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What Were You Thinking? A Learning Styles Workshop

What Were You Thinking? A Learning Styles Workshop. Jean Marrapodi, PhD, CPLP Executive Director, Applestar Productions. Today’s Roadmap. What are learning styles? Determine your style: MBTI Model Other Models Implications. Kaleidoscope of Theories.

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What Were You Thinking? A Learning Styles Workshop

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  1. What Were You Thinking?A Learning Styles Workshop Jean Marrapodi, PhD, CPLP Executive Director, Applestar Productions

  2. Today’s Roadmap • What are learning styles? • Determine your style: MBTI Model • Other Models • Implications

  3. Kaleidoscope of Theories • Learning styles research began in 1960s • By 2006 over 650 books published on learning styles • Over 4500 articles in scholarly publications • 26,000 websites

  4. So Many Words! • convergers versus divergers • verbalisers versus imagers • holists versus serialists • deep versus surface learning • activists versus reflectors • pragmatists versus theorists • adaptors versus innovators • assimilators versus explorers • field dependent versus field independent • globalists versus analysts • assimilators versus accommodators • imaginative versus analytic learners • non-committers versus plungers • common-sense versus dynamic learners • concrete versus abstract learners • random versus sequential learners • initiators versus reasoners • intuitionists versus analysts • extroverts versus introverts • sensing versus intuition • thinking versus feeling • judging versus perceiving • left brainers versus right brainers • meaning-directed versus undirected • theorists versus humanitarians • activists versus theorists • pragmatists versus reflectors • organisers versus innovators • lefts/analytics/inductives/successive processors versus rights/globals/deductives/ • simultaneous processors • executive, hierarchic, conservative versus legislative, • anarchic, liberal

  5. Different Ways of Measurement Learning Style Cognitive Style Learning Preferences Learning Aptitudes Learning Strategy

  6. Les Howles, University of Wisconsin, Madison

  7. Myers Briggs Type Indicator • Rooted in psychology of Carl Jung • Adapted by Isabel Myers Briggs in 1940’s • Focus on 4 areas of perceiving and judging • Strong implications for learning

  8. MBTI Reveals 16 Types

  9. Myers Briggs Four Rating Scales • Extravert/Intravert E/N • Sensing/Intuitive S/I • Feeling/Thinking F/T • Judging/Perceiving J/P

  10. 1 S N Myers Briggs Type Table: Sensing/Intuitive

  11. Sensing/Intuitive Intuitive Uses senses 25% 75% Gaining Information/Perceiving

  12. Sensing/Intuitive • Learn new things by imitation and observation • Value solid, recognizable methodsachieved in step-by-step manner • Focus on actual experience • Tend to be specific and literal; give detailed descriptions • Behave practically • Rely on past experiences • Likes predictable relationships • Appreciate standard ways to solve problems • Methodical • Value realism and common sense • Learn new things through general concepts • Value different or unusual methods achieved via inspiration • Focus on possibilities • Tend to be general and figurative use metaphors and analogies • Behave imaginatively • Rely on hunches • Value change in relationships • Use new and different ways to solve problems and reach solutions • Leap around in a roundabout way • Value imagination and innovation Sensing Intuitive

  13. Sensers and Intuitives

  14. I 2 E Myers Briggs Type Table: Introverted/Extraverted

  15. Extravert/Introvert Introvert Extravert 51% 49% Receives energy externally or internally

  16. Extravert/Introvert • Tolerate noise and crowds • Talk more than listen • Communicate with enthusiasm. • Be distracted easily • Meet people readily and participate in many activities  • Blurt things out w/o thinking • Parties recharge your batteries • Hates to do nothing. On the go  • Likes working or talking in  groups • Likes to be center of attention • Avoid crowds and seek quiet • Listen more than talk • Keep enthusiasm to self • Concentrate well • Proceed cautiously in meeting people participate in selected activities • Think carefully before speaking • Time alone recharges batteries • Needs to have time to reflect • Would prefer to socialize in small groups or just do job "by myself" • Content being on the sidelines Extravert Introvert

