Transcript You`ve Got Style

You’ve Got Style
By: Dr. Nicole Nunn-Faron
Ice Breaker
Directions: Look around the room at the
signs posted in each of the four corners.
I will read a series of statements. After each
statement is read please move to the sign that
best describes you.
1 means that it is not like you.
2 means that it is sometimes like you.
3 means that the statement is often like you.
4 means that the statement is always like you.
For Example
I
love ice cream.
 Please
go to the correct sign.
#1
I
believe the best way to remember
something is to picture it in my head.
#2
I
prefer to read the newspaper rather than
listen to the radio
#3
I
use my hands more than the average
person when I communicate.
#4
I
frequently sing, hum, or whistle to myself.
#5
I
enjoy puzzles and Sudoku
#6
I
often journal or blog my thoughts.
#7
I
feel energized when I am around groups
of people.
#8
I
enjoy working in a garden.
What was the
purpose of the
activity?
Agenda
Ice Breaker Exercise
Overview of Learning Styles
Rolling the Styles
Extension Exercise
Style Summative
WHAT DO YOU THINK
Learning Styles ARE?

The idea of individualized "learning styles"
originated in the 1970s

LS = various approaches or ways of learning.

A method of responding to and processing
learning events as a person experiences them.
Learning Styles (LS) are NOT
Multiple Intelligences (MI)
LS – Brain processing and overall tendencies for
either analytical or holistic brain dominance
“INPUT” capabilities of human beings: Explaining
information
MI – Only covers the ability to reason, calculate
and handle logical thinking
“OUTPUT” function of Information
Learning Style Theories

About 71 different theories/models of learning style
were advanced to explain the concept

3 Most widely accepted

Kolb’s learning styles model (experiential learning)

VAK model (visual/auditory/kinesthetic)

Howard Gardner’s Multiple Intelligences Model
Howard Gardner's Model

His theory proposes that there are at least eight types of
intelligences that are equally important

Theorized that we all use one or two for the most effective
learning.

Culture teaches, tests, and rewards primarily two kinds of
intelligence: verbal/linguistic and logical/mathematical.
Howard Gardner's model of the
Eight Multiple Intelligences

Linguistic
 Logical-Mathematical
 Musical
 Bodily-Kinesthetic
 Spatial-Visual
 Interpersonal
 Intrapersonal
 Naturalistic
Verbal-Linguistic
Intelligence
("word smart" or "book smart")




Good at remembering
written and spoken
information
Enjoys reading and
writing
Good at debating or
giving persuasive
speeches
Able to explain things well
Logical-Mathematical
Intelligence
("number smart" or "logic smart")

Uses numbers, math, and
logic to find and
understand various
patterns

Tend to think more
conceptually and abstractly
and often see patterns and
relationships that others
miss.
 Like to conduct experiments,
to solve puzzles and other
problems
 Enjoy working with numbers
and math formulas
 Love the challenge of a
complex problem to solve
Musical-Rhythmic
Intelligence
("music smart" or "sound smart")



Enjoy singing and
playing musical
instruments
Recognizes musical
patterns and tones easily
Good at remembering
songs and melodies
Bodily-Kinesthetic
Intelligence
("body smart" or "movement smart")




Learn by doing
Like physical movement,
making things with hands,
role playing
Like physical games
Like to demonstrate how to
do something
Visual-Spatial
Intelligences
("art smart" or "picture smart")

Tend to think in images
and pictures and
patterns
 Very aware of objects,
shapes, colors, and
patterns
 Like to draw, paint, and
make interesting
designs and patterns
Interpersonal
Intelligence
("people smart" or "group smart")




Learn through personal
interactions
Prefer team activities
See situations from
different perspectives
Create positive
relationships with others
Intrapersonal
Intelligence
("self smart" or
"introspection smart")




Self-reflective abilities
Like to work alone
In tune with inner feelings
Excellent self-awareness
Naturalist
Intelligence
("nature smart" or
"environment smart")



Have a profound love for
the outdoors, animals, and
plants
Have an affinity with respect
for all living beings
Prefers to learn about topics
that have a connection to
nature
What was the
purpose of the
initial activity?
Words from Gardner

“we are not all the same, we do not all have the
same kinds of minds, and education works most
effectively for most individuals if…human
differences are taken seriously”
(Gardner, 1995)
In Practice

Students are different in terms of intelligence, ability, talents,
attitudes and experience.

A typical class of 25 to 30 students will present a range in
diversity of learning styles and cognitive methods.

Incorporate enough teaching strategies & methods to address
the need of each and all students.

Instructors must develop a comprehensive knowledge of
students learning styles.

Knowing a person's (and your own) learning style enables
learning to be orientated according to the preferred method
Learning Styles in the
Classroom

Some researchers claim that students score higher on
tests, have better attitudes, and are more efficient if they
are taught in ways to which they can more easily relate.

Teachers should try to make changes in their classroom
that will be beneficial to every learning style.

Some of these changes include room redesign & the
development of small-group techniques.
Applying Your Knowledge
Rolling the Styles
Conclusion

It is believed that most people favor some particular method
of, taking in and processing stimuli or information.

Teachers should assess the learning styles of their
students and adapt their classroom methods to best fit the
student's learning styles.

There is not enough evidence on the role of Learning Styles
in enhancing learning.
Extension Exercise

Complete the paper
learning styles
inventory

Next class, we will
divide into groups
according to learning
styles and jigsaw our
knowledge
Exit Slip