2. Agenda
Total hours
Breaks
How do you learn?
How do you study?
Notes
Test-taking Tips
Reading for Understanding
Critical Thinking
3. Objectives
Identify ways to become an active learner,
engaged in your learning.
Define learning styles.
Describe techniques to enhance your learning,
based on a variety of learning styles.
5. How do you learn?
Chapter 1 – Learning by Doing
Chapter 2 – Learning Styles
6. Awareness Activity
Do you sit close
to the action?
Do you actively
participate in the
discussion?
Do you take notes
during class?
Do you take notes
while reading?
Do you read the
material before or
after the instructor
presents it?
7. A few things to know about
The brain…
Researchers…
Vocabulary…
8. Brain
Needs Deals with Information
Food
Water
Oxygen (exercise)
Sleep
Connects to previous
learning
Stores things that by
similarity
Recalls things by
differences
Emotions impact
learning
1000 words = 1
picture
Chunks of information
9. Active vs. Passive
Learning
Active – doing something, being
conscious or mindful, being part of the
learning
Passive – doing nothing, unconsciously,
letting the learning happen to you
Are most people active or
passive learners?
12. Sequential Learners
Step-by-step
approach
Theory
Order
Neatness
Planner
Structure
Detail
Get to the point
Formal school
structure
Traditional instruction
13. Random Learners
Less structure
Favorite subjects
English
Sports & Current Events
Examples & Comparisons
Gut sense
Illustrations
Random thinking
Non-traditional learning
Informal school
14. Balanced Learner
Complete Checklist: Activity 1 Sequential or
Random Preferences,
24. Paperwork
Learning Styles
Inventory
Pre-screening for
Learning Needs
Name
Checkmarks, if true
No need to tally
Turn in
Name
Checkmarks, if true
No need to tally
Turn in
25. Review and Reflect
Brain
Learning Styles
Teaching Styles
What have you
learned about yourself
as a learner?
How will this be
helpful as a student?
Write them down.
Share with partner.
Notas del editor
Activity – Ask .each question. Students will move to one side of the room or the other. After each questions, ask students to discuss how this choice affects their learning.
Following activity, use 2 or 3 discussion questions: Did you learn anything new about yourself? Do you feel that your choices help your learning? Is there anything you should think about changing?
There are many people studying the brain and how it learns. I will share some information about the brain, but keep in mind that researchers collected information, sorted it and studied it and organized it in a way that made sense to them. You will hear many different terms to describe learning styles and multiple intelligences. They are all talking about similar ideas organized in different ways. We will discuss a few and try not to get too complicated.
As we discuss your study habits, keep the needs in mind, as well as the key points about learning.
Lets talk about active and passive ways to learn. Ask for examples (fixing something-active, hearing something on TV – passive) Observers and participants is another way to think of it. Osmosis is an example of passive learning. It may work for observation or picking up info from TV, but you can’t put your book under your pillow and absorb the info into your head. We will be focusing on active ways. To be successful in anything it is important to know how you learn best. Over the next three days we are going to practice several ways of learning. For this first part you are going to help me to teach the class. Let’s break into 3 groups. I will give you a topic and later when we get to that topic, be prepared to teach it to the rest of the class.
Each group will need a Success Skills book. Information for Sequential and Random Learners on pages 36-37 and information for Sensory Learning is on pages 46-49.
One way to describe learners is sequential, random, or balanced. You will work with your group to learn about one of these. You will then present the information to the class.
Each group will need a Success Skills book. Information for Sequential and Random Learners on pages 36-37 and information for Sensory Learning is on pages 46-49.
You may choose to skip the student presentation and lead a discussion of the points on the next few slides. If you have a large group, also assign Visual, auditory, tactile for presentations. Information pgs 45 - 50
No one is a true sequential or random learner, there are usually qualities of both kinds of learners in each person’s style. The sequential learner is typically one who needs the following: step-by step approach, theory, order, neatness, planner, structure, detail and they like to get to the point.
Sequential learners typically learn in a formal school setting with a lot of structure and traditional instruction. Many American businesses also place a high value on sequential thinking.
