Learning Styles Defining Strengths
and Weaknesses
Prior to introduction of this module, students should complete the
learning styles test available at:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
This module introduces levels of knowing in terms of advancement
in cognitive development expected or typically during the
undergraduate years. Learning styles are also introduced as they
translate to strengths and weaknesses that are brought to the table
by the different styles in an engineering environment. Students are
encouraged, through an in-class activity, to match their individual
learning style to definition and pursuit of objectives most suited to
strengths.
Agenda
Big Pictures
Big picture of college education:
– Design
– Analysis
– But there’s this other part of KNOWING…
• Levels of Knowing
• Knowing your strengths and weaknesses
Levels of Knowing
Level General Theory Students’ Perception
Absolute All knowledge is Authorities have Truth and the responsibility to
certain. communicate it. Student’s must memorize and repeat
Truth.
Transitional Some knowledge is Authorities have the responsibility to communicate the
certain and some certainties. The students are responsible for making
knowledge is not. their own judgments regarding the uncertainties.
Independent Most knowledge is Students take responsibility for their own learning
uncertain. rather than relying on authorities or personal feelings.
They collect and use evidence to support judgments,
but often superficially, and believe that when
knowledge is uncertain all conclusions regarding it are
equally good if the right procedure is used to reach
them.
Contextual All truths are Students take responsibility for making judgments,
contextual. acknowledging the need to do so in the face of
uncertainty. They use all possible sources of evidence
in the process – and they remain open to changing
their decisions if new evidence is forthcoming.
Knowing Strengths & Weaknesses
Know only my strengths Know only my weaknesses
Adapt Strategy SUCCESS Minimize Impact
Resentful Bored Insecure Discouraged
Frustrated Lost
Angry Unfulfilled
Index of 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.
The Index of Learning Styles is a
– learning style model
– designed to capture the most important learning style differences
– among ENGINEERING students!
“Students whose learning styles fall in any of the given
categories have the potential to be excellent scientists.”
– Richard M. Felder
Index of Learning Styles
What are it’s uses and misuses?
Learning style profiles …
– are CONTINUOUS
• They are NOT either/or categories.
– suggest behavioral TENDENCIES.
• They are NOT infallible predictors of behavior.
– suggest that you have MORE strengths associated with one learning
style THAN the other.
• They are NOT an accurate measure of your skill at tasks associated with
your profiles
• You may be weak at both acting and reflecting, but you might be less
weak at acting!
– are NOT 100% accurate.
• If your learning style preference differs from the instrument, DO NOT
discount your judgment.
– can be affected by your educational experiences.
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
have time to reflect (most
Weaknesses
lectures)
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
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 information
•Creating visual metaphors •Arguing their point of view
and analogies •Analyzing language usage
•Constructing practical objects
Potential •Listening •Reading
•Speaking •Writing
Weaknesses
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 efforts
analysis •Paraphrasing
Strengths
•Organization •Multitasking
•Focus •Reading body language
•Consistency •Seeing relationships
•Objectivity •Sense of fairness
Potential •Generalities •May skip steps and details
•Multitasking •Having to explain themselves
Weaknesses analytically
•Sometimes misses the main
idea
Minimizing Weaknesses
Where/what do you need to adapt in the current engineering
classroom to be more successful?
In small groups (3 to 4), discuss the following and write down your
individual answers on the 3x5 index card.
1. What are the weaknesses
of your learning style?
2. Where are your
weaknesses apparent in the
engineering classroom? In
the workplace? In the job
search? SUCCESS Minimize Impact
3. Pick one
weakness. What
compensation
strategy are you
going to use to
minimize that
weakness?