1

Module Three—Learning Styles LEARNING STYLES INVENTORY

Read each statement and select the appropriate number response as it applies to you. Often (3)

Sometimes (2)

Seldom/Never (1)

VISUAL MODALITY ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

I remember information better if I write it down. Looking at the person helps keep me focused. I need a quiet place to get my work done. When I take a test, I can see the textbook page or my notes in my head. I need to write down directions, not just take them verbally. Music or background noise distracts my attention from the task at hand. I don’t always get the meaning of a joke. I doodle or draw pictures on the margins of my notebook pages. I have trouble following lectures. I react very strongly to colors. Total

AUDITORY MODALITY ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

My papers and notebooks always seem messy. When I read, I need to use my index finger to track my place on the line. I do not follow written directions well. If I hear something, I will remember it. Writing has always been difficult for me. I often misread words from the text (i.e. “them” for “then”). I would rather listen and learn than read and learn. I’m not very good at interpreting an individual’s body language. Pages with small print or poor quality copies are difficult for me to read. My eyes tire quickly, even though my vision check-up is always fine. Total

KINESTHETIC/TACTILE MODALITY ________ ________ ________ ________

I start a project before reading the directions. I hate to sit at a desk for long periods of time. I prefer first to see something done, and then do it myself. I use the trial and error approach to problem-solving.

2 ________ ________ ________ ________ ________ ________ ________

I like to read my textbook while riding an exercise bike. I take frequent study breaks. I have a difficult time giving step-by-step directions. I enjoy sports and do well at several different types of sports. I use my hands when describing things. I have to rewrite or type my class notes to reinforce the material. Total

Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The highest score of the 3 indicates the most efficient method of information intake. The second highest score indicates the modality which boosts the primary strength. For example, a score of 23 in the visual modality indicates a strong visual learner. Such a learner benefits from the text, from filmstrips, charts, graphs, etc. If the second highest score is auditory, then the individual would benefit from audio tapes, lectures, etc. If you are strong kinesthetically, then taking notes and rewriting class notes will reinforce information.

Module Four—Learning Styles

Definition Learning style is the way individuals concentrate on, absorb, and retain new or difficult information or skills. It is NOT the materials, or strategies that people use to learn: those are the resources that complement each person’s style. Style comprises a combination of environmental, emotional, sociological, physical, and psychological elements that permit individuals to receive, store, and use knowledge or abilities. Each person learns differently, at a different rate, using different learning styles. Everyone has a learning style, just as everyone has a preferred hand for writing. One’s learning style, when accommodated, can result in improved attitudes toward learning and an increase in academic achievement by lessening frustration and improving understanding. By identifying an individual’s learning style, one can become a better learner—“study smarter, not harder”. Learning styles do not reflect levels of achievement or academic ability. No one style is better than the other.

3 Elements of Learning Style These factors can influence learning style in both positive and negative ways. Once a dominant learning style has been determined the components of these elements should be taken into consideration as a means to empower the learner to achieve greater success. Environmental: sound, light, temperature, room design Emotional: motivation, persistence, responsibility Sociological: self, pair, peers, team, adult, varied Physical: perceptual, intake, time, mobility Psychological: global/analytic, right brain/left brain, impulsive/reflective

Major Learning Styles--Barsch Visual: Learners with this as their dominant learning style learn best when information is presented visually and in a picture or design format. In a classroom setting, they benefit from instructors who use visual aids such as film, video, maps, charts, notes written on a board or overhead, or even PowerPoint presentations. They often like to work in a quiet room and may not like to work in study groups. Visualization helps memory and retention for these learners. They are often list makers and generally have good organizational skills. They are sometimes distracted by movement or action in the classroom, but tend to be unaware of noise. They may remember faces but will forget names. Auditory: Learners with this style learn best when information is presented in an oral language format. In a classroom setting, they benefit from listening to lecture and participating in discussions. Audiotapes, reading material out loud, and oral recitation of material work well for memory and retention. These learners do well working out solutions or problems by talking them out or role-playing. They are easily distracted by noise and often need to work where it is relatively quiet. They may remember names but forget faces. Tactile/Kinesthetic: These learners work best when they are physically engaged in a “hands-on” activity. In the classroom, they benefit from lab settings, demonstrations, or projects where materials can be manipulated to discover and learn new information. These students often have high energy levels; they think better while moving. They may take notes, but often need to draw or doodle to remember and retain information. Field trips are a must for these learners. They probably will not remember faces or names unless there has been a physical association, such as shaking hands or playing on the same team. These are the “movers and shakers” of learners.

