A workshop on
Active Learning Based on
Learning Styles
Prepared by
Dr. Eman Zaki
College of Education
Eman.Zaki@qu.edu.qa
eman2004ets@yahoo.com
Activity No.1
A Warm up
Who are you ?
Workshop
expectations & learning outcomes
Workshop Learning outcomes
-Critically review and discuss research related to learning style and active
learning.
-Identify and use instruments designed to identify personal and student learning
styles.
-Identify different teaching techniques and strategies that match different
students' learning styles
-Evaluate and adapt instruction to reflect active learning strategies matched to
students’ learning styles.
-Apply research in learning styles and active learning strategies to personal
practice
What is Active Learning ??
Activity No. 2
Roundtable Brainstorming
The purpose of this activity is to help your team generate as many
answers to the question as possible. Unlike other versions of
brainstorming that you may have experienced, this one involves
taking turns and having teammates contribute one answer at a
time.
If we teach it, they will learn!?
Active learning :
refers to learning that occurs through instructional strategies that engage students
intellectually and physically as they pursue given classroom assignments.
-
is the opposite of passive learning, in which one-way communication from teachers to
students is the norm.
-involves substantive changes in the ways students and teachers work together,
shifting the focus of classroom instruction from teaching to learning.
-
-means students are engaged in learning activities such as gathering data, defining
issues, stating problems, generating and testing hypotheses, drawing conclusions,
and reporting and defending their work.
-creates independent learners.
-is directly responsive to the developmental characteristics associated with early
adolescence.
http://pubs.cde.ca.gov/tcsii/ap/glossary.aspx
-
The authors of Promoting Active Learning: Strategies for the College
Classroom
Chet Meyers and Thomas B. Jones
define Active Learning as,
“opportunities for students to talk and listen, read,
write, and reflect as they approach course content
through problem solving exercises, informal small
groups, simulations, case studies, role playing, and
other activities--all of which require students to
apply what they are learning.”
-Active learning is generally defined as any instructional method that engages
students in the learning process” (MICHAEL PRINCE,2004,p:1)
-Active learning requires students to do meaningful learning activities and think
about what they are doing .(Bonwell, C.C., and J. A. Eison,1991as reported
by MICHAEL PRINCE,2004,p:1)
"Active Learning" is, in short, anything that students do in a classroom other
than merely passively listening to an instructor's lecture. This includes
everything from listening practices which help the students to absorb what
they hear, to short writing exercises in which students react to lecture
material, to complex group exercises in which students apply course material
to "real life" situations and/or to new problems” Donald R. Paulson and
Jennifer L. Faust (Active Learning for The College Classroom )
Active learning refers to techniques where students
do more than simply listen to a lecture. Students are
DOING something including discovering, processing, and
applying information.
Active learning "derives from two basic assumptions:
(1) that learning is by nature an active endeavor and
(2) that different people learn in different ways" (Meyers
and Jones, 1993)
Bonwell and Eison (1991) state that some characteristics of
active learning are
Students are involved in more than listening, less
emphasis is placed on transmitting information
and more on developing students' skills,
students are involved in higher-order thinking
(analysis, synthesis, evaluation), students are
engaged in activities (e.g., reading discussing,
writing), and greater emphasis is placed on
students' exploration of their own attitudes and
values. (p. 2)
-It is a process whereby learners are actively engaged in the
learning process, rather than "passively" absorbing lectures.
-Active learning involves reading, writing, discussion, and
engagement in solving problems, analysis, synthesis, and
evaluation, etc.
-It is a multi-directional learning experience in which learning
occurs teacher-to-student, student-to-teacher, and student-tostudent.
- It is an activity-based learning experience: whole class
involvement, teams, small groups , pairs, individuals.
How does Active Learning work ?
Silberman contrasts Active Learning and
memorization :“that learning comes "in waves"
through repeated exposures of different kinds
involving multiple senses.
"When learning is active, the learner is seeking
something, an answer to a question, information
to solve a problem, or a way to do a job.”
(professor of Adult and organizational development at
Temple University in Philadelphia )
Input: Active Learning involves input from multiple sources
through multiple senses (hearing, seeing, feeling, etc.).
Process: Active Learning involves process, interacting with
other people and materials, accessing related schemata
in the brain, stimulating multiple areas of the brain to act.
Output: Active Learning involves output, requiring students
to produce a response or a solution or some evidence of
the interactive Learning that is taking place
Why Active Learning ?
What does research say?
