Academy of Health Sciences Teaching and Learning course BSc Midwifery Batch 1 Sara Shokai Lesson 4

LEARNING /TEACHING STYLES 5st April 2012 Learning Objectives At the end of this session the student should be able to: Determine your teaching/learning style preferences Discuss the impact of learning styles on teaching and learning. Discuss how each style influences assessment and teaching of knowledge, attitudes and skills.

 Learning Objectives cont Develop a strategy for using a learning style knowledge in your teaching Brainstorm alternative ways to present teaching activities to accommodate multiple learning style

Significance of learning styles

Students and teachers have varying learning styles, and no single teaching style can fulfill all students' needs. A person's learning style has to do with the way he or she processes information in order to learn it and then apply it.

Significance of learning styles

No one approach or style is more or less effective than any other. What does matter is whether it is suited to a particular everyday task or academic situation. By understanding different 'learning styles' staff may gain insights into ways of making

academic information more accessible to our diverse groups of learners.

Significance of learning style

Most students learn best when the style of presentation is in agreement with their preferred learning style. Learning style is the application of a particular cognitive style to a learning activity. It is seen as relatively fixed.

Significance of learning style

If students become aware of their preferred learning styles they will then be more able to recognize their strengths and weaknesses. By doing this they can then develop strategies when or if there is a mismatch between their preferred style and their academic situation.

Learners have preferences for different

types of input and experiences such as:

Some prefer structure and Others like flexibility

Some prefer independence

while others like a social or group learning environment Some prefer auditory (hearing) input. Others visual (seeing) Learners have preferences for different types of input and experiences such as: Others like kinesthetic (movements) inputs

Although we have inherent preferences we will learn in almost all environments

Teaching and learning is more pleasant when our individual preferences are targeted in the methods chosen to present material

Assessing your personal learning style

Instructors should know their own learning preferences We tend to teach the way we like to learn which may be a disservice to our students

Assessing your personal learning style

Knowledge of learning styles and creation of diverse lesson plans helps each student to be comfortable in an optimal learning environment for their learning preference during part of each class session

Assessing your personal learning style

Diverse lesson plans with lots of variety help students to grow and develop beyond their learning preferences Examples of learning styles These are only three examples of many

types of learning styles or preferences 1. Auditory-visual-kinesthetic preferences 2. Social and independent learning styles 3. Analytic and global learning preferences

Auditory-visual-kinesthetic learners

Learns best by taking information in visually Benefits from visual presentation of information, looking things up, writing things down, and seeing the words (forming word pictures in the brain)

Auditory-visual-kinesthetic learners

Provide handouts of content Use videotapes, slide presentations, overheads, illustrations, posters, X-rays, and other visual aids

Kinesthetic learner

 Learns best by manipulating information through physical means through handling and touch Benefits from taking things apart, making things work, using their hands and tactile stimulation Use 3 dimensional models and replicas, laboratory sessions, scenarios and role-play

Social and independent learning styles

Describes preferences in receiving information

Social learners

Process information best when multitasking in busy environments with other People Tend to enjoy study sessions, group projects and cooperative learning Use group work in class, classroom discussions, study groups, skills groups Independent learners Process information best when working

independently or isolated Tend to work best in quiet, undisturbed, regular study environments Use reading assignments, written exams, papers and reports

Analytic and global learning style

This style describes the order in which a learner prefers to process information received by looking at the whole then breaking it down into individual parts OR by looking at each individual part and then combining it into a whole

Analytic and global learning style

Sometimes called right-brain and left-brain

Global learner (right-brain)

 Needs to process the big picture (overall) view first then can concentrate on the individual parts that make up the big picture They are uncomfortable learning when they do not have a sense of the big picture These students appreciate an overview of the material before you start teaching

Global learner (right-brain)

Process information globally and simultaneously, deals in images Tend to be creative, artistic, imaginative, emotional, and intuitive and generally like working on teams Try mental imagery, drawing, maps, music and dance, experiential learning

Analytic learner (Left-brain)

Process information logically, sequentially, in small parts

 They are uncomfortable with learning that is occurring out of sequence Tend to enjoy spelling, numbers, thinking, reading, analysis and speaking Try lectures with outlines, reading assignments, and multiple-choice exams

The differences between analytic and global learners: The forest or the trees? Analytic learners separate the forest from the trees, will look at every tree in the forest before being comfortable enough to declare that they are in the forest Global learners will walk up to several trees, quickly declare it as a forest, and then will begin to look at the individual trees

Teaching Styles Rationale Students will gain more knowledge, retain more information, and perform far better

when teaching styles match learning styles (Lage, Platt, & Treglia, 2000). However, it is recognized that it is difficult to match with every learning style. Definition of teaching style A style of teaching is a set of personal characteristics and traits that clearly identify the individual as a unique teachers such as: energy level facial expression motivation interest in people. Types of teaching style Four Basic Teaching Styles: 1- Formal Authority: An instructor-centered approach where the instructor feels responsible for providing and controlling the flow of content which the student is to receive and assimilate.

1- Formal Authority: The formal authority figure does not concern himself with creating a relationship with the student nor is it important if the students build relationships with each other.

2-Demonstrator or Personal Model:

An instructor-centered approach where the instructor demonstrates and models what is expected (skills and processes) and then acts as a coach or guide to assist the students in applying the knowledge. This style encourages student participation and utilizes various learning styles

3-Facilitator:

A student centered approach where the instructor facilitates and focuses on activities.

 Responsibility is placed on the students to take initiative to achieve results for the various tasks.

3-Facilitator:

Students who are independent, active, collaborative learners thrive in this environment. Instructors typically design group activities which necessitate active learning, studentto-student collaboration and problem solving.

4-Delegator:

A student-centered approach whereby the instructor delegates and places much control and responsibility for learning on individuals or groups of students. This type of instructor will often require students to design and implement a complex learning project and will act solely in a consultative role.

4-Delegator:

 Students are often asked to work independently or in groups and must be able to effectively work in group situations and manage various interpersonal roles.

Questions on teaching style

What teaching style do you mainly use?

Does your style facilitate achievement of courses goals? Should you consider new styles or continuations of teaching styles? Thank you for Listening QUESTIONS Sara_ Shokai@yahoo.co