Learning:
Styles, Strategies
& Outcomes
Jane Maringer-Cantu
11/26/2011
Learning Styles Definition
Learning styles refer to an individual’s
preferred manner of processing material,
or characteristic style of acquiring and
using information when learning.
-Adult Learning From Theory to Practice, L. Herod
The characteristic ways that learners
perceive, interact with, and respond to
their environment.
-Randy Burke Hensley from the University of Hawaii
Learning Styles Definition
Learning
styles are the preferred
ways by which people learn.
Common learning styles include
visual, auditory, and tactile (hands-
on).
-ADE Glossary, University of Maryland
University College (UMUC)
Types of Learning Styles
Visual
Learn through seeing
Auditory
Learn through listening
Tactile/Kinesthetic
Learn through moving, doing &
touching
Assessment of Learning Styles
Everybody has a preferred
learning style.
Knowing and understanding our
learning style helps us to learn more
effectively.
Let’s find out
your style now!
Assessment of Learning Styles
Learning Styles Self-Assessment
-from LdPride.net
Learning Styles Chart
-Adapted from Colin Rose 1987,
Accelerated Learning
The VARK Questionnaire
-Honolulu Community College Intranet
Learning Styles Inventory-handout
-Honolulu Community College
Strategies-Visual Learner
Use visual materials such as pictures, charts,
maps, graphs, etc.
Have a clear view of your teachers when
they are speaking so you can see their body
language and facial expression
Use color to highlight important points in text
Take notes or ask your teacher to provide
handouts
Illustrate your ideas as a picture or
brainstorming bubble before writing them
down
Strategies-Visual Learner
Write a story and illustrate it
Use multi-media (e.g. computers,
videos, and filmstrips)
Study in a quiet place away from
verbal disturbances
Read illustrated books
Visualize information as a picture to
aid memorization
Strategies-Auditory Learner
Participate in class discussions/debates
Make speeches and presentations
Use a tape recorder during lectures
instead of taking notes
Read text out aloud
Create musical jingles to aid
memorization
Strategies-Auditory Learner
Createmnemonics to aid
memorization
Discuss your ideas verbally
Dictate
to someone while they write
down your thoughts
Use verbal analogies, and story
telling to demonstrate your point
Strategies-Tactile Learner
Take frequent study breaks
Move around to learn new things
(e.g.read while on an exercise bike, mold a
piece of clay to learn a new concept)
Work at a standing position
Chew gum while studying
Use bright colors to highlight reading
material
Strategies-Tactile Learner
Dress up your work space with
posters
Skim through reading material to
get a rough idea what it is about
before settling down to read it in
detail
Ifyou wish, listen to music while
you study
Another:
Learning Styles Definition
Studentspreferentially take in and
process information in different ways:
by seeing and hearing, reflecting and
acting, reasoning logically and intuitively,
analyzing and visualizing, steadily and
in fits and starts.
-Dr. Richard Felder & Dr. Linda Silverman
Types of Learning Styles
Felder & Soloman’s model for individual
learning style preferences includes:
Active and Reflective Learners
Sensing and Intuitive Learners
Visual and Verbal Learners
Sequential and Global Learners
Index of Learning Styles
-developed by Richard M. Felder and Barbara
Soloman of North Carolina State University
Active vs. Reflective
Active Learner’s Phrase
“Let’s try it out and see how it works”
Reflective Learner’s Phrase
“Let’s think it through first”
Use what you learn by your inventory scores
to better develop learning strategies that are
best suited to your particular style.
Felder & Soloman
Student Strategies
Active Learner
Study in a group, taking turns explaining
different topics to each other
You will retain information better if you
find ways to do something with it
Reflective Learner
Stop periodically to review what you
have read
Write short summaries of readings or
class notes in your own words
Felder & Soloman
Sensing vs. Intuitive
Sensing Learners
Tend to like learning facts
Resent being tested on material that has
not been explicitly covered in class
Intuitive Learners
Prefer discovering possibilities
don’t like courses that involve a lot
Intuitors
of memorization and routine calculations
Felder & Soloman
Student Strategies
Sensing Learner
Sensors remember and understand information best
if they can see how it connects to the real world.
Ask your instructor for specific examples of
concepts and procedures, and find out how the
concepts apply in practice.
Intuitive Learner
Ask your instructor for interpretations or theories
that link the facts, or try to find the connections
yourself.
You may also be prone to careless mistakes on test
because you are impatient with details and don’t like
repetition.