4

STRATEGIES Visual Learners 1. Use graphics for notes and review sheets to reinforce learning: diagrams, charts, illustrations, slides, time lines, outlines, maps, videos; graph paper with large squares or computer-generated tables or charts work well. 2. Color code key words, symbols, diagrams, ideas. 3. Write out sentences and phrases that summarize key information from textbook or notes; write out explanations for information on charts or graphs. 4. Make use of computer word processing by rewriting notes, then use as a study guide; use of outline feature also works well. 5. Make flashcards of vocabulary words and concepts that need to be memorized. Use highlighter pens to emphasize key points on the cards. Limit the amount of information per card so you can make a mental picture of the information. 6. Translate words and ideas into symbols, pictures, cartoons as visual reminders. 7. When learning mathematical or technical information, make charts to organize the information. When a math problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence. Also try to write out in sentences and key phrases your understanding of the material; when a problem involves a sequence of steps, write out in detail how to do each step. 8. Visualize spelling of words or facts to be memorized; use other visual mnemonics. 9. Before an exam, make visual reminders using sticky notes containing key words and concepts and place them in highly visible places—on the bathroom mirror, notebook, car dashboard, car keys, glasses case, backpack, lunch sack. 10. Study in a clutter-free environment.

Auditory Learners 1. Record class lectures to listen to repeatedly, such as in the car while traveling. 2. Read text and notes out loud.

5 3. Join a study group or work with a “study buddy” to discuss and review material orally. 4. Study in a quiet place; if you must have music, try turning the volume down a little each day until you are used to the silence; on the other hand, if the silence becomes distracting, try soft background music. 5. When learning mathematical or technical information, “talk your way” through new material. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or a study partner. To learn a sequence of steps, write them out in sentence form and read them out loud. 6. In spelling a word, say it aloud. Close your eyes, spell it again aloud, now write the word while trying to hear it in your mind. 7. Have test questions read aloud or put on tape; ask about taking a test orally so answers are given verbally instead of in writing. 8. Make up a song using subject matter or key words; rhymes also work well to remember facts, dates, names, etc.

Tactile/Kinesthetic Learners 1. Incorporate physical activity into learning by moving around when studying, using fingers to name off ideas or items for review, reading aloud, listening to audio tapes of material while exercising. 2. Sit near the front of the room and take notes throughout lectures. Jot down key words and draw pictures or make charts or diagrams to help remember information you are seeing and hearing. 3. Make learning tangible (hands-on) by making models, working in a lab setting, copying notes onto a chalkboard or other large writing surface; typing notes on a computer also reinforces memory. 4. Take frequent breaks in study periods. Try to “beat the clock”—set up 30-minute study sessions and cover a specific amount of information in that time. 5. To learn a sequence of steps, make flashcards for each step. Arrange the cards on a tabletop to represent the correct sequence. Put words, symbols, or pictures on the cards; use highlighters to color code important points. Rearrange cards out of sequence and practice putting them back in correct order. 6. Trace letters or words to learn spelling and remember facts. 7. Use music, drama, dance, gymnastics, sports to express and to reinforce learning.

6

8. Participate in a study group where you will be able to use a multisensory approach—discussion, writing, reading, moving. 9. Select instructors who encourage class discussions, role-playing, or other interactive learning.

LEARNING STYLES—CLUES AND LEARNING TIPS CLUES

Visual Learners Usually: *Need to see it to know it. Have a strong sense of color. *May have artistic ability. *Often have trouble with spoken directions. *May over-react to sounds. *May have trouble following lectures. *Often misinterpret words.

LEARNING TIPS

Visual Learners Should: *Use graphics to reinforce learning: films, slides, illustrations, diagrams. *Color code to organize notes and possessions. *Ask for written directions. *Use flow charts and diagrams for notetaking. *Visualize spelling of words or facts to be memorized.

