Teaching Techniques

1
Seminar VIII Learning Styles
Deb Larson
2
Seminar VIII Learning Styles
Debra Larson
3
When Things Are Going Wrong In Class
What do you notice about students behavior?
4
When Things Go Wrong

• As the Professor, maybe
• Become overly critical of students
• You against them
• Begin to doubt if in right profession

5

• Perhaps
• your teaching techniques do not match your
  students learning styles

6
This Presentation

• Whats your learning style?
• Learning style dimensions
• The mismatch
• Teach around the wheel

7
What is your preferred learning style?

• Caveats
• Many different learning style models
• Leave out important factors
• Learning is dynamic
• Avoid over-interpreting results

Felder, R.M. and Spurlin, J. 2005. Applications,
Reliability and Validity of the Index of Learning
Styles. Int. J. of Eng Educ. Vol. 21, No. 1. pp.
103-112
8
Index of Learning Styles (ILS)
Barbara Soloman and Richard FelderNorth Carolina
State University http//www.engr.ncsu.edu/learning
styles/ilsweb.html

• Read each question and answer by circling a or
  b to every question.
• Choose only one answer.
• If both a or b seem to apply, choose the one
  that applies more frequently.

9
Scoring Your ILS
In the first part of the scoring sheet,
designate your a or b choice by putting a
1 in the appropriate column of your scoring
sheet.
ACT/REF
10
Scoring Your ILS

• In the second part, total the columns and write
  the totals in the indicated spaces
• a 2, and b 9
• For each dimension (e.g. ACT/REF), subtract the
  larger score from the smaller one.
• 9-2 7
• Write this difference in the third part along
  with the letter of the larger score.
• ACT/REF 7b

11
Plot Your Results

• Each spoke of the wheel represents a scale with
  two dimensions, the a and b side.
• For now, ignore the circles inscribed on the
  wheel.

0
12
a
b
Visual
Verbal
8
4
11
4
8
11
Input
13
Intuitive
Visual
Verbal
Perception
Sensory
14
Active
Intuitive
Visual
Verbal
Processing
Sensory
Reflective
15
Sequential
Active
Intuitive
Understanding
Visual
Verbal
Sensory
Reflective
Global
16
As a group, how do we look?
17
Learning style models tell us about preferences
for taking in information processing that
information.

What do the dimensions mean?
18
ILS DimensionsInput
visual - - - - verbal
Pictures, diagrams, graphs, demonstrations
Sounds, written and spoken words, formulas
19
ILS DimensionsPerception
sensory - - - - intuitive
Sights, sounds, physical sensations Practical
methodical
Memories, ideas, insights Abstract imaginative
20
ILS DimensionsOrganization
inductive - - - - deductive
Facts and observations first, then infer
principles Natural human learning style
Principles given first, applications
deduced Natural human teaching style
Not incorporated into the ILS
21
ILS DimensionsProcessing
active - - - - reflective
Thinking through things Work alone
Learn by doing Working with others
22
ILS DimensionsUnderstanding
sequential - - - - global
Logical progression of small incremental steps.
Solve problems w/o complete understanding.
Orderly and easy to follow solutions
In large jumps and holistically Solve problems -
all or nothing Systems thinking and synthesizer
23
There you have it

• The Missing Dimension
• Learning Styles and Classroom Implications

24
ILS Dimensions Organization
Not incorporated into the ILS
inductive - - - - deductive
The best teaching method is inductionbut it
isnt concise and prescriptiveI dont want
instructors to be able to determine somehow that
their students prefer deductive presentation and
use thatto justify the traditional (deductive),
but less effective lecture paradigm. Felder,
R. 2002, Authors preface to Learning and
teaching styles in engineering education.
http//www.ncsu.edu/felder-public/Papers/LS-1988.p
df
25
Learning and Teaching Mismatch

• Most engineering students1 are
• Visual
• Sensing
• Active
• Sequential
• Inductive

• Most teaching2 is
• Verbal
• Intuitive
• Neither act/ref
• Sequential
• Deductive

1Zyno, M.S. 2003. A contribution to validation of
score meaning for Felder-Solomans Index of
Learning Styles. ASEE Conference Proceedings,
Session 2351. 2Felder, R. and L. Silverman. 1988.
Learning and teaching styles in engineering
education. Engr. Education, 78(7) 674-681.
26
Consequences What to Do

• Learning is interrupted when teaching is in only
  the less-preferred modes.
• Teaching in only the preferred modes wont
  develop mental dexterity.
• Accommodate all learning styles by teaching
  around the wheel.

27
Question

• Indentify three teaching techniques that go
  beyond
• Non-stop verbal presentation that starts with
  the fundamentals and theory, and is organized in
  discrete, linear chunks.
• Match the technique to one or more ILS dimension

28
Teaching Around the Wheel
Sequential
Intuitive
Active
Incorporate sketches, graphs, pictures,
demonstrations, simulations, video clips into
lectures
Visual
Deductive
Inductive
Verbal
Reflective
Sensory
Global
See Handout - Teaching to All Types found in
Felder, R., 1996, Matters of Style
29
Teaching Around the Wheel
Sequential
Intuitive
Active
Present concrete evidences first s.a. war
stories, lab observation, every-day phenomena,
practical numerical problems. Pose a challenge
Visual
Deductive
Inductive
Verbal
Reflective
Sensory
Global
See Prince, M.J. and R. M. Felder, 2006,
Inductive Teaching and Learning Methods
Definitions, Comparisons, and Research Bases. J.
Engr. Education, 95(2), 123-138.
30
Teaching Around the Wheel
Sequential
Active
Intuitive
Use brief in-class group problem solving
activities. Use and pass around toys. Encourage
collaboration on homework.
Visual
Deductive
Inductive
Verbal
Reflective
Sensory
Global
31
Teaching Around the Wheel
Sequential
Intuitive
Active
Ask questions and pause, Integrate CATs, Students
create their own questions, examples, solution
plans, Journaling PMs
Visual
Deductive
Inductive
Verbal
Sensory
Reflective
Global
32
Teaching Around the Wheel
Sequential
Active
Intuitive
Use analogies. Connect new material to other
material in class, in other classes, in other
disciplines, in every day life. Find and describe
the big picture. Provide overviews.
Visual
Deductive
Inductive
Verbal
Reflective
Sensory
Global
33
In Summary

• You will have students of all learning styles.
• We need all styles in engineering.
• We need to address all styles in our classes, not
  just one.
• Do so by incorporating a small number of
  additional techniques.

34
Equal Opportunity Learning
Sequential
Intuitive
Active
Visual
Deductive
Inductive
Verbal
Reflective
Sensory
Global
35
The One-Minute Paperon Learning Styles
What was the most important thing you
learned? What important question remains
unanswered?
36
Good References

• Felder, R., 1996, Matters of Style, ASEE Prism,
  6(4), 18-23, December. http//www2.ncsu.edu/unity/
  lockers/f/felder/public/Papers/LS-Prism.htm
• Felder, R., 1988, How Students Learn Adapting
  Teaching Styles to Learning Styles, Frontiers in
  Education Conference Proceedings, 489-493.
• Wankat, P. and F. Oreovicz, 1993, Teaching
  Engineering, McGraw-Hill, Inc., 244-305.
• Bransford, J.D. others, 2000, How People Learn,
  National Academy Press