Random learners are typically more creative than sequential learners. They usually enjoy music, art and physical education. Random learners need less structure. Math is not usually their favorite subject. English papers may need more organization and or development. Random learners must make sure they are following the directions of the assignment. They sometimes like to talk about sports or current events at work. Examples, comparisons and analogies are better than theories. Traditional learning and formal school is difficult for random learners.
Balanced learners have about equal number of sequential and random learner characteristics. They are able to adapt to both styles of learning. They usually get along well with others because they can match either style. You probably have a good idea of which type you are, but let’s check this out. Pass out Handout #1 and ask students to fill out the front side only. Discuss. Did these learning differences have an impact on how your group worked together? Continue with instructor discussion, then finish presentations about visual, auditory, tactile learning.
One key to learning all that you need to learn about a subject is to recognize your teacher’s learning style. Teachers tend to teach according to their learning style. No matter if you are learning on the job, in the classroom or at home, no matter who instructs you, it is your job to learn and succeed in every learning situation.
The Sequential Instructor
Idealistic, systematic and organized
Likes facts and details
Values sequential thinking
Shows more interest in data than people
Prefers informational forms of instruction, such as reading or lecture
Can sometimes be completely unaware of the emotional climate in a room
Seeks efficiency
Is a decision maker
Typically teaches subjects that require sequential thinking such as math or computers
Has well-planned learning activities
Tends to be a firm disciplinarian
Grades answers as right or wrong, no partial credit, stresses correctness and facts
No matter if you are learning on the job, in the classroom or at home, no matter who instructs you, it is your job to learn and succeed in every learning situation.
The Random Instructor
Enjoys people
Is non-judgmental and supportive of others values and opinions
Prefers role-playing, open discussion and small group work
Will often individualize instruction
Prefers to create own course of study
Gives imaginative assignments
Assumes learning is a function of interest
Prefers self-discovery, experience and a variety of instructional modes
Tends to follow what he or she feels like doing rather than a structured lesson plan
Typically teaches subjects that require random thinking like art, music or physical education
Displays a learning environment that sequential instructors may view as disorderly
Stresses concepts and conclusions
The Balanced Instructor
Typically shows an equal mix from sequential and random preferences. These instructors are generally very well liked because they attract both styles of students. Balanced instructors are challenging to both the sequential and random learner because they require each type of learner to adapt to the other style while providing some comfort in his or her preferred style. Have the group do Activity 3 before turning the class over to the next group.
Ask the question. Activity: Show the class how to do this. “Make a circle with your fore finger and thumb. Hold it out in front of you. Now, pt it on your cheek.” (Say Cheek---but put your circle on your chin. ) If they do as you do, they are visual; if they do as you say, they are auditory. Or they think you are nuts!!
Complete checklist, discuss results.
Visual Learners :
Prefer to use their eyes to learn
Learn best by observing demonstrations
Visual aids
In their mind’s eye
Like to write things down
Visual learners tend to use the statements such as “I see what you mean,” “Show it to me,” or “I get the picture”
These things are helpful for visual learners
Prefer to use their ears
Learn best by listening to information, either by listening or speaking
They do not have to write things down
Work well with partners or in teams
Auditory learners tend to use statements such as, “I hear you,” “That sounds good to me,” or “I’m glad you mentioned that.”
Audio learners like to read aloud, listen to people talk, work well in small groups, frequently ask questions, learn by listening to tape recorders and use songs or rhythm to remember information. They also repeat information aloud and talk while solving problems.
Tactile/Kinesthetic learners prefer to use their bodies to learn
They prefer to be involved physically in their learning
Must be physically comfortable
Tend to move around a lot, fidget, slouch in their chairs
Express themselves through body language
Tactile learners tend to use statements such as “I grasp what you mean,” “You’re on the right tract,” or “That really tickles my funny bone.”
Tactile or Kinesthetic learners are most successful when using flash cards, reading aloud, writing notes, using abbreviations and symbols, highlighting words that they have read, using a calculator, they need real work areas and must take breaks often. There are many examples of style categories. Have students fill out other inventory. Collect after results are discussed.
What have you heard about these?
In order to help instructors work with you using the preferences you have, these forms will provide information for Marie. She will complie it and share it with instructors.
