Leadership and Learning Styles for Agriculture

Leadership and Learning Styles

1. Learning Styles and Leadership Chapter 3

2. Objectives

3. Why learning styles?

4. Misconceptions About Intelligence Intelligence: the ability to respond successfully to new situations and the capacity to learn from one’s past experiences Varies according to the context, tasks, and demands that we confront in life Cannot be determined only by IQ scores or by rankings on a particular test Some people are “book smart” some people are mechanically smart Example: 3 siblings One has a doctorate degree and is a college professor One has a master’s degree and is a high school teacher One did not go to college at all, but is a mechanical genius Is he not smart?

5. Intelligence Tests and Real-World Success

6. Cognitive Learning

7. Linguistic Intelligence

8. Logical-Mathematical Intelligence

9. Spatial Intelligence

10. Affective Learning Intelligence in the personality or human relations arena Persistence, curiosity, risk taking, social motivation “People Persons” Three types of affective intelligence Interpersonal Intrapersonal Existential

11. Interpersonal Intelligence Ability to relate to, understand, appreciate, and get along with other people Have a natural gift for “reading” another person A person extremely gifted in this area could be called a mentalist Workplace skills: hosting, communicating, coaching, counseling, motivating, selling, recruiting, coordinating, negotiating, etc. Occupations: Administrator, manager, school principal, social worker, counselor, psychologist, nurse, public relations person, politician, travel agent, etc.

12. Intrapersonal Intelligence

13. Existential Intelligence

14. Psychomotor Learning Refers to learning that has to do with intelligence in the area of manual dexterity Using one’s hands and/or body in performing mechanical skill The cognitive learner may research technical aspects of a project, and the affective learner may sell or promote the produce, the psychomotor learner is the one who actually constructs the product Three types of intelligence in the psychomotor area: bodily-kinesthetic, musical, naturalistic

15. Bodily-Kinesthetic Intelligence

16. Musical Intelligence

17. Naturalistic Intelligence Observing, understanding, and using patterns in the natural environment Expertise in the recognition, investigation, and classification of plants and animals Ability to nurture and grow things; skilled at caring for, training or taming, and interacting with animals (Jack Hannah, Steve Irwin) Workplace skills: collecting data and objects, labeling and mounting specimens, organizing collections, observing nature, doing experiments in the field, etc. Occupations: park ranger, production agriculturist, field researcher, parks, planetariums, zoos, etc.

18. The Whole Person Effect of Genetic and Environmental Factors on Intelligence Intelligence develops through a series of stages Intelligence is a product of both genetics and environment Children raised in a learning-rich environment are in an ideal setting for the development of intelligence Building a Team As a leader, you must be aware of the three major learning domains and the different ways of being smart Synergy is the power of a group of people working together Synergy makes the total group output of a team greater than the output that would be possible if the group members were working individually

19. Visual Learners

20. Visual learners characteristically Ask for both verbal & written instructions Follow written instructions better than oral ones Get lost when they get only verbal directions Can understand & follow directions on maps Watch speakers’ facial expressions & body language Take notes for later review Remember best by writing things down several times or drawing pictures & diagrams Are good spellers Prefer information to be presented visually Are skillful at making graphs, charts, and other diagrammatic displays Remember best by picturing something in their heads Are good a solving jigsaw puzzles Are good at the visual arts

21. Auditory Learners

22. Auditory learners usually Follow oral directions better than written ones Would rather listen to a lecture than read the material in a textbook Prefer to listen to a daily podcast rather than read a newspaper Understand better when they read aloud Struggle to keep notebooks neat Frequently sing, hum, or whistle to themselves Talk to themselves Dislike reading from a computer screen Require explanation of diagrams, graphs, or maps Enjoy talking to others Use musical jingles to learn or remember things Would rather listen to music than view a piece of art Like to tell jokes and stories or make verbal analogies to illustrate a point

23. Tactile/Kinesthetic Learners

24. Tactile/kinesthetic learners characteristically Reach out to touch things Collect things Talk fast, using their hands and body language Fidget constantly Are good at sports Take things apart and put them back together Prefer to stand while working Enjoy working with their hands and making things Like to chew gum or eat in class Learn through movement and hands-on exploration of the world around them May be considered hyperactive Are good at finding their way around Prefer to do things rather than watch demonstrations or read about it in a book

25. Formation of Learning Styles Observers reflect on new things. They use a sequential method of thought that organizes information in a linear, programmatic manner. Their rule is “follow the steps.” People with this orientation value patience, impartiality, and thoughtful judgement. Doers act out new information immediately and think about it or reflect on it only after they have tried it. They need to physically and actively do it. Doers work with unorganized information in no particular sequence, sometimes even skipping steps in a procedure, but still produce the desired result. Their phrase is “just get it done.”

26. Learning Styles

27. Accommodator Learn by doing and feeling Learn primarily from personal, hands-on experience and may act on gut feelings rather than logical analysis Also learn by trial and error Best suited to situations in which one must adapt to quickly changing circumstances Not deterred by the word impossible if they have decided that the goal is a worthy one Usually good leaders Often waste time on unimportant activities

28. Accommodator What do they do best? Inspire others to take action See many options, solutions, & possibilities Contribute unusual & creative ideas Visualize the future Accept many different types of people Think fast on their feet Take risks What is hard for them? Abiding by restrictions & limitations Formal reports Routines Redoing anything Keeping detailed records Showing how they got an answer Choosing only one answer Having no options

29. Converger

30. Converger What do they do best? Apply ideas in a practical way Organize Fine-tune ideas to make them more efficient Produce concrete products from abstract ideas Work within time limits What is hard for them? Working in groups Discussions that do not seem to have a specific purpose Working in a disorganized environment Incomplete or unclear directions Working with unpredictable people Dealing with abstract ideas Using imagination Questions with no right or wrong answer

31. Assimilator Prefer to learn by observing and thinking Learning style is less focused on people and more concerned with ideas and abstract concepts Effective at consolidating or synthesizing information and putting it into concise, logical form Need well-organized followers who will accurately and conscientiously write things down and follow through on agreed decisions Skilled at creating models and developing theories and plans

32. Assimilator

33. Diverger

34. Diverger What do they do best? Listen to others Understand feelings and emotions Focus on themes and ideas Bring harmony to group situations Establish positive relationships with others Recognize and meet other people’s emotional needs What is hard for them? Having to explain or justify feelings Competing Working with dictatorial/authoritarian personalities Working in a restrictive environment Working with people who do not seem friendly Concentrating on one thing at a time Giving exact details Accepting criticism

35. Learning Styles & Personality Types

36. Leadership, Learning Styles, & Decision Making