Learning Styles – York GP Training Scheme Visual/Verbal Learning Style Visual/Nonverbal Learning Style Tactile/Kinaesthetic Learning Style The Auditory/Verbal Learning Style Visual/Verbal Learning Style The learner learns best when information is presented visually and in a written language format. In a classroom setting, the learner benefits from instructors who use the blackboard (or overhead projector) to list the essential points of a lecture, or who provide them with an outline to follow along with during lecture. They benefit from information obtained from textbooks and class notes. They tend to like to study on their own in a quiet room. They often see information "in their mind's eye" when they are trying to remember something. Visual/Nonverbal Learning Style The learner learns best when information is presented visually and in a picture or design format. In a classroom setting, they benefit from instructors who use visual aids such as film, video, maps and charts. They benefit from information obtained from the pictures and diagrams in textbooks. They tend to like to work in a quiet room and may not like to work in study groups. When trying to remember something, they can often visualize a picture of it in their mind. They may have an artistic side that enjoys activities having to do with visual art and design. Stuart Calder York GP Training Scheme August 2014 1 Tactile/Kinesthetic Learning Style The learner learns best when physically engaged in a "hands on" activity. the classroom, they benefit from a lab setting where they can manipulate materials to learn new information. T They learn best when they can be physically active in the learning environment. They benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside the classroom. The Auditory/Verbal Learning Style The learner learns best when information is presented auditory in an oral language format. In a classroom setting, they benefit from listening to lecture and participating in group discussions. They also benefit from obtaining information from audio tape. When trying to remember something, they can often "hear" the way someone told them the information, or the way they previously repeated it out loud. They learn best when interacting with others in a listening/speaking exchange . Stuart Calder York GP Training Scheme August 2014 2 Visual/Verbal Learning Style - Suggested approaches To aid recall, make use of "colour coding" when presenting new information in notes. Encourage the use of highlighter pens, highlighting different kinds of information in contrasting colours. Encourage this type of learner to write out sentences and phrases that summarize key information obtained from their textbook and lesson. Make flashcards of vocabulary words and concepts that need to be memorized. Use highlighter pens to emphasize key points on the cards. Limit the amount of information per card so their mind can take a mental "picture" of the information. When learning information presented in diagrams or illustrations, write out explanations for the information. When a problem involves a sequence of steps, write out in detail how to do each step. Make use of computer word processing. Copy key information from their notes and textbook into a computer. Use the print-outs for visual review. Before an exam, encourage the learner to make visual reminders of information that must be memorized. Eg. Make "stick it" notes containing key words and concepts and place them in highly visible places --on their mirror, notebook, etc.. Stuart Calder York GP Training Scheme August 2014 3 Visual/Nonverbal Learning Style - Suggested approaches Make flashcards of key information that needs to be memorized. Draw symbols and pictures on the cards to facilitate recall. Use highlighter pens to highlight key words and pictures on the flashcards. Limit the amount of information per card, so their mind can take a mental "picture' of the information. When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence. Use large square graph paper to assist in creating charts and diagrams that illustrate key concepts. Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help them to understand and retain course material. Use spreadsheet and database software to further organize material that needs to be learned. As much as possible, translate words and ideas into symbols, pictures, and diagrams. Stuart Calder York GP Training Scheme August 2014 4 Tactile/Kinaesthetic Learning Style - Suggested approaches Encourage the learner to sit near the front of the room and take notes throughout the class period. Don't worry about correct spelling or writing in complete sentences. Let them jot down key words and draw pictures or make charts to help them remember the information they are hearing. Think of ways to make their learning tangible, i.e. something they can put their hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, historical site, or job site) to gain first-hand experience of the subject matter. To learn a sequence of steps, make 3'x 5' flashcards for each step. Arrange the cards on a table top to represent the correct sequence. Put words, symbols, or pictures on the flashcards -- anything that helps them remember the information. Use highlighter pens in contrasting colours to emphasize important points. Limit the amount of information per card to aid recall. Practice putting the cards in order until the sequence becomes automatic. Make use of the computer to reinforce learning through the sense of touch. Using word processing software, let them copy essential information from their notes and textbook. Use graphics, tables, and spreadsheets to further organize material that must be learned. Listen to audio tapes on an iPod while exercising. Make their own tapes containing important course information. Stuart Calder York GP Training Scheme August 2014 5 The Auditory/Verbal Learning Style - Suggested approaches Encourage the learner to study in a group to assist them in learning course material. Or, working with a regular study partner on an on-going basis to review key information and prepare for exams. When studying by themself, encourage them to talk out loud to aid recall. Record their lessons. Use the 'pause' button to avoid taping irrelevant information. Use a tape recorder equipped with a 3-digit counter. At the beginning of each lecture, set their counter to '000.' If a concept discussed during a lesson seems particularly confusing, get them to glance at the counter number and jot it down in their notes. Later, they can fast forward to that number to review the material that confused them during lecture. Making use of a counter and pause button while tape recording allows them to a void the tedious task of having to listen to hours and hours of lecture tape. Use audio tapes such as commercial books on tape to aid recall. Or, create audio tapes by reading notes and textbook information into a tape recorder. When preparing for an exam, get them to review the tapes whenever they can. When learning mathematical or technical information, get them to "talk their way" through the new information. State the problem in their own words. Reason through solutions to problems by talking out loud to them or with a study partner. To learn a sequence of steps, get them to write them out in sentence form and read them out loud. Stuart Calder York GP Training Scheme August 2014 6 Models 1. Kolb’s learning cycle 2. Honey and Mumford’s learning cycle and learning styles 3. McCarthy’s 4MAT system Stages in the Learning Cycle Concrete Experience (CE): Feeler - learning from feeling and personal involvement Pragmatist e.g. team games, ice breakers, problem solving, discussion, practical exercises, debates Reflective Observation (RO): Watcher - learning by watching and listening Watcher e.g. observation, write a short report, give feedback to other participants, quiet thinking time, tea & coffee breaks, completing learning logs or diaries Abstract Conceptualization (AC): Thinker - learning by thinking Theorist e.g. present models, give theories, give facts Active Experimentation (AE): Doer - learning by doing Activist e.g. use case studies, use role play, ask learners to use real problems Four different Kolb learners Type I (concrete, reflective) Diverger - reflectors Type II (abstract, reflective) Assimilator - theorists Type III (abstract, active) Converger - pragmatists Type IV (concrete, active) Accomodator -activists Type I – Diverger (reflectors) strengths lie in an imaginative ability prefer to watch rather than do, be cautious, thoughtful tend to be interested in people and emotional elements Stuart Calder York GP Training Scheme August 2014 7 counsellors, organisational development specialists and personnel managers broad cultural interests and tend to specialise in the arts Type II – Assimilator (theorists) ability to create theoretical models less interested in people and less concerned with practical applications of knowledge often more concerned with abstract concepts perfectionist, overcautious more characteristic of basic science and mathematics than applied sciences learn best from experts, after observing and reflecting on everything Type III - Converger (pragmatists) greatest strength is in the practical application of idea tend to be relatively unemotional prefer to deal with things rather than people tend to have narrow technical interests prefer to watch someone or a video doing something and then immediately try it themselves reads the manuals and then assembles the furniture often choose to specialise in the physical sciences Type IV – Accomodator (activists) strengths lie in doing things and involving themselves in new experiences excel in adapting to specific immediate circumstances tend to solve problems intuitively, relying on others for information, gut feeling rather than logic often found working in marketing and sales at ease with people but is sometimes seen as impatient and pushy often in technical or practical fields would never read a manual Stuart Calder York GP Training Scheme August 2014 8