Activity 3
A Jigsaw
Description:
First introduced by Aronson, et al. (1978 )the basic premise of jigsaw is to
divide a problem into sections, one for each group member. Each student
receives resources to complete only his/her part. The students who are
responsible for the same section join together and form a new, temporary
focus group whose purpose is for the students to master the concepts in
their section, and to develop a strategy for teaching what they have learned
to the other students in their original collaborative learning group.
leads to better student attitudes and improvements in students’ thinking and writing
-surpasses traditional lectures for retention of material, motivating students for further
study and developing thinking skills
(Bonwell, C.C., and J. A. Eison,1991 as reported by MICHAEL PRINCE,2004,p:3 )
-several studies have shown that students prefer strategies promoting active learning to
traditional lectures.
-Other research studies evaluating students' achievement have demonstrated that many
strategies promoting active learning are comparable to lectures in promoting the
mastery of content but superior to lectures in promoting the development of
students' skills in thinking and writing.
-Further, some cognitive research has shown that a significant number of individuals
have learning styles best served by pedagogical techniques other than lecturing.
Learning Pyramid
The Learning Pyramid charts the average retention rate for various
methods of teaching
the Active Learning Online team at the ACU Adams Center for Teaching Excellence
Dale's Cone diagrams effectiveness of learning according to the
media involved in learning experiences :
the Active Learning Online team at
the ACU Adams Center for Teaching Excellence
Bloom’s Taxonomy
http://www.actadvantage.org
Research shows that using a multimedia approach to teaching works
better because the more senses we use during learning ,the more
we retain information.
The educator Sandra Rief explains that learners retain :
‫و قد أظهرت البحوث أن المدخل المتعدد الوسائط يعمل جيدا ألننا كلما زاد عدد الحواس التي‬
(Educator ‫و توضح العالمة‬. ‫نستخدمها أثناء عملية التعلم كلما احتفظنا بالمعلومات لفترة أفضل‬
Sandra Rief)
: ‫أن المتعلمين يحتفظون‬
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
-Involves students more actively with the course content
-Helps them apply what they are learning and use higher
order thinking skills .
-Appeals to a wide variety of learning styles
and intellectual strengths .
Involves the whole student in the learning process: heart
and hand and head.
- Makes students do .
- can excite students about the subject matter, thus getting
them more personally involved in their own learning
process.
-
What are learning Styles?
Activity No.4
This approach to learning emphasizes the fact that
individuals perceive and process information in
very different ways. The learning styles theory
implies that how much individuals learn has more
to do with whether the educational experience is
geared toward their particular style of learning
than whether or not they are "smart." In fact,
educators should not ask, "Is this student smart?"
but rather "How is this student smart?“
http://www.funderstanding.com/learning_styles.cfm
-Using multiple learning styles and “multiple intelligences” for learning
is a relatively new approach
-Learning Styles Indicate our preferences for taking information into the
brain and communicating them "outside.
-By recognizing and understanding your own learning styles, you can
use techniques better suited to you. This improves the speed and
quality of your learning
-Research shows us that each learning style uses different parts of the
brain
-Why
Learning Styles?
Your learning styles have more influence than you may realize. Your
preferred styles guide the way you learn. They also change the way
you internally represent experiences, the way you recall information,
and even the words you choose
.
Reflect
Activity No.5
What is your “preferred” learning style? Or
are you multimodal?
How can we identify Our
Students Learning Styles?
Welcome to the Institute for Learning Styles
Research
http://www.vark-learn.com/english/index.asp
VARK : a guide to learning styles
http://www.learningstyles.org
Research on Learning Styles
http://learn.humansources.com
Teaching and Learning Strategies
http://www.newhorizons.org
VARK: A guide to Learning Styles
http://honolulu.hawaii.edu
Useful Sites
www.learning-styles-online.com
What’s your learning style ?
http://www.ldpride.net
http://www.geocities.com
http://www.engr.ncsu.edu
Index of learning Styles Questionnaire
http://www.learningstyles.net
http://www.nwlink.com
http://www.learning-styles-online.com
Activity 6
What does research say about
Learning Styles?
-Identifying and understanding your students
‘learning styles help you to select the most
appropriate teaching strategies for your students
,consequently ,improves learning speed and
quality of learning .
-Teaching to ones’ learning styles is an effective
strategy .
-Results support using students' learning styles as
a guide for curriculum design .
) David Robotham,1999(
(Malgorzata S.,Zywno,2002(
Research related to academic achievement and learning styles supported the
following :
-Students
learn differently .
-Students' performance at different subjects relates to how they learn
(learning styles ).
-When students are taught using different approaches that match and
cope with their learning styles , increases achievement significantly .
