Excellence in Leadership and Management Cluster 1: An Induction Learning Styles: An Overview

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Excellence in Leadership and Management
Cluster 1 An Induction Learning Styles An
Overview
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Learning styles why does it matter?

• It affects our preferences in terms of accessing
  and processing information
• We tend to teach in our preferred learning styles
• The way we tend to communicate and lead is linked
  to our learning styles
• We can alienate much of our audience if we ignore
  their preferred learning style

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Why use learning styles?

• To be aware of differences in how our students
  take in and process information
• To balance instruction so that all learning
  styles are addressed at least some of the time
• To design learning experiences that reflect the
  individuals preferences (one size does not fit
  all)

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Domain of learning styles
StudentEmployee
Learning Materials
Facilitator
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David A Kolb

• Learning is the process whereby knowledge is
  created through the transformation of
  experience.
• David A. Kolb (1984)

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Three Learning Style Models

• Kolb Model
• Myers-Briggs Type Indicator (MBTI)
• Felder-Silverman Model

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Learning styles by Kolb

• Based on a four stage learning cycle

Concrete Experience (CE)
Reflective Observation (RO)
Active Experimentation (AE)
Abstract Conceptualization (AC)
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Stages in the learning cycle

• Concrete Experience (CE) learning from feeling
  and personal involvement
• Reflective Observation (RO) learning by watching
  and listening
• Abstract Conceptualization (AC) learning by
  thinking
• Active Experimentation (AE) learning by doing

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Styles and preferences
Concrete Experience Abstract
Conceptualisation

• Learning from specific experiences

• Logically
• analysing ideas

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Styles and preferences
Active Experimentation Reflective
Observation

• Learning by doing

• Carefully observing before making judgements

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Learner Types and Strengths

• Converger (ACAE)
• Diverger (CERO)
• Assimilator (ACRO)
• Accommodator (CEAE)

• Practical application of ideas
• Imagination and innovation
• Creation of theoretical models
• Action, carrying out plans

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Learning Style Types
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualization
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Diverging Style

• Being imaginative
• Understanding people
• Recognizing problems
• Brainstorming
• Being open-minded

Diverging
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Assimilating Style

• Planning
• Creating models
• Defining problems
• Developing theories
• Being patient

Assimilating
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Converging Style

• Solving problems
• Making decisions
• Reasoning deductively
• Defining problems
• Being logical

Converging
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Accommodating Style

• Getting things done
• Leading
• Taking risks
• Initiating
• Being adaptable practical

Accommodating
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Teaching to Learning Styles Kolb

• Decision-making, problem-solving, hands-on
  rational work
• Collaborative learning, brainstorming
• Model/theory creation, problem-based
  projects/experiments
• Discovery learning, activities, joint projects

• Converger
• Diverger
• Assimilator
• Accommodator

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Myers-Briggs Type Indicator (MBTI)

• Based on Jungs psychological types predictable
  patterns of behavior stemming from differences
  among people in
• Perception taking in information
• Judging organizing/evaluating information
• Preferred domain external or internal

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What are preferences?

• Preferences are how we would choose if given free
  reign.
• Preferences affect what we pay attention to
  around us and how we perceive the actions of
  others.

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Origins of the MBTI

• Isabel Myers and Katherine Briggs expanded on
  Jungs work by developing an instrument to help
  people identify preferences. MBTI is
• A tried and tested framework to help us
  understand human behaviour
• Not a test!
• Based on a sample of nearly 5 million respondents
  and over 50 years of research

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Opposite Preferences in ..
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Is the person interested mostly in ..

• The external world of action, people, and
  materials?
• EXTRAVERSION

• The internal world of ideas and thoughts?
• INTRAVERSION

after G. Lawrence, People Types and Tiger
Stripes, 1982
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Does the person tend to perceive.

• Actual, concrete, and tangible data, facts, and
  details from observation and experience?
• SENSING

• Concepts , big-picture connections, and
  possibilities through insight and imagination?
• INTUITION

after G. Lawrence, People Types and Tiger
Stripes, 1982
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MBTI Preference Overview
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MBTI preference overview
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Extroverts - Introverts

• Extroverts
• Talk Things Out
• Actions and Stories
• Energy Outside Focus
• Speak to Think Feel
• When Speaking--not necessarily decided
• Exaggerate Repeat

• Introverts
• Think Things Internally
• Ideas and Values
• Energy Inside Focus
• Think Feel to Speak
• When Thinking--not necessarily shared
• Withhold Contain

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Sensing---iNtuition mode of perception

