Learning Styles Learning for Outcome Based Learning

Learning Styles

1. Learning StylesNPTEL

2. What do we DO?
Learning Styles–The Kolb model
Learning Styles–The Felder -Silverman ModelNPTEL

3. What are Learning Styles?
LearningStylesaredifferentmethodsoflearning
andunderstandingnewinformation.
LearningStylesarethewayapersontakesin
understands,expressesandremembers
information.NPTEL

4. NPTEL

5. David Kolb
DavidKolbdidhisPhDinSocialPsychologyfromHarvard
University.HePublishedhisprinciplesoflearningstylesin1984
Kolb shows how people perceive and process information
through a learning cycles and Learning styles
The learning cycle involves four processes
Then developed four learning StylesNPTEL

6. David Kolb
Constructivism
6Principles
ExperimentalLearning
“Learningistheprocesswherebyknowledgecreated
throughtransformationofexperience”
LearningStylesNPTEL

7. Kolb’s Experiential Learning Theory
"Learningistheprocesswherebyknowledgeiscreated
throughthetransformationofexperience.Knowledge
resultsfromthecombinationofgraspingexperienceand
transformingit."Kolb(1984,38)
Kolb’sexperientiallearningtheoryisrecognisedas
launchingthemodernlearningstylemovement(Coffieldet
al.,2004)NPTEL

8. Kolb’s Six principles of Experimental Learning
Learningasaprocess
LearningisRelearning
Emotionalreflection
HolisticLearning
EnvironmentalLearning
Constructivism
https://www.youtube.com/watch?v=v1HJQZMh9Q4NPTEL

9. Learning as a Process
Learningisacontinuousprocessgroundedinexperience.
Knowledgeiscontinuouslyderivedandtestedoutinthe
experiencesofthelearner.
Application:Constantlybuildingonpreviouscontent,
scaffolding.NPTEL

10. Learning is Relearning
Student’ideasmustbedrawnout,discussedand
redefined
Application:Useofgroupwork,theorytestingandcritical
thinkingexercisesNPTEL

11. Emotional Reflection
Learning requires a resolution of “dialectically opposed
modes of adaption of the world” that is learners’ must
move between “opposing modes of reflection and action
and feeling and thinking”
Application : Allow time for students to reflect. Have
learners keep journalsNPTEL

12. Holistic
Learning affects the entire learner
Application –Use of cross disciplinary curriculum. Always
improve every aspect of the learner’s education.NPTEL

13. Environmental
Learninginvolvesinteractionbetweenthelearnerandthe
environment
Application:Allowtimeforexperimentationand
applicationofthelearner’sideas.NPTEL

14. Constructivism
Constructivismviewslearningasaprocessinwhichthe
learnerconstructsknowledgebasedontheirpast
experiences.Knowledgeisconstantlybuildinguponitself.
Application:Accountfordifferingviewpointsbetween
students.Eachlearner’sexperienceisconstantlygrowingand
creatingauniquelensforthestudentNPTEL

15. Kolb'slearningtheorysetsoutfourdistinctlearningstyles(or
preferences),whicharebasedonafour-stagelearningcycle
(whichmightalsobeinterpretedasa'trainingcycle').
Four Stages of learning cycle
Concrete Experience -(CE)
Reflective Observation -(RO)
Abstract Conceptualization -(AC)
Active Experimentation -(AE)
Kolb's experiential learning theory (learning styles)
http://www.businessballs.com/kolblearningstyles.htmNPTEL

16. Four-stage learning cycle:
Concrete Experience
(Do something)
Reflective Observation
(Think about what you did)
Abstract
Conceptualization (Make
generalization)
Active
Experimentation
(Bearing in mind your
conclusion)
http://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/02.shtml
ConcreteExperience
Lifeisfullofexperienceswecan
learnfrom.Whetherathomeorat
workoroutandabout,thereare
countlessopportunitiesforusto
'kick-start'thelearningcycle.
Reflective Observation
Reflectioninvolvesthinkingabout
whatwehavedoneand
experienced.Somepeopleare
naturallygoodatthis.Otherstrain
themselvestobemoredeliberate
aboutreviewingtheirexperiences
andrecordingthem.
Abstract conceptualization
(thinking): Logical analysis of
ideas and acting on intellectual
understanding of a situation.
Active experimentation (doing):
Ability to get things done by
influencing people and events
through action. Includes risk-
taking.NPTEL