Felder & Soloman
Visual vs. Verbal
Visual Learners
Remember best what they see--
pictures, diagrams, flow charts,
timelines, films, and demonstrations
Verbal Learners
Get more out of words--written and
spoken explanations
Felder & Soloman
Student Strategies
Visual Learner
Try to find diagrams, sketches, schematics,
photographs, flow charts, or any other visual
representation of course material
Verbal Learner
Writesummaries or outlines of course
material in your own words
Working in groups can be effective
Felder & Soloman
Sequential vs. Global
Sequential Learners
Tend to gain understanding in linear steps,
with each step following logically from the
previous one
Global Learners
Tend to learn in large jumps, absorbing
material almost randomly without seeing
connections, and then suddenly “getting it.”
Felder & Soloman
Student Strategies
Sequential Learner
Ifyou have an instructor who jumps around from
topic to topic or skips steps, you may have
difficulty following and remembering.
When you are studying, take the time to outline
the lecture material for yourself in logical order.
Global Learner
Itcan be helpful for you to realize that you need
the big picture of a subject before you can master
details.
Tryto relate the subject to things you already
know.
Felder & Soloman
What are
Learning Outcomes?
Learning outcomes are statements
that specify what learners will know
or be able to do as a result of a
learning activity or learning
experience.
Outcomes are usually expressed
as knowledge, skills, or attitudes.
Three Characteristics
Learning outcomes have three
distinguishing characteristics.
Thespecified action by the learners
must be observable.
Thespecified action by the learners
must be measurable.
Thespecified action must be
completed by the learners.
Ultimate Test
The Ultimate Test when writing a
learning outcome is whether or not the
action taken by the student can be
assessed.
If not, the outcome probably does not
meet all 3 of the characteristics.
Who is to perform;
What action they are to take;
Some result that must come from
their action.
Learning Outcomes
They help to:
Focus on the student's behavior that
is to be changed
Serve as guidelines for content,
instruction, and evaluation
Identify specifically what should
be learned
Convey to learners exactly what is
to be accomplished
Learning Outcomes
Learningoutcomes should flow
from a needs assessment.
The needs assessment should
determine the gap between an
existing condition and a desired
condition.
Learning outcomes represent the
solution to the identified need or issue.
Assessment Principles
Knowing what you are doing
Knowing why you are doing it
Knowing what students are learning
as a result
Changing because of the
information
Rhenley, University of Hawaii
5 Questions for Assessment
1. What do your want the student to be
able to do?
2. What does the student need to know in
order to do this well?
3. What activity will facilitate the learning?
4. How will the student demonstrate the
learning?
5. How will I know the student has done
this well?
Rhenley, University of Hawaii
Assessment Process
Outcomes
Indicators
Evidence
Criteria and/or
Standards
OUTCOMES
What indicates that a student has
achieved this?
What do students need to do?
What do you need to see happening?
For example:
SuccessfulTransfer
Send an e-mail message
INDICATORS
Completion of courses with final
i.e. department-wide final
Confidence in and outside of classes
Conduct Research
GPA
Number of Units
Communication
Critical Thinking
Problem Solving
EVIDENCE
Hard Evidence
Easier to collect (i.e. transfer count)
Soft Evidence
Harder to collect
Affective domain (needs to be systematic)
Qualitative vs. Quantitative
Qualitative
Problem Solving; Critical Thinking
Quantitative
Organized; Documentation; Descriptive
EVIDENCE (examples)
Conduct Research
Research Paper Assignment Completion
Log of Library Use
Internet Use-Bibliography Sources
Research Portfolio
Student Confidence
Presentation in Class (with Peer & Self Feedback)
Self - Evaluation, Journal Writing
Group Involvement (Participation/Facilitator Role)
Volunteering
CRITERIA and/or STANDARDS
You have to have criteria to judge outcomes
Depends upon what you are looking for…
Get input from students/advisory boards
We need to demonstrate …
For example:
How do we demonstrate caring for nurses?
What Can We Do?
Let students assess their Learning Styles
Once identified, a student will be able to
capitalize on his or her strengths and improve
his or her self-advocacy skills
Rethink our expectations about our
assignments
Teach the students the strategies that work
with their learning preference.
Teach to all Learning Styles, so no student is
left behind
And remember…
Don’t get caught up in this
irrational belief!
“One way is best!”
Any Questions?
http://hhh.gavilan.edu/jmaringer/learningstyles.html
Additional Resources:
- Learning / Study Strategies
By Jane Maringer-Cantu
11/26/2011