Learning Styles

1. What is your learning style? What sorts of learning experiences would suit you best with your learning style?

      Results for: Sarah Manttan

      ACT                                              X    REF

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

      SEN          X                                        INT

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

      VIS  X                                                VRB

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

      SEQ          X                                        GLO

           11  9   7   5   3   1   1   3   5   7   9   11

                              <-- -->

Based on my responses to the Felder and Soloman Index of Learning Styles Questionnaire, I:

• have a very strong preference towards a Reflective learning style
• I do prefer working alone rather than collaborating with others.I prefer to think about tasks and activities quietly first, tending to want to think things through before commencing. I do recognise that at times I can spend too much time reflecting when it would be wiser to get started.
• am very strongly inclined to be a Visual learner
• I have a good visual memory, and in my studies in the past I know I have remembered best what I have seen. I appreciate diagrams, sketches, schematics, flow charts, or any other visual representation of course material. Often when planning my responses to assessment tasks, I will map out with pen and paper what I am going to cover.
• have a moderate preference for Sequential learning
• I am quite an organised and methodical person, and I do find I learn new concepts more easily when they can be understood as linear steps. When approaching tasks, I will consider the detail of what I need to do and what order everything needs to be done in. I can sometimes focus on the ‘steps’ and lose sight of the bigger picture.
• a moderate tendency to take a Sensing approach to learning
• I’m quite an objective person and I prefer concentrating on facts and hard data. When considering theories and approaches, I probably prefer well-established methods to experimental of unconventional ones. I appreciate learning concepts and methods that have real world relevance – that is, I can see how they apply in practice and how I could use them.

No surprises here really, I think by now I've done enough of these types of assessments to forecast my results. In my work as a Psychologist I have also completed a number of personality assessments, along with quite a bit of self analysis to go with the results of those! I suppose, therein lies the downfall of self report instruments - I created those results!

2. In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?

A few ideas:

• Balance opportunities for group work and independent work
• Present information both verbally and visually - explain information and concepts to learners, but also show them the information and concepts (eg. graphic organisers)
• Provide learners with an overview of what we will do in each lesson (i.e the steps) as well as talk about the overall aim and outcome of the lesson
• Be prepared to discuss ideas and concepts at a theoretical level, as well as a real-world, practical level

3. With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?

A few ideas:

• Profile learner cohort (perhaps using online assessments) and design learning experiences that cater to preferences within the cohort. for example:
• Use IWB functionalities for visual learners, Avatars for verbal learners
• Provide social networking opportunities for active learners, independent blogging opportunities for reflective learners
• Find internet resources that illustrate the real world relevance of information and concepts for sensing learners
• Set up online courses that step learners through a series of lessons or activities for sequential learners, use a more randomised approach for global learners, where they can choose to approach tasks in whatever order they wish

4. What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?

• Do you prefer to work on your own, or with others?
• Would you rather think things through before you start something, or get started and see what works?
• Do you prefer to think about new ideas and information, or get hands on and do something with it?
• Do you like coming up with new ways of doign things, or would you rather just know the 'right way' of doing things?
• Do you enjoy learning facts and details about something, or would you rather think about things as a whole?
• Do you enjoy thinking about possibilities, or do you need to know how information related to the 'real world'?
• Would you rather your teacher teach you something new by telling you about it, or showing you diagrams or pictures about it?
• Would you rather read or be read a book, or watch the movie?
• Do you like your teacher to go through things step-by-step?