17. Example of learning Cycle
Learning to ride a bicycle:
Reflective observation -Thinking about riding and watching another
person ride a bike.
Abstract conceptualization -Understanding the theory and having a
clear grasp of the biking concept.
Concrete experience -Receiving practical tips and techniques from a
biking expert.
Active experimentation -Leaping on the bike and have a go at it.
http://www.nwlink.com/~%E2%80%89donClark/hrd/styles/kolb.htmlNPTEL

18. Example of learning Cycle
Learning algebra:
Abstract conceptualization -Listening to explanations on what
it is.
Concrete experience -Going step-by-step through an equation.
Active experimentation -Practicing.
Reflective observation -Recording your thoughts about
algebraic equations in a learning log.
http://www.nwlink.com/~%E2%80%89donClark/hrd/styles/kolb.htmlNPTEL

19. Kolb's learning styles
Kolb's two continuums -
East-West axis is called the
Processing Continuum (how we
approach a task) -
North-South axis is called the
Perception Continuum (our
emotional response, or how we
think or feel about it)
http://www.businessballs.com/kolblearningstyles.htmNPTEL

20. Four-stage learning styles:
1. Diverging Style
2. Assimilating Style
3. Converging Style
4. Accommodating StyleNPTEL

21. Kolb's learning styles -matrix view
Doing (Active
Experimentation -AE)
Watching (Reflective
Observation -RO)
Feeling (Concrete
Experience -CE)
Accommodating
(CE/AE)
Diverging (CE/RO)
Thinking (Abstract
Conceptualization -
AC)
Converging (AC/AE)Assimilating (AC/RO)NPTEL

22. Diverging Style
Thesepeopleareabletolookatthingsfromdifferent
perspectives.
Theyaresensitive.
Theyprefertowatchratherthando,tendingtogather
informationanduseimaginationtosolveproblems.
Theyarebestatviewingconcretesituationsseveraldifferent
viewpoints.
Thesepeopleperformbetterinsituationsthatrequireideas-
generation,forexample-brainstorming.NPTEL

23. Assimilating Style
TheAssimilatinglearningpreferenceisforaconcise,logicalapproach.
Ideasandconceptsaremoreimportantthanpeople.
Thesepeoplerequiregoodclearexplanationratherthanpractical
opportunity.
Theyexcelatunderstandingwide-ranginginformationandorganisingita
clearlogicalformat.
PeoplewithanAssimilatinglearningstylearelessfocusedonpeopleand
moreinterestedinideasandabstractconcepts.
Peoplewiththisstylearemoreattractedtologicallysoundtheoriesthan
approachesbasedonpracticalvalueNPTEL

24. Converging Style
People with a Converging learning style can solve problems
and will use their learning to find solutions to practical issues.
They prefer technical tasks, and are less concerned with people
and interpersonal aspects.
They are best at finding practical uses for ideas and theories.
They can solve problems and make decisions by finding
solutions to questions and problems.
People with a Converging learning style are more attracted to
technical tasks and problems than social or interpersonal issuesNPTEL

25. Accommodating Style
The Accommodating learning style is 'hands-on', and relies on
intuition rather than logic.
These people use other people's analysis, and prefer to take a
practical, experiential approach.
They are attracted to new challenges and experiences, and to
carrying out plans.
They commonly act on 'gut' instinct rather than logical analysis
People with an Accommodating learning style will tend to rely on
others for information than carry out their own analysis. NPTEL

26. Learning Styles –The Felder -
Silverman ModelNPTEL

27. The Felder -Silverman Model
FelderandSilvermanidentifyfivedifferentlearningstyle
dimensions:
Processing
Active Learner Reflective Learner
Perception
Sensory Lerner Intuitive Learner
Input
Visual Learner Verbal Learner
Understanding
Sequential Learner Global Learner
Organization
Inductive Leraner Deductive LearnerNPTEL

