Learning Styles

and
Teaching

Dr. Rahila Yasmeen 1

 Objective

Identify various learning styles and

their merits and demerits

Dr. Rahila Yasmeen 2

 LEARNING STYLE

Your Brain Has A Mind of Its Own!

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BUILDING EXCELLENCE…The Learning
Individual® Self-Awareness —
“Know Thyself”

If learning is
fundamental to
everything we do,
then understanding
one’s unique
learning style
is fundamental
Dr. Rahila Yasmeen 4
 WHAT IS LEARING
STYLES?
Learning styles are the way in which each
individual learner begins to concentrate on,
process, absorb, and retain new and difficult
information.

Learning styles, thus, are the most important tool

for us when we construct knowledge.

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 Learning Styles
The Basics

Learning styles are

– Characteristic cognitive,
affective and psychological
BEHAVIORS
– Indicators of how
learners perceive,
interact with, and
respond to the
environment.
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 Why they are
important ?
A teacher who knows his/her student’s
learning style is more aware of the
disparities among the class members
and can adapt and select teaching
strategy which suits to their styles.

Styles have strengths and

weaknesses and can be mixed

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 What are Learning Styles?

Information enters your brain three

main ways: sight, hearing and touch,
which one you use the most is
called your Learning Style
Visual Learners learn by sight
Auditory Learners learn by
hearing
Tactile Learners (kinesthetic)
learn by touch

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Learner
Learning Styles
Style Characteristics Teaching
Strategies

Visual Process new  Graphics

learners information best when Illustrations
it is visually illustrated  Images
or demonstrated
Auditory Process new

 Demonstrations
Lectures
Learners information best Discussi
when it is spoken on
Kinesthetic Process new information Written

learners best when it can be assignment,

touched or taking notes.
manipulated.  Examination of

objects
Environmental Process new Distance learning,
 Participation in
learners information best when rather than on
it is presented in activities
campus.
surroundings that
match
Processlearner new
Practical  Case studies
preferences.
information in relation
learners  Return
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 Practicu
 Types of Learners

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 Index of Learning Styles
Active or Reflective Learner – Processing

Active Learner Reflective Learner

• Work well in groups • Work well alone
• Experimentalists • Theoreticians
• Evaluate ideas • Observers
Strengths • Design and carry out • Define problems
experiments • Propose possible solutions
• Find solutions that work

• Do not learn much in passive • Do not learn much in

Potential situations (most lectures) situations where they don’t
Weaknesses have time to reflect (most
lectures)

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 Index of Learning Styles
Sensing or Intuitive Learner – Perception

Sensing Learner Intuitive Learner

• Like facts and data • Like principles and theories
• Solving problems by standard • Innovative
methods • Welcome complications
Strengths • Patient with detail • Grasping new concepts
• Memorizing facts • Work faster
• Practical and careful • Comfortable with symbols
• Concrete experimentation • Abstract conceptualization
• Problem solving purposes • Repetition
Potential • Dealing with complications • Bored with detail
Weaknesses • Work slower • Careless

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 Index of Learning Styles
Visual or Verbal Learner – Input

Visual Learner Verbal Learner

• Reading • Listening
• Writing • Speaking
• Understanding charts, graphs • Story-telling, explaining,
• Good sense of direction teaching
Strengths • Interpreting & manipulating • Using humor
images • Remembering
• Creating visual metaphors information
and analogies • Arguing their point of
• Constructing practical view
objects • Analyzing language
usage

• Listening • Reading
Potential
• Speaking • Writing
Weaknesses

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 Index of Learning Styles
Sequential or Global Learner – Understanding

Sequential Learner Global Learner

• Can work with material when • Divergent thinking and
they understand it partially or synthesis
superficially • Seeing the big picture
• Convergent thinking and • Cooperating in group
analysis efforts
Strengths • Organization • Paraphrasing
• Focus • Multitasking
• Consistency • Reading body
language
• Objectivity
• Seeing relationships
• Sense of fairness

Potential • Generalities • May skip steps and details

• Multitasking • Having to explain themselves
Weaknesses
• Sometimes misses the main analytically
idea
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Learning style and motivation

University students in general are motivated

to study for different reasons and adopt
different study habits and learning
styles which are consistent with that
motivation.

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 Kolb’s Learning Style
David Kolb published his learning styles model in 1984 from
which he developed his learning style inventory.

Kolb's experiential learning theory works on two levels: a four-

stage cycle of learning and four separate learning styles.

Effective learning is seen when a person progresses through a

cycle of four stages: of

(1)having a concrete experience followed by

(2)observation of and reflection on that experience which leads
to
(3) the formation of abstract concepts (analysis) and
generalizations (conclusions) which are then
(4)used to test a hypothesis in future situations, resulting in new
https://www.youtube.com/watch?
experiences. v=rycjUldMl3k
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 Kolb’s Learning Style
Kolb's experiential learning style theory is typically
represented by a four-stage learning cycle in which the
learner 'touches all the bases':

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 Kolb’s Learning Style Inventory

Theorists: Like case studies, theory readings, and

thinking alone. Their strengths lie in their ability to create
theoretical models.
Pragmatists: peer feedback; activities that apply skills; self-
directed autonomous learner. The pragmatist's greatest
strength is in the practical application of idea.
Activists: like practising the skill, problem solving, small
group discussions, peer feedback; trainer should be a model
of a professional, leaving the learner to determine her own
criteria for relevance of materials.
Reflectors: like lectures with plenty of reflection time; trainer
should provide expert interpretation - taskmaster/guide;
judge performance by external criteria. Their strengths lie in
an imaginative ability.
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 Learning Approaches

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Style Motivation Process

Surface Completion of the Rote learning of facts and

course ideas Focusing on task
Fear of failure components in isolation
Little real interest in content

Deep Interest in the subject Relation of ideas to evidence

Vocational relevance Integration of material
Personal understanding across courses
Identification of general
principles

Strategic Achieving high grades Use of techniques that

Competing with others achieve highest grades.
Being successful Level of
understanding patchy
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 Summary

The ability to select and apply appropriate

teaching techniques relevant to an individual
student’s learning style and level of competency
will maximize the effects of your teaching efforts.

https://www.webtools.ncsu.edu/learningstyles/

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 References
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Continuing Education Package. Developed for the Robert Wood Johnson Generalist Physician
Initiative at the University of Texas Branch. 1996, re-edited in 2004.

Cassidy S. (2004). Learning Styles: An overview of theories, models, and measures.

Educational Psychology. 24 (4), 419-444.

Davis MH & Harden RM. (1999). AMEE Medical Education Guide No. 15: Problem-based learning:
a practical guide. Medical Teacher 21 (2), 130-140.

Gordon J et all. (2000). Strategic planning in medical education: enhancing the learning environment
for students in clinical settings. Medical Education. 34 (10), 841-850.

Hein T & Budny D. Teaching to Students’ Learning Styles: Approaches That Work. 29th ASEE/IEEE
Frontiers in Education Conference. 12c1-7.

Middlesex Community College. Modality Preference Inventory. Middletown, CT.

Website: https://olt.qut.edu.au/it/ITB116/gen/static/VAK/VAK_Inventory.htm.
O’Sullivan M, Martin J, & Murray E. (2000). Students’ perceptions of the relative advantages
and disadvantages of community-based and hospital-based teaching: a qualitative study.
Medical Education. 34 (8), 648-659.

Whitman N & Schwenk T. The Physician as Teacher. Salt Lake City, Utah: Whitman
Associates, 1997.

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