while
working with new or difficult material.
PHYSIOLOGICAL
Frame 12
Can you sit for long periods of time? Do you
prefer to move when learning? Mobility refers to
your need for _ _ _ _ _ _ _ _ or keeping still
while working with new or difficult material.
PHYSIOLOGICAL
Frame 12
Can you sit for long periods of time? Do you
prefer to move when learning? Mobility refers to
your need for movement or keeping still while
working with new or difficult material.
PHYSIOLOGICAL
• Take a break!
• You deserve it on the Learning-Style
Journey.
• Use the Flip Chute cards about the
physiological elements.
Physio what?? Oh, let’s get a snack
and do the Flip Chute together!
Learning-Style Model
Now the Psychological
Elements!
Dunn and Dunn
Frame 13
PROCESSING STYLE
These are the psychological or processing elements. They
help you know how to approach learning. These elements
will help you understand how to get started, keep going,
and get the job finished.
Global learners like the big picture. Global learners like a
story or a sentence to help them jump into the work.
Analytic learners want to know the steps in order.
PROCESSING STYLE
Read the story on the next page
and answer the questions. See if
you can figure out if the student
is a global or an analytic learner.
Erase the answers after you check
them.
What Do You Know About Learning Style?
Name the Stimulus and the Element Described Below:
Fran has learned that when she is doing homework she needs
to read all of the questions first before she starts using a
textbook or other materials to find the answers. She
makes up a sentence that explains how the information will
help her to become a better person. She marks up the
material with light pencil marks as she finds the answers to
each question and before writing the answers. Sometimes
she will make a game using a flip chute or task cards to
review the answers.
Stimulus:
Element Preferences:
What else do you know about Fran’s processing style?
Erase your answer after you check it.
What Do You Know About Learning Style?
Name the Stimulus and the Element Described Below:
Fran has learned that when she is doing homework she needs
to read all of the questions first before she starts using a
textbook or other materials to find the answers. She
makes up a sentence that explains how the information will
help he to become a better person. She marks up the
material with light pencil marks as she finds the answers to
each question and writing the answers. Sometimes she will
make a game using a flip chute or task cards to review the
answers.
Stimulus:Psychological
Element Preference: Global Learner
Fran also likes tactual materials such as writing, notes, and
flip-chute cards to study.
Erase your answer after you check it.
Frame 14
PSYCHOLOGICAL
This element helps you know about your “tempo” of
thinking. Do you make decisions quickly?(impulsive)
Do you ponder different ideas before taking action?
(reflective) It may depend on the task you are
doing!
PSYCHOLOGICAL
Read the following story and answer the questions.
Erase the answers after you check them.
What Do You Know About Learning Style?
Name the Stimulus and the Element Described
Below:
Damico loves certain subjects. Take math for
example, where he can listen then jump right into an
assignment or tricky word problem. Other times, he
will stop and think for a while before starting an
assignment, asking questions, working with notes
about what he does not understand.
Stimulus:
Element Preference:
Check your answer and then erase it.
What Do You Know About Learning Style?
Name the Stimulus and the Element Described
Below:
Damico loves certain subjects. Take math for
example, where he can listen then jump right into an
assignment or tricky word problem. Other times, he
will stop and think for a while before starting an
assignment, asking questions, working with notes
about what he does not understand.
Stimulus: Psychological
Element Preference: It depends! In math, he is
impulsive. At other times he is reflective.
Learning-Style Model
Now your journey takes you to
some stories so you can practice!
Dunn and Dunn
Frame 15
Practice Time, See What You Know About
Learning Style!
•Read the stories.
•Answer the questions.
•Check your answers.
“Everyone can
learn-we just learn
differently!”
Jennifer
Jennifer is a student who needs time to think about new material. She pays
attention in class, takes notes, and asks questions. When she gets home and tries
to start her homework, she will often panic. Her notes don’t seem to make as
much sense as they did in class.
Math seems to present the most frustration. Starting her homework she will
often run into trouble tripping up on skills such as multiplication or division. Phone
calls to friends sometimes helps and so does having one of her parents “help” her.
Her frustration is that she needs “help” with the same skills over and over again.
Review Jennifer’s LS profile and work through what she might do to “help” herself
improve her skills and be more independent at home.