Auditory Learners Usually: Prefer to get information by listening *Need to hear it to know it. *May have difficulty following written directions. *Difficulty with reading. *Problems with writing. *Inability to read body language and facial expressions.

Auditory Learners Should: *Use tapes for reading and for class and lecture notes. *Learn by interviewing or by taking part in discussions. *Have test questions read aloud or put on tape.

Kinesthetic Learners Usually: *Prefer hands-on learning. *Often can assemble parts without reading directions. *Have difficulty sitting still. *Learn better when physical activity is involved.

Kinesthetic Learners Should: *Engage in experiential learning: making models, doing lab work,etc. *Take frequent breaks during study. *Trace letters and words to learn spelling and remember facts. *Use computer to reinforce learning

7 *May be well coordinated and have athletic ability.

through sense of touch. *Memorize or drill while walking or exercising. *Express abilities through drama, dance, music, gymnastics, sports.

LEARNING STYLES SUMMARY Visual

Auditory

Kinesthetic

1. Absorbs primary information by:

Reading & watching

Conversing and hearing

Movement, touching, experience

2. Learns by:

Being shown, demonstrations, written information

Listening, hearing instructions

Hands-on, direct action

3. Memorizes by:

Reading & writing

Saying what is heard over & over

Doing action repeatedly

4. Remembers by:

Recalled images of the word; graphics

Recalling facts and names (rote memorization)

What was done (not what was said or seen)

5. Distracted by:

Visual disorder

Random sounds

Inability to move

6. In a new situation:

Looks around, examines the situation

Talks about the pros and cons

Does not read any instructions

7. Places particular emphasis on:

Written work

Spoken word

Actions and feelings

8 OTHER LEARNING STYLES

KOLB—Learning styles develop along a continuum that one moves through over time, running from: 1. Concrete experience: Being involved in a new experience 2. Reflective observation: Watching others or developing observations about one’s own experience 3. Abstract conceptualization: Creating theories to explain observations 4. Active experimentation: Using theories to solve problems, make decisions Some suggested activities for working with students with these learning styles are: 1. For the concrete experiencer: offer laboratories, field work, observations or trigger films 2. For the reflective observer: use logs, journals, or brainstorming 3. For the abstract conceptualizer: lectures, papers, and analogies work well 4. For the active experimenter: offer simulations, case studies, and homework

GARDNER’S Multiple Intelligences—Seven areas that affect learning and their chief characteristics: 1. Verbal/Linguistic—works best with words 2. Logical/Mathematical—likes to ask questions; has to know why 3. Visual/Spatial—needs pictures or other visual images 4. Musical/Rhythmical—sees patterns; memorizes by rhymes/mnemonics 5. Body/Kinesthetic—learns best with activity incorporated 6. Interpersonal—enjoys group work; very social 7. Intrapersonal—prefers to work alone; very private

MYERS-BRIGGS—Incorporates four main areas with two categories under each area: I. Extraversion (E) Prefers action/interaction over reflection Talks things over to gain understanding Prefers oral communication Takes initiative in social/work situations Gets involved in social activities to re-energize

Energy Source Introversion(I) Prefers reflection over action Thinks things through to gain understanding Prefers written communication Likes working alone or with only one or two others Spends time alone to re-energize

9 II.

Taking in Information Intuition (N) Looks for patterns and Relationships Focuses on what lies beneath the surface Future-oriented Comfortable with complexity Concentrates on the big picture

Sensing (S) Gathers facts and details Focuses on five senses Present-oriented Comfortable with routine Concentrates on specific details III.

Making Decisions

Thinking (T) Bases decisions on logical analysis

Feeling (F) Bases decisions on personal values Sympathetic Perceived as compassionate Guided by personal beliefs Wants things to be harmonious

Analytical Perceived as reasonable Guided by cause-effect reasoning Wants things to be fair IV.