  17. E/I Manifestations http://www.rbdc.com/~patmarr COPYRIGHT ©1996-1999  PAT MARR

  18. 1 2 Myers Briggs Type Table: I/E and S/N

  19. 3 3 F T T Myers Briggs Type Table: Thinking/Feeling

  20. Feeling/Thinking Thinking Feeling 50% 50% Emotions Logic Making decisions

  21. Feeling/Thinking • Have harmony as a goal • Decide more with my heart • Agree more with others' findings, because people are worth listening to • Notice when people need support • Choose tactfulness over truthfulness • Deal with people compassionately • Expect the world to recognize individual differences • Note how an option has value and how it affects people • Like to please others; show appreciation • Appreciate frequent queries as to my emotional state • ANY feeling is valid • Question others' findings because they might be wrong • Notice ineffective reasoning • Choose truthfulness over tactfulness’ • Deal with people firmly, as needed   • Expect world to run on logical principles • Note pros & cons of each option • See others' flaws...critical • Tolerate occasional queries as to my emotional state in relationships • Feelings are valid if they're logical Feeling Thinking

  22. 1 3 3 2 Myers Briggs Type Table: I/E, S/N and T/F

  23. J J P 4 4 Myers Briggs Type Table: Judging/Perceiving

  24. Judging/Perceiving Perceive Judging Making Decisions

  25. Judging/Perceiving • Prefer my life to be decisive imposing my will on it • Prefer knowing what they're getting themselves into • Feel better after making decisions • Enjoy finishing things • Work for a settled life, with my plans in order • Dislike surprises & want advance warning • See time as a finite resource, and take deadlines seriously • Like checking off "to do" list • Feel better with things planned • Settled.  Organized. • Like adapting to new situations • Prefer to keep things open • Enjoy starting things • Keep my life as flexible as so nothing is missed • Enjoy surprises and like adapting to last minute changes • See time as a renewable resource and see deadlines as elastic • Ignore "to do" list even if made one • Would rather do whatever comes along • Tentative.  Flexible.  Spontaneous. Judging Perceiving

  26. Perceivers Resist Closure http://www.rbdc.com/~patmarr COPYRIGHT ©1996-1999  PAT MARR

  27. Myers Briggs Type Table 1 3 3 2 4 4

  28. Learning Style Model: VAKT • Visual • Seeing: Text, Charts, Diagrams, Pictures • Auditory • Hearing: Audio, Music, Speaking • Kinesthetic • Bodily Action: Movement • Tactile • Touching: Doing with the hand

  29. Direct Experience Reflective Observation Active Experimentation Processing Information Receiving Information Abstract Concept Kolb Learning Style Model

  30. Concrete Experience Reflective Observation Active Experimentation Abstract Concept Intersection=Learning Style Concrete Active Activists Accommodating Concrete Reflective Reflectors Diverging Abstract Active Pragmatists Converging Abstract Reflective Theorists Assimilating

  31. Experiential Learning Styles

  32. Concrete Random Sequential Organizing Information Perceiving Information Abstract Gregoric Learning Style Model Concrete Sequential Concrete Random Abstract Sequential Abstract Random

  33. Left Brain/Right Brain Learners also favor one side of the brain over another. Left BrainRight Brain logical creative verbal spatial analytical intuitive

  34. Multiple Intelligences

  35. Learning Orientations Work of Margaret Martinez • Resistant • Conforming • Performing • Transforming

  36. Learning Preferences ResistantLearners • TransformingLearners • PerformingLearners • ConformingLearners Teacher Led Independent

  37. 51% Extravert 49% Introvert Sensing 75% 25% Intuitive Feeling 50% 50% Thinking Judging 50% Perceiving 50% Myers Briggs Type Indicator

  38. 51% Extravert 49% Introvert Sensing 75% 25% Intuitive At Risk College Students 61, 60, 53 and 53 % Remedial Reading Program 80, 73, 88, and 59% Remedial Reading Program

  39. Other Stats • Snowman 50% of students in adult literacy class were ESF, 72% were SF • Alternative high schools are “over-represented with extraverted perceiver (EP) students • Sensing students perform poorest on reading comprehension tests • Sensing students define reading as a bottom up process (sequential, details)

  40. Other Stats • Introverted Intuitives (IN) tend to do better on reading tests • Intuitives over-represented in gifted programs • Intuitives define reading as a top down process (sampling, selection and guessing for comprehension)

  41. So What? • Students who understand themselves tend to learn better and can accommodate for their styles • Teach to experiences of the senses to build in the sensory preference for receiving information • Allow students to talk out their thoughts to allow for the Extraverted preference

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