6 Teaching Style and Learning Style.ppt

If you are a teacher, you know that no two students are the same and that there is a spectrum of different learning styles. An educator’s teaching style, therefore, can greatly impact a student’s ability to learn and comprehend. This is why knowledge of different learning styles is essential for teachers.

Does Andrea learn most effectively through images and graphics? She may be a Visual learner.

Does Jeremy seem to grasp the material best by listening to lectures, asking questions and participating in group discussions? He may be an Auditory learner.

Do Max and Emily prefer to gather information by reading, taking notes and writing reports or essays? They may be Reading/Writing learners.

And what about Dylan? She is very hands-on, and seems to enjoy taking things apart and putting them back together — to learn by doing. She may be a Kinesthetic learner.

That’s one common breakdown of the spectrum of learning styles, but of course it is not the only one. (One of the first lessons you learn when researching learning styles is that there are many different theories.)

One is the Theory of Multiple Intelligences, developed in the late 1970s and early 1980s by Harvard educator Howard Gardner (see video), who believed that there are eight distinct “intelligences” that are closely connected to learning. These are:

Visual-Spatial — The ability to conceptualize and manipulate large-scale spatial arrays (e.g. airplane pilot, sailor), or more local forms of space (e.g. architect, chess player).
Bodily-Kinesthetic — The ability to use one’s whole body, or parts of the body (like the hands or the mouth), to solve problems or create products (e.g. dancer).
Musical — Sensitivity to rhythm, pitch, meter, tone, melody and timbre. May entail the ability to sing, play musical instruments, and/or compose music (e.g. musical conductor).
Linguistic — Sensitivity to the meaning of words, the order among words and the sound, rhythms, inflections and meter of words (e.g. poet). Sometimes called language intelligence.
Logical-Mathematical — The capacity to conceptualize the logical relations among actions or symbols (e.g. mathematicians, scientists).
Interpersonal — The ability to interact effectively with others. Sensitivity to others’ moods, feelings, temperaments and motivations (e.g. negotiator). Sometimes called social intelligence.
Intrapersonal — Sensitivity to one’s own feelings, goals and anxieties, and the capacity to plan and act in light of one’s own traits. It is not particular to specific careers; rather, it connects to the ability of every individual to make consequential decisions for oneself. Sometimes called self-intelligence.
Naturalistic — The ability to make consequential distinctions in the world of nature as, for example, between one plant and another, or one cloud formation and another. Sometimes called nature intelligence.
The idea behind multiple intelligence theories is not that people learn in only one way, but that people are stronger

1. Faculty Induction Program

2. TEACHING
AND
LEARNING
STYLES

3. Objectives of the session
We all will-
•Understand Teaching Styles.
•Understand Learning Styles.
•Discuss why students have difficulty in
learning.
•Learn about matching teaching and
learning.

4. We are aware-
•Notwoteachersarealike,theirstyleofteaching
isuniquelytheirown.
•Aneffectiveteachingstyleengagesstudentsin
thelearningprocessandhelpsthemdevelop
criticalthinkingskills.

5. What are Teaching Styles?
•A set of teaching tactics
-(Galton et al, 1980)
•Instructional format
-(Siedentop, 1991).
•the general pattern created by using a
particular set of strategies

6. •Personality
•Present experience / training / skill
•Knowledge of the activity
•Level of Danger
•Level of Difficulty
•Type of skills involved, classification, organization
•Age, Maturity
•Level of skill, ability, knowledge
•Level of interest, motivation
•learning environment
•Facilities and equipment
•Time

7. FORMALAUTHORITY
•Teacherswhohaveaformal
authorityteachingstyletend
tofocusoncontent.
•Thisstyleisgenerally
teacher-centred,wherethe
teacherfeelsresponsiblefor
providingandcontrollingthe
flowofthecontent
•Thestudentisexpectedto
receive the content.

8. DEMONSTRATOR ORPERSONAL
MODEL
•Teacherswhohavea
demonstratororpersonal
modelteachingstyletend
torunteacher-centred
classeswithanemphasis
ondemonstrationand
modelling.
•Thistypeofteacheractsas
a rolemodel by
demonstratingskillsand
processesandthenasa
coach/guideinhelping
studentsdevelopandapply
theseskillsandknowledge.

9. FACILITATOR
•Teacherswhohaveafacilitatormodel
teachingstyletendtofocusonactivities.
•Thisteachingstyleemphasizesstudent-
centredlearningandthereismuchmore
responsibilityplacedonthestudentsto
taketheinitiativeformeetingthedemands
ofvariouslearningtasks.

10. DELEGATOR
•Teacherswhohavea
delegatorteaching
styletendtoplace
muchcontroland
responsibilityfor
learning on
individualsorgroups
of students.

12. •Learning is a process of acquiring knowledge or
skills through study, experience or teaching.
-www.wikipedia.org
•A change in neural function as a consequence
of experience is learning.
-www.medaus.com

13. What is a Learning Style?
•A preference to grasp the things.
•It is the way we perceive and process
things the best.
•We all have our own preferred method of
learning and that is our learning style.

15. Learning styles
•Itrefertoarangeofcompetingand
contestedtheoriesthataimtoaccountfor
differencesinindividuals'learning.
•Thesetheoriesproposethatallpeoplecan
beclassifiedaccordingtotheir'style'of
learning,althoughthevarioustheories
presentdifferingviewsonhowthestyles
shouldbedefinedandcategorised.
•Acommonconceptisthatindividualsdiffer
inhowtheylearn.

16. Learning Styles
•Understanding
learningstyleof
yourstudentmay
bethekeytohelp
youtoimprove
yourclassroom
performance

17. How do you Learn Best??

18. When you were a
student….
•Howdidyou
cometoterms
withwhatyou
havetolearn?

19. •We remember 20% of what we HEAR
•We remember 30% of what we SEE
•We remember 50% of what we SEE &
HEAR
•We remember 90% of what we SAY & DO

20. Learning Styles
Auditory
Visual
Kinesthetic

21. I hear, I forget
I see, I remember
I do, I understand

22. Auditory learners
•Auditory learnersoften talk to
themselves. They also may move their lips
and read out loud. They may have
difficulty with reading and writing tasks.
They often do better talking to a colleague
or a tape recorder and hearing what was
said. To integrate this style into the
learning environment:

23. Visual learners
•Visual learnershave two sub-channels—
linguisticandspatial. Learners who arevisual-linguisticlike
to learn through written language, such as reading and
writing tasks.
•They remember what has been written down, even if they
do not read it more than once.
•They like to write down directions and pay better attention
to lectures if they watch them. They easily visualize faces
and places by using their imagination and seldom get lost in
new surroundings.
•They remember what has been written down, even if they
do not read it more than once. They like to write down
directions and pay better attention to lectures if they watch
them.

24. Kinaesthetic learners
•Kinaestheticlearnersdobestwhiletouchingand
moving.Italsohastwosub-channels:
kinaesthetic(movement)andtactile(touch).
•Theytendtoloseconcentrationifthereislittleor
noexternalstimulationormovement.
•Whenlisteningtolecturestheymaywanttotake
notesforthesakeofmovingtheirhands.
•Whenreading,theyliketoscanthematerialfirst,
andthenfocusinonthedetails
•Theytypicallyusecolourhighlightersandtake
notesbydrawingpictures,diagrams,or
doodling.

25. Thank You