28. "Index of Learning Styles"(ILS)
Therearemanymeasuresoflearningstyles,buttheoneweare
consideringhereisFelderandSoloman’sIndexofLearningStyles
(ILS).
Itwasdevelopedtohelpstudentsandteachersofundergraduate
scienceandengineeringcourses.
TheIndexofLearningStylesisanon-lineinstrumentusedtoassess
preferencesonfourdimensions(active/reflective,sensing/intuitive,
visual/verbal,andsequential/global)ofalearningstylemodel
formulatedbyRichardM.FelderandLindaK.Silverman.The
instrumentwasdevelopedbyRichardM.FelderandBarbaraA.
SolomanofNorthCarolinaStateUniversity.NPTEL

29. Active Learners:
Activelearnerstendtoretainandunderstand
informationbestbydoingsomethingactivewithit-
discussingorapplyingitorexplainingittoothers.
"Let'stryitoutandseehowitworks"isanactive
learner'sphrase.
Prefergroupwork
Findsitdifficulttositinlecturesjusttakingnotesis
difficultforActiveLearnersNPTEL

30. Reflective Learners:
Retain and understand information best by
thinking about it first
“Let’s think it through first”
Prefer working alone
Needs thinking time during lecturesNPTEL

31. Sensing Learners:
Liketolearnfacts
Liketosolveproblemsusingwellestablishedmethodsand
dislikecomplicationsandsurprises
Tendtobepatientwithdetailsandaregoodatmemorising
factsanddoinghandsonwork,e.g.labs.andprojects
Tendtobemorepracticalandcareful
Donotlikecoursesthathavenoapparentconnectiontothe
realworldNPTEL

32. Intuitive learners:
Preferdiscoveringpossibilitiesandrelationships
Likeinnovationanddislikerepetition
Maybebetteratgraspingnewconceptsandaremore
comfortablewithabstractmaterialandmathematical
formulations
Tendtoworkfasterandaremoreinnovativebutmaybe
careless
Donotlikecoursesthatinvolvealotofmemorisationand
routinecalculationNPTEL

33. Visual Learners:
You learn best when information is presented visually and in
written language format –
1. Textbooks and class notes
2. List the essential points of a lecture
3. Colour coding & highlighting
4. Summarize key information
Visuallearnersrememberbestwhattheysee:picturesdiagrams,
flowcharts,timelines,films,demonstrations.Ifsomethingis
simplysaidtothem,theywillprobablyforgetit.NPTEL

34. Verbal Learner:
Get most out of written and spoken explanations.
Benefit from:
Writing summaries or outlines of course material
Working in groups to hear classmates’ explanations NPTEL

35. Verbal Learner:
Inmostcollegeclassesverylittlevisualinformationis
presented:studentsmainlylistentolecturesandread
materialwrittenonchalkboardsandintextbooksand
handouts.
Unfortunately,mostpeoplearevisuallearners,which
meansthatmoststudentsdonotgetnearlyasmuchasthey
wouldifmorevisualpresentationwereusedinclass
Goodlearnersarecapableofprocessinginformation
presentedeithervisuallyorverbally.NPTEL

36. Sequential Learners:
The learners
Gain understanding in small sequential, logical steps
Tend to follow logical stepwise paths while problem solving
May not understand material fully but are still able to solve
problems and pass tests
May know a lot about specific aspects of a subject, but may
have trouble relating them to different aspects of same or
different subjectsNPTEL

37. Global Learners:
The learners
Seem to learn in large jumps, absorbing material almost randomly
without seeing connections, then suddenly "getting it“
May be able to solve complex problems quickly, or put things
together in a novel way once they have grasped the big picture
Strongly global learners may have severe difficulties in solving
problems when they have not grasped everything
May have difficulty in explaining their knowledgeNPTEL

38. Inductive Learners
Startwithobservations-Prefertolearnabodyofmaterialby
seeingspecificcasesfirst(observations,experimentalresults,
numericalexamples)
Prefertobeginwithgeneralprinciplesandtodeduce
consequencesandapplications.
Infer,explain(naturalhumanlearningstyle)NPTEL

39. Deductive Learners
Start with principles
Deduce, derive (natural college teaching style) NPTEL

40. Thank YouNPTEL