Jennifer prefers bright light, with little or no background noise.

Working with two or more students with a teacher’s support is best for her.

Listening, trying, getting feedback and support works well.

Models or examples, especially in math, helps Jennifer get through her math
problems. Manipulative materials enable her to see the steps and organize her
written work.

Jennifer is interested in doing a good job in school and works hard in and
outside of school, rarely giving up, even when frustrated.
Go to the next story and read the story.
Anthony
Anthony is often bored in his math class. To him, the answers are obvious and
the teacher seems to repeat herself. He decides to work ahead and complete
his work as the teacher is teaching. This can sometimes lead to problems
since he does not have the full directions understood. He is curious about
math and wishes he could move ahead to try the harder problems they never
seem to get to in class.
Review Anthony’s LS profile and work through what he might do to keep his
interest satisfied and use his class and at home time wisely.

Anthony prefers quiet, with bright lighting, and a cool temperature.

Anthony works well one other student, but prefers to work alone once he
knows what the assignment is about. He loves working with an adult who is as
interested in a topic as he is.

Anthony prefers visual information, reading and working with math on his
own.

Anthony keeps working until the task is complete. He enjoys getting his
grades and feedback from teachers, but is usually satisfied with just getting
the job done. He can work early in the morning or late at night.
Go to the next story. Read the story.
Carol
Carol is a student who needs to move around. A forty-minute class can seem like an
eternity to her. Taking notes does not seem to help; yet her teachers insist that everyone
takes notes and the notebook receives a grade for neatness and information. For her math
class is a challenge with so much listening and writing. Remaining quiet is not her style, as
she often has a song going in her head and would prefer to hum or talk about the work with
several friends or teachers so she can work through the skills needed.
Review Carol’s LS profile and think about ways to help her work at home.

Carol loves to sing and work at the same time; music is her favorite background noise,
even when she creates it herself!

Low lighting, comfortable chairs, and a warm room with space to spread out her work
works well.

She works best in a pair or with the teacher to help keep her focus. She gives up
easily, so it is best to work alongside someone to keep the work going. Review classes are a
must.

Tactual and kinesthetic using projects, building models, and using movement to work
through new information helps Carol to understand what she knows and what her questions
are.

Snacks, gum, and water keep Carol focused on the work at hand.

