Beth Overman
5-6-09
Reflection Assignment: Learning Styles and Strategies
Part 1: Describe
I recently attended the workshop, “Learning Styles and Strategies,” that occurred on
Friday, April 24th. This workshop was orchestrated to discuss the importance of considering
different learning styles while developing lessons, to compare several learning styles, to explain
the eight different learning styles of students, and to discuss practical ways of incorporating
different methods into teaching to meet the needs of students with different learning styles.
The lead presenters in this workshop were Dr. Barbi Honeycutt and Ms. Rachel Flye, located in
Nelson Hall. There were approximately 15 people in attendance.
Prior to the workshop, each workshop participant was asked to complete a learning
styles survey to see if they learned actively or reflectively, sensing or intuitive, visually or
verbally, or sequentially versus globally. When we entered the workshop, we used these results
to see where each one of us ‘stood’ when it comes to our particular learning styles. At each
location, we discussed two strengths and weaknesses of those types of learners. We discussed
why it was important to be aware of students learning styles, and the specific details
surrounding each type of learning. We also completed learning outcomes specifically for each
learning style. For example, we discussed how each learning style would learn best to bake a
two layer chocolate birthday cake. Active learners would have an example of a finished cake, do
group work and work together to complete the cake, and have a demonstration or recipe per
group, while reflective learners would be given explanations as to what each ingredient was, be
allowed time to reflect on how to bake a cake, and work alone.
We also completed an activity using a puzzle. We divided into two groups, and within
each group there were two teams. While one team assembled the puzzle, the other team made
observations about what kind of learning styles were being used for puzzle assembly. In our
group, both teams were immediately identifiable as different kinds of learners. My team
immediately dove into the puzzle, very vocally discussed what would or would not fit together,
never once glanced at the picture of the whole puzzle completed, and used trial and error to
determine what pieces belonged or did not fit. We also worked well together on the problem.
All of these mannerisms are blatantly characteristics of active, sensing, verbal, sequential
learners. When the other team in our group began to work, they worked very quietly, working
to themselves, and consulting the main picture on the box of the puzzle before and during the
puzzle work. These individuals were the complete opposite side of the learning styles spectrum,
learning best through reflective, intuitive, visual, and global learning styles.
At the end of the workshop, we all used the information we learned concerning the
specific learning needs of each possible learning style to fill out a learning style grid, not with
how to bake a chocolate cake, but with an outcome that we would use in our personal teaching
situations. This helped to make a concrete example of how we could each use this information
to better suit our students individual learning needs.
Part 2: Analyze
There were several moments in this workshop where I believe some ‘epiphanies’ were
reached. For example, a workshop participant made the comment, “If we all have such different
learning styles, then why are all of our graduate courses taught through lecture only?” I think
that we all sat there for a second and realized that she was completely correct. Everything that
we have learned in the learning styles workshop, or even in CoAT thus far this year, is very rarely
practiced at the college level. Students are forced to learn so much information in one way, it is
no wonder that the transition into higher education is such an academically stressful one. This
learning, then, about different learning styles is essential to being successful in the classroom.
Small extra effort on the part of the teacher can increase a student’s chances at success
exponentially.
I think one of the most interesting discussion points addressed in this workshop was the
observation that not only do our students have very specific learning needs that must be met,
but that our own teaching is influenced by our own personal learning styles. Because I am an
active, sensing, visual, and (slightly) sequential learner, I tend to learn best and teach best in
these learning styles. I love to teach using hands on activities in class, with group work,
experimentation, and trial and error learning, as many active learners enjoy learning through. I
like to teach with facts and hard data, supported by experiments and evidence, to solve
problems with a very structured methodology, and make connections from the information to
real world examples just as a sensing learner would. My classes are very visual, with charts and
graphs, pictures and Venn diagrams, and flow charts, characteristic of a visual learner. As I am
only a slight sequential learner, I not only like to teach with order and step by step instructions, I
also like to review globally, connecting the dots back to the big picture theme or idea. I think
the best teacher would ride the fence, be both of every learning style side, and incorporate all of
the learning styles into each lesson. Those of us who are strongly active versus reflective or
sensing versus intuitive must work to be more inclusive in our classrooms in order to reach
every student.
I also learned that it is possible, in this situation at least, to do every learning style for
every student. There is a high amount of overlap here, as there are so many combinations of
each learning style in a student, and so many students can be both of each type in a learning
style category. There is also an overlap in application of these learning styles by the teacher. In
doing a demonstration of how to bake a cake, if the instructor also verbally describes each step
to the students, has them answer reflection questions alone and in groups, and then asks them
to complete a worksheet with the recipe instructions and fill in their own observations, then
that instructor will have satisfied most of the learning styles that easily. It is possible to meet
each students needs very specifically to promote their success in the classroom with very little
effort on the part of the teacher.
This workshop has made me very aware of the way I teach and learn. I think it is vital to
the success of the teachers and students to, at the very least, be aware of these learning styles.
Small investments of time and effort on both the teachers and students will provide a higher
degree of learning in the classroom. I now know that because I am a strong active, visual, and
sensing learner that I need to make more effort for my students to be intuitive, reflective, and
verbal. I look forward to reviewing some of my past and future lesson plans and seeing if I have
met each learning style need in each lesson, and modifying these lessons for all learners.