-Considering learning styles produced positive gains in reading, math
when using standardized tests .
.
Research states that the visual learners are
the most common type .
‫تؤكد البحوث علي أن المتعلمين البصريين هم األكثر شيوعا‬
. ‫عن أي نوع أخر‬
http://www.mindtools.com
Auditory (30 % )
Kinesthetic (5% )
Visual (65 % )
Gardner’s multiple Intelligences Theory
Learning Styles/Intelligences
Characteristics
Activity No.7
The learning styles are:
Visual (spatial). You prefer using pictures, images, and spatial
understanding.
Aural (auditory-musical). You prefer using sound and music.
Verbal (linguistic). You prefer using words, both in speech and
writing.
Physical (kinesthetic). You prefer using your body, hands and sense
of touch.
Logical (mathematical). You prefer using logic, reasoning and
systems.
Social (interpersonal). You prefer to learn in groups or with other
people.
Solitary (intrapersonal). You prefer to work alone and use self-study.
http://www.funderstanding.com/about_learning.cfm
This site examines 12 different theories on how people learn
Activities Listed by Learning Style
Active learners like group work, learn through doing: discussing,
explaining, and applying.
Reflective learners prefer working alone, like to think quietly.
Sensing learners prefer learning facts, like solving problems by wellestablished methods, dislike complications and surprises, are
patient with details and good at memorizing facts and doing handson work, are practical and careful, prefer learning that relates to the
real world.
Intuitive learners prefer to discover possibilities and relationships, like
innovation and dislike repetition, grasp new concepts quickly, are
comfortable with abstractions and mathematical formulations, are
innovative and work quickly, dislike memorization and routine
calculations.
Visual learners remember best what they see (pictures,
diagrams, flow charts, time lines, films, and
demonstrations). “plays with pictures” Enjoys drawing,
designing, and looking to learn. Needs to visualize and
manipulate
Sequential learners gain understanding in linear steps,
each step following logically from the previous one; tend
to follow logical stepwise paths in finding solutions.
Global learners tend to learn in large jumps, absorbing
material almost randomly without seeing connections,
and then suddenly "getting it," are able to solve complex
problems quickly or put things together in novel ways
once they have grasped the big picture, but they may
have difficulty explaining how they did it.
Verbal/Linguistic “plays with words” Good with
language. Needs to hear, see and say words
associated with the desired outcome. remember
best what they hear and read.
Logical/Mathematical “plays with questions”
Good at math, logic and problem solving. Needs
to classify, categorize, and work with
abstractions.
Musical “plays with music” Remembers melody,
notices rhythms of life and keeps perfect time.
Needs information delivered via melodies,
musical notation or rhythm.
Bodily/Kinesthetic “plays with moving” Person in motion, uses
body and touches to express thoughts. Needs to interact with
space in some way to process and remember information.
Interpersonal “plays with socializing” Good at leading,
organizing, mediating, communicating, understands and works
well with others. Needs to compare and contrast, interview, share
ideas and cooperate.
Intrapersonal “plays alone” Does better alone, pursuing self
defined interests. Projects need to be individual, self-paced and
singularly oriented
Activity No.8
Learning Styles and Teaching Strategies
Cooperative Learning
It is an instructional strategy that involves students working
in teams to accomplish a common goal.
There are five main principles of Cooperative Learning :
1-positive interdependence (all members must cooperate to
complete the task)
2- Individual and group accountability (each member is
accountable for the complete final outcome).
3-Face to face promotive interaction
4-Group social skills
5-Group processing
Why use cooperative learning?
The more students work in cooperative learning groups:
- the more they will learn
-the better they will understand what they are learning
-the easier it will be to remember what they learn
-the better they will feel about themselves, the class and
their classmates.
Other outcomes included:
-positive relationships, and psychological health.
-higher achievement and greater productivity
-more caring, supportive, and committed relationships
- greater psychological health, social competence, and selfesteem.
