LEARNING STYLES
Adapted from
Susan Groh, Chemistry & Biochemistry
Harry Shipman, Physics & Astronomy
University of Delaware, 1999
What is a Learning Style?
The “characteristic strengths and
preferences in the ways that [learners]take
in and process information”
- R. Felder
Why Worry About Learning Styles?
STUDENT
INSTRUCTOR
CURRICULUM
Why is There a Gap?
One view of the education system is that it
is a giant sorting system that selects out
individuals who tend to:
• learn in certain ways
• teach in the ways that they’ve been taught
• select out individuals who learn in the same
way that their professors did
Goals: Using Learning Styles
• To be aware of differences in how our
students take in and process information
• To balance instruction so that all learning
styles are addressed at least some of the
time
Three Learning Style Models
•
Myers-Briggs Type Indicator (MBTI)
Isabel Briggs Myers, Gifts Differing, Consulting
Psychologist Press, 1980
•
Kolb Model
David Kolb, Experiential Learning, Prentice Hall, 1984
•
Felder-Silverman Model
Felder, R.M. & Silverman, L.K. (1988) Learning styles
and Teaching Strategies in Engineering Education,
Engineering Education, 78, pp. 674-681
Myers-Briggs Type Indicator (MBTI)
Based on Jung’s psychological types
predictable patterns of behavior stemming
from differences among people in
• Perception: taking in information
• Judging: organizing/evaluating information
• Preferred domain: external or internal
Opposite Preferences in …..
Perception Sensing (S)
Intuition (N)
Judgement Thinking (T)
Feeling (F)
Domain
Extraversion (E) Introversion (I)
Attitude
Judging (J)
Perceiving (P)
Is the person interested mostly
in …..
The external world of
action, people, and
materials?
• EXTRAVERSION
The internal world of
ideas and thoughts?
• INTRAVERSION
after G. Lawrence, “People Types and Tiger Stripes”, 1982
Does the person tend to
perceive….
Actual, concrete, and
tangible data, facts,
and details from
observation and
experience?
• SENSING
Concepts , “bigpicture” connections,
and possibilities
through insight and
imagination?
• INTUITION
after G. Lawrence, “People Types and Tiger Stripes”, 1982
Does the person tend to make
judgments….
Impersonally, based on
logic, analysis and
objectivity?
• THINKING
Subjectively, based on
values and potential
impact on others?
• FEELING
after G. Lawrence, “People Types and Tiger Stripes”, 1982
Is the person’s approach to
life…
Organized and
managed according to
preconceived plans?
• JUDGMENT
Spontaneous, flexible,
and open to new
possibilities?
• PERCEPTION
after G. Lawrence, “People Types and Tiger Stripes”, 1982
Myers-Briggs Types
• Type is determined by the preferred mode
for each of these four areas
• 16 possible combinations:
–
–
–
–
Thinking Types: ESTJ, ENTJ, ISTP, INTP
Intuitive Types: ENTP, ENFP, INFJ, INTJ
Feeling Types: ESFJ, ENFJ, ISFP, INFP
Sensory Types: ESTP, ESFP, ISJ, ISTJ
Keirsey Temperaments*
Four broader type groups sharing many
common characteristics (temperament)
• SP: Artisan -observing, adaptable, tolerant
• SJ: Guardian -observing, ordered, detailed
• NF: Idealist -sympathetic, insightful
• NT: Rational -rational, theoretical, abstract
*David Keirsey, Please Understand Me, Prometheus Nemesis Book
Company, 1978
Kolb Learning Style Inventory
Based on 4-stage learning cycle
Concrete Experience (CE)
Active Experimentation (AE)
Reflective Observation (RO)
Abstract Conceptualization (AC)
Stages in the Learning Cycle
• Concrete Experience (CE): learning from
feeling and personal involvement
• Reflective Observation (RO): learning by
watching and listening
• Abstract Conceptualization (AC):
learning by thinking
• Active Experimentation (AE): learning by
doing
Learner Types and Strengths
• Converger (AC+AE)
• Diverger (CE+RO)
• Assimilator (AC+RO)
• Accommodator
(CE+AE)
• Practical application
of ideas
• Imagination and
innovation
• Creation of theoretical
models
• Action, carrying out
plans
Felder-Silverman Model
Five Learning Dimensions:
• Sensing vs. intuitive perception
• Visual vs. verbal input
• Inductive vs. deductive organization
• Active vs. reflective processing
• Sequential vs. global understanding
Teaching to Learning Styles: M-B
• Extraverted students • Groups, think-pair-share
• Introverted students • Time for reflection
• Connect material
• Sensing students
• Structure, organization
• Hands-on activities
• Intuitive students
• Discovery methods
• Concept maps
Teaching to Learning Styles: M-B
• Thinking students
• Feeling students
• Judging students
• Perceptive students
•
•
•
•
Clear objectives, fairness
Collaborative groups
Supportive instructor
Advice on reviewing
work, exam answers
• Subassignments for large
project
• Feedback
Teaching to Learning Styles: Kolb
• Converger
• Diverger
• Assimilator
• Accommodator
• Decision-making, problemsolving, hands-on work
• Cooperative groups,
brainstorming
• Model/theory creation
• Design projects/experiments
• Discovery learning
• Activities, projects
Teaching to Learning Styles: Felder
• Active learners
•
•
• Reflective learners •
• Sensing learners
•
•
• Intuitive learners •
•
Discussion, debate
Group work
Time for reflection, journals
Real-world applications
Hands-on activities
Connections: concept maps
Open-ended, speculative
assignments
Teaching to Learning Styles: Felder
• Visual learners
•
•
• Verbal learners
•
•
• Sequential learners •
• Global learners
Diagrams, charts, movies
Demonstrations
Discussions, oral reports
Writing projects
Outlines, stepwise
presentations
• Topic overviews
• Connections to other
material