Preferred learning styles

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

Results for: Paul

ACT                      X                            REF

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

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SEN      X                                            INT

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

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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

<-- -->

As can be seen by the above ‘Index of Learning Style’ questionnaire test results, I have predominance for Sensory learning. I completed the survey on two separate occasions on different days. Both of my test scores hovered in the same vicinity as shown above, indicating validity that my learning style, as described by Felder and Soloman (n.d.a), is strongly that of a Sensing learner.

As described by Felder and Soloman (n.d.a),  in Learning Styles and Strategies , the learning experiences that would best suit Sensory learners will be more practical, they are patient with details and good at memorizing facts, and prefer factually based learning experiences, solving problems by well-established methods and doing hands-on (laboratory) work. I would need to be undertaking courses that have apparent connection to the real world and my learning experiences should be without complications and surprises.

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

Balance, balance and more balance!!!!!

I would not try to cater to one learning style as this would be too narrow in scope, leading to poor learning outcomes. As Felder (n.d.a) explains, by catering to one dominate learning style the teacher excludes the learning needs of other students, resulting to excessive attrition. In the case of the classroom, it leads to disinterested students, stagnated learning and behaviour management issues. Therefore I would utilise teaching techniques that cater to the full variety of learners.

For example, I would identify what learning outcomes I wanted to achieve for that lesson and go through those outcomes with the students. I would keep this introduction brief but make it meaningful to the students by explaining the process. For example:

                 “Today we are going to learn about ABC. For you (the students, this means reading a handout on ABC, listening to me explain some elements of the handout and then we are going to watch a YouTube video on ABC. After that you will work in groups to solve a problem about ABC and then in your groups develop a brief PowerPoint presentation for the class on how your group will solve the ABC problem……….”

In this example I have provided a goal and an outline of structure. (No surprises for Sensory learners with no repetition for Intuitive learners). Sequential learners will appreciate the logical steps while Visual and Verbal learners are catered to via the hand out, You Tube video and some didactic presentation from me. Some problem solving brings elements together for the Sensory and Intuitive students while the activity of developing the PowerPoint allows the Active learner to get in and do something while the reflective learners are contemplating the problem and setting out the PowerPoint. Plenty of variety for the Global learner to sift through while all learners will see, feel, think, share, read, write and formulate the presentation.

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

Given that my current knowledge if ICT is challenged at best, I would be unable to touch on specific process. I feel the very limited Intuitive/Global learner in me is going to have to approach this question. (Less technical and more “Big Picture”)

ICT can provide interactive platforms by which to engage a student in ways other than ‘chalk and talk’, handouts, books, reading etc. This can only mean that as a teacher one is able to open the class room up to a greater variety of teaching mediums by which to engage the minds of students. It is the level of variety provided through ICT such as interactive games, avatars, resources, videos etc, coupled with the interaction ICT allows between these mediums and the student, which affords credibility to improved learning outcomes.

When teachers make the relevant and appropriate digitally designed lesson, (digital content, downloads, links etc)  it is the interaction students have with the digital design that allows them to play a role in managing their learning in a way that best suits them. (They do some of the driving).

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

During lessons I would be observing student response to open questions such as:

·          How could you approach this task?

·          What do you like about this topic area?

·          Where do you think you can start?

·          What else do you need?

Closed questions can also be useful. For example:

·          Would you do this task this way?

·          Have you thought about this?

·          Do you want more info?

5.        How does ICT support differences in learning styles?

The variety of mediums that are available through ICT means that everything from journal articles, YouTube downloads, discussion forums, interactive games, podcasts etc. can be used as information and teaching resources, but even more importantly, such mediums can be used by the student to creatively post their new found knowledge to their teacher  to assess learning outcomes. The flexibility and variety of ICT can be utilised for different learning styles and reflected upon/assessed with equal flexibility.