Acknowledgment of individual differences
Interpersonal development
Active involvement in learning
More opportunities for personal feedback
Deeper understanding of content
Increased overall achievement in grades
Improved self-esteem
Higher motivation to remain on task
Active and constructive involvement in content
Ownership of their own learning
Solving group conflicts
Improvement of teamwork skills
Increased student retention
Enhancement of student satisfaction with their learning
experience
Development of skills in oral communication
Development of students' social skills
‫أمثلة ألنشطة التعلم التعاونية‬
‫‪Think-pair-share‬‬
‫استراتيجية فكر‪-‬زاوج‪-‬شارك‬‫‪Jigsaw‬‬
‫استراتيجية استكمال اللغز‬‫‪Paired reviews‬‬
‫المراجعات في أزواج‬‫‪Problem solving‬‬
‫أنشطة حل المشكالت‬‫‪Cooperative projects‬‬
‫المشروعات التعاونية‬‫‪discussion, debating‬‬
‫المجادلة‪,‬المناقشة‬‫االنشطة الخاصة باستكمال الفجوة في المعلومات‬‫‪Information-gap activities‬‬
Useful Sites on Cooperative
Learning+Activities
http://www.readingquest.org/strat/
http://jigsaw.org/links.htm
http://www.wcer.wisc.edu
http://www.readwritethink.org
http://central.laramie1.org
http://www.classes.aces.uiuc.edu/
Concept maps
http://www.eudesign.com
Mnemonics
A pause procedure
1) Introducing student activity into the traditional lecture:
On the simplest level, active learning is introducing student
activity in the traditional lecture. One example of this is for the
lecturer to pause periodically and have students clarify their
notes with a partner.
This can be done two or three times during an hour-long class.
Because this pause procedure is so simple, it provides a baseline
to study whether short, informal student activities can improve
the effectiveness of lectures .
Instructional Strategies
Adjunct Displays , Graphic Organizers
Split-page Note taking
Paired Reviews
Text Impressions
Student Questions for Purposeful Learning
Structured Academic Controversies
Possible Sentences
Brainstorming for Prior Knowledge
Reflective journals ,List Group Label
INSERT ,KWL+
Planning an Active Learning Activity
What are your objectives for the activity?
-Who is interacting? Will students pair up with someone beside
them? Or perhaps someone sitting behind/in front of them?
Should they pair up with someone with a different background?
Someone they don't know yet?
-What are their learning styles?
-When does the activity occur during the class? Beginning?
Middle? End? How much time are you willing to spend on it?
-Will they write down their answers/ideas/questions or just
discuss them?
-Will they turn in the responses or not? If they are asked to turn
them in, should they put their names on them?
Sample Strategies
[Activating Prior
Knowledge][QAR][Clarifying][Rereading][Context
Clues][Restating][Drawing Conclusions][Setting
a Purpose][Evaluating][Skimming/Scanning][FixUp][Summarizing][Inferring][Surveying][Key
Words][Think Aloud][Predicting][Visualizing]
www.readingquest.org
Graphic Organizers
and Visual Displays
http://www.eduplace.com/graphicorganizer
http://teachers.teach-nology.com
http://www.enchantedlearning.com/graphicorganizers/vocab/
http://www.educationoasis.com/curriculum/GO/vocab_dev.htm
http://www.marion.k12.ky.us/Strategies/Social/socialstudies/understand.htm
http://www.2learn.ca/construct/graphicorg/concept/conceptmapindex.html
http://www.inspiration.com/vlearning/index.cfm?fuseaction=webs
Useful Internet Sites
The Active Learning Site
http://www.active-learning-site.com/
Interactive teaching resources
http://www.h-net.msu.edu/~envision/interact/
Interactive Education
http://www.interactiveeducation.ac.uk/
Reading Quest
http://www.readingquest.org/strat/
Thinkfinity
http://www.marcopolo-education.org/home.aspx
Enchanted Learning
http://www.enchantedlearning.com/graphicorganizers/
http://cte.umdnj.edu/active_learning/active_general.cfm
Center for Teaching Excellence
Active Learning: Creating Excitement in the Classroom. The National Teaching &
Learning
Forum.
http://www.ntlf.com/html/lib/bib/91-9dig.htm
What is Active Learning? Buffalo University Teaching Resources.
http://icarus.ubetc.buffalo.edu/etc/tlr/whatis.html
Active Learning Strategies. National Training Partnership.
http://www2.edc.org/NTP/trainingdesign_activelearningstrategies.htm
Teaching and Learning Methods and Strategies. University of Arizona
http://www.u.arizona.edu/ic/edtech/strategy.html
Active Learning Online
http://www.acu.edu/cte/activelearning/classroom_main.htm
Active Learning and Library Instruction. Michigan State University
http://www.libraryreference.org/activebi.html
Active Learning Strategies. Summaries of Best Practices in College Teaching.
http://northonline.sccd.ctc.edu/eceprog/bstprac.html#active
References
1-Buehl.D.(2001),classroom Strategies for
Interactive Learning, The International Reading
Association, Inc.
2-Fisher,D.et al (2007),50 Content Area Strategies
for Adolescent Literacy ,Upper Saddle River,
New Jersey, Pearson Prentice Hall .