She likes staying up late and often has to fix to complete her homework after
everyone else is sleeping so she can concentrate in her room with her music playing in the
background.
GO to the questions about all three stories.
Answer the questions. Check your answers.
Fill in the blanks. See if you can figure out which student is
being described. The answers and a review are on the next page. Erase
your answers when you have checked them.
Table with a small lamp, a radio, and plenty of room for snacks and
drinks. Who am I? _____________
1.
2. Kitchen table with the telephone & family nearby and copies of
well-organized notes from a friend in class. Who am
I?_________________
3. Desk in the bedroom with overhead lighting and organized
materials. Who am I?_______________
1. Table with a small lamp, a radio, and plenty of room for snacks and drinks. Who am I?
Carol
2. . Kitchen table with the telephone & family nearby and copies of well-organized notes
from a friend in class. Who am I? Jennifer
3. Desk in the bedroom with overhead lighting and organized materials. Who am I?
Anthony
Review
1. Carol would love the first choice to give her low lighting, music, and snacks to help her
focus on her work. (Table with small lamp, radio, room for snacks)
2. Jennifer would love the second choice to have friends and family ready to help, and
the added help of neat and organized notes with examples to help with math. (Kitchen
table with telephone, notes, family)
3. Anthony needs the third choice with bright lights, organized focus on the homework.
The quiet of his room will help him to work alone without distraction. (Bedroom, desk,
overhead lighting, quiet)
Carol’s Learning Profile tells her the following:
•“You find it difficult to listen and remember new information for long
periods of time. You often don’t hear all of the directions. Try using a
tape recorder and play the tape back at your better time of day. If
taking notes doesn’t help try drawing or illustrating what is important.”
Fill in the blanks to finish the sentences below. Erase your answers after you check them on the
next page.
Carol does not learn by__________. Her learning style requires
her to move around and use visual modalities at the same time.
Drawing will help her use her strength of the ________modalities.
Carol does not learn by listening. Her learning style requires
her to move around and use visual modalities at the same
time. Drawing will help her use her strength of the visual
modalities.
Hey, now I “see.”
Anthony prefers structure, learning alone, is highly motivated and
persistent. He wishes his teacher would let him fly in mathematics. He
is analytic in his psychological area. Which of the following would help
him?
Underline the best answer. Erase the answer after you check on the next page.
•Contracts with his teacher to let him work
ahead.
•Skills practice for at home extra work to keep
moving ahead.
• A meeting with his teacher to talk about ways
he can find challenging work.
•All of the above.
!
Anthony prefers structure, learning alone, is highly motivated and
persistent. He wishes his teacher would let him fly in mathematics. He
is analytic in his psychological area. Which of the following would help
him?
Underline the best answer. Erase the answer after you check on the next page.
•Contracts with his teacher to let him work
ahead.
•Skills practice for at home extra work to keep
moving ahead.
• A meeting with his teacher to talk about ways
he can find challenging work.
•All of the above.
!
Frame 16
Clue to You Profile
• Review the Learning Style Profile for
Rebekah.
• Highlight all of her STRONG Preferences
with a yellow highlighter.
• Highlight all of her moderate preferences
with a pink highlighter.
• Check the highlighted profile to check
your answers.
• Remove your highlighting after you check.
TAKE A BREAK
• Play the Tic-Tack-Toe What Do
You Know About Learning Styles
FLOOR GAME.
Objective 3 & 4
3. Explain your Learning Style. 4. Use your LS preferences to study and
learn new and difficult material.
• You have now taken the LS Clue to
You Profile Survey with your class.
• Review your profile.
• Highlight all of your STRONG
Preferences with a yellow
highlighter.
• Highlight all of your moderate
preferences with a pink highlighter.
Frame 17
Clue to You Profile
Review your profile with your teacher.
Be sure you read the section helping
you think about a homework plan
using Learning Styles.
Complete the Homework Plan using for
STRONG and moderate preferences.
Share it with your teacher.
Frame 18
TEST YOUR STYLE
• Study for the eight (8) and nine
(9) times tables using your
homework plan.
• Take the timed test.
• Give it to your teacher to score.
• Review your scores.
Go to Objective six (6).
Objective five (5): Compare how will you do studying with Learning Style.
Post-tests for eight (8) and nine (9) times tables




Set the digital timer for 30 seconds.
Answer as many of the multiplication facts as you can in 30 seconds.
Repeat with the second test.
Give your teacher the test to be scored.
Score:
8x8=
3x8
8x7=
6x8=
8x5=
9x8=
8x2=
8x8=
12x8=
7x8=
8x4=
8x9=
11x8=
9x8=
8x6=
9x7=
Score:
9x4=
8x9=
9x12=
6x9=
9x5=
9x8=
9x3=
11x9=
7x9=
9x6=
9x8=
11x9=
5x8=
4x9=
Frame 19
Objective Six (6) Compare how you feel
with—and without—your learning style
• Write one paragraph comparing how your feel
about studying with--and without--your
learning style.
• OR
• Draw about how you feel about studying with-and without--your learning style.
• Share your work with your teacher.
• “The whole world is trying day and night to
make me everybody else.” (e.e. cummings)
Learning-Style Model
Dunn and Dunn
Now you are on the way to Making the Grade!