Everyday Living

Judging (J) Makes decisions in order to obtain closure Scheduled and systematic Completes one project before Beginning another Commits quickly to plans/decisions Often finishes tasks before deadline

Perceiving (P) Takes in all available information before deciding Spontaneous and casual Enjoys working on several projects simultaneously Flexible, likes to keep options open Often finishes tasks right at deadline, or needs extension

BRAIN MATTERS The brain is composed of two hemispheres, the left and the right. The corpus collosum integrates the left side and the right side providing a communication path for the transmission of learning and memory. The right hemisphere controls left motor and sensory activity and is the location of spatial relationships, artistic expression and visualization. The left hemisphere controls the right motor and sensory activity and is the location of reacting, language, and handwriting. The left hemisphere also has the centers for speech and hearing. Each side has particular characteristics: Left Hemisphere--Rational 1. Responds to verbal instructions 2. Problem solves by logically and

Right Hemisphere—Intuitive 1. Responds to demonstrations 2. Problem solves with hunches

10

3. 4. 5. 6.

sequentially looking at the parts of things; processes from parts to whole Looks at differences In planned and structured Prefers established, certain information Prefers talking and writing

7. Prefers multiple choice tests 8. Controls feelings 9. Prefers ranked authority structures 10. Reality-based; must have and know rules and consequences; sees the world as black or white

looking for patterns and configurations; processes from whole to parts 3. Looks at similarities 4. Is fluid and spontaneous 5. Prefers elusive, uncertain information 6. Prefers drawing and manipulating objects 7. Prefers open-ended questions 8. Free with feelings 9. Prefers collegial authority structures 10. Fantasy-oriented; desire to change all situations; often not aware of problems; creative, sensitive

ADULT LEARNERS As the workforce needs change in today’s society, more adults are attending college either as first-time students or as returning students needing additional skills. While the three basic learning styles still apply, adults have additional learning styles based on the characteristics, motivations, and barriers to education of adult learners. Adult learners learn best in a democratic, participatory and collaborative environment. Their chief motivation to learn comes from within. They simply are not young learners in a grown-up form. Most adult learners must see relevance in what they are studying; they want material that is self-directed and problem-centered. Tutors need to take adult characteristics and motivations in mind as they plan and conduct tutoring sessions. Characteristics 1. 2. 3. 4.

Students are self-reliant and can learn at their own pace. Students are voluntary learners and must feel they have something to offer. Adult learners will learn only what they perceive to be relevant. Adult learners are more realistic and less tolerant of non-meaningful learning; they do not require “busy work” to learn. 5. Adults have gained life experiences and wish to communicate these thoughts as they relate to the subject matter. 6. Adult learners may need more time to do and understand certain tasks; be patient and give more detailed explanations. 7. Adult learners are adults and want to be treated as such; do not talk “down” to them—they know what they want and need.

11

Motivations 1. To make or maintain social relationships. 2. To meet external expectations, such as upgrading skills for the workplace. 3. To learn to better serve others, such as managers who must learn CPR or professional development in the area of customer service. 4. To further professional advancement. 5. To escape ordinary circumstances or provide outside stimulation. 6. To learn for the sake of learning. Barriers 1. 2. 3. 4. 5. 6. 7. 8.

Many other responsibilities (families, careers, social commitments) Lack of time Lack of money Lack of child care Scheduling problems Transportation problems Insufficient confidence or self-esteem Having to learn, if told by employer to keep job; not being ready or interested

SUMMARY It is important for tutors (and students) to have a fundamental understanding of learning styles. This foundation will help you: • Determine why you tutor (or learn) the way you do. A good tutor must know his/her own strengths and weaknesses, as well as have a basic understanding of the way his/her tutee prefers to learn. •

Recognize how your personality type affects your tutoring style. It is easy to teach people like yourself; teaching someone with an opposing personality or learning style can be more difficult without awareness.

•

Develop strategies to help tutor people with different learning styles.

•

Recognize how you affect (and sometimes unintentionally irritate) others and they you. Irritation cuts down on motivation and effective tutoring and learning.

•

Provide the most productive learning/learner environment possible.

12

Evaluation Module Three—Learning Styles

1. Take the Learning Style Inventory to determine what learning style you prefer. Do you agree or disagree with the assessment? Why or why not?

2. Define “learning style” in your own words.

3. List the three major learning styles according to Barsch. Give a characteristic of each.

13

4. List two strategies for working with each of Barsch’s learning styles.

5.

Name three differences in left brain and right brain thinkers.

14

6. Name three ways older adult learners differ from younger learners.

7. Why do you feel it is important to consider the learning styles of both you as the tutor and the student with which you work?