Most people have preferred styles of acquiring and communicating information, ideas, and skills. This is often thought of as our teaching style or learning style, although that is quite a simplistic way of thinking about these complex differences. Despite the complexity of how people learn and communicate, it can be helpful to be aware of differences in order to understand our own learning and the learning of others better.
Differences in learning preferences can result form many things other than our cognitive strengths. This can include:
* cultural differences
* past learning experiences
* gender differences
* subject / disciplinary ways of learning
* teaching / learning goals and expectations
Varying teaching approaches, to address a variety of learning preferences, can increase student engagement in learning, help to reinforce different ways of learning, and support different preferences. There are several different ways to think about learning and teaching styles.
CTL WORKSHOP RESOURCES
Learning Styles – Workshop PowerPoint (Prepared by Annique Boelryk – Fall 2009)
Pedagoggle: Teaching to a Variety of Learning Styles (Vol. 2 No. 2) – Updated Fall 2009
This pedagoggle outlines traits and strategies related to the sensory preferences (visual, auditory, and kinesthetic) as well as to the preferences related to the dominant brain hemisphere (left/right brain)
Teaching to a Variety of Learning Styles – Ideas from Workshop Participants
In various workshops, we have gathered ideas from Georgian educators about how they address a variety of sensory preferences. This document also contains ideas for different ways to help learners: (i) applytheories and frameworks; (ii) learn new vocabulary; (iii) learn step by step processes; (iv) generate new ideas (v) make connections.
LINKS TO LEARNING STYLE AND TEACHING STYLE SURVEYS
Barsch Learning Style Inventory (Visual, Auditory, Tactile)
Sensory Learning Styles Survey for College (Auditory, Visual, Tactile/Kinesthetic)
Index of Learning Styles Questionnaire
This 44 question survey examines learners preferences on the following continuums: (i) active/reflective; (ii) sensing/intuitive; (iii) visual/verbal; (iv) sequential/global
For a description of these styles as well as teaching/learning strategies that align with the styles, visit the following link: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Hemispheric Dominance Inventory: Right brain/Left brain
Kolb’s Learning Style Inventory: A Self-Assessment Inventory: Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation.
Multiple Intelligences Inventory :
The VARK Questionnaire: Visual, Aural, Reading/Writing, Kinesthetic
Teaching Perspectives Inventory
This inventory is based on the work of Dan Pratt at UBC and examines the various perspectives that teachers might bring to their role, their content, and their relationship with learners.
Teaching Goals Inventory
This inventory is based on the work of Angelo & Cross (Classroom Assessment Techniques) and encourages teachers to think about a variety of possible goals for instruction.
ARTICLES ON TEACHING AND LEARNING STYLES
McKeachie, W. J. (1995). Learning styles can become learning strategies. The National Teaching & Learning Forum 4(6). University of Michigan. Retrieved November 2009 from http://www.ntlf.com/html/pi/9511/article1.htm
Montgomery, S.M., & Groat, L.M. (1998). Student learning styles and their implications for teaching. Center for Research on Learning and Teaching: The University of Michigan. Retrieved November 2009 from http://www.crlt.umich.edu/publinks/CRLT_no10.pdf
BOOKS AVAILABLE IN THE CENTRE FOR TEACHING AND LEARNING
Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
Buzan, T. & Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York: Penguin Group.
Nilson, L.B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San Francisco: Jossey-Bass.
Sarasin, L.C. (2006). Learning style perspectives:Impact in the classroom (2nd ed.). Madison, WI: Atwood Publishing.
EXTERNAL WEB RESOURCES
Hayden, B. (2006). Teaching to variation in learning. Brown University. Retrieved November 2009 from http://www.brown.edu/Administration/Sheridan_Center/docs/varia_learn.pdf
Lazear, D. (n.d.) Multiple Intelligences – Eight Ways of Knowing. At this website, David Lazear describes the eight ways of knowing. Recognizing that we generally teach in an area that fits our natural intelligence is important because learning in that area will come easily to us. Most students in our class may not share the same natural intelligence.
MacPherson, A. & Stevens, A. (2008). Multiple ways to motivate and support activity and learning: An introduction to the imaginative use of multiple intelligences. Kwantlen University College.
http://www.kwantlen.ca/academicgrowth/resources/120_Ways_to_Teach_or_Learn_2008.pdf
University of Western Ontario. (2009). Learning styles: Expanding your preferences. Retrieved November 2009 from http://www.sdc.uwo.ca/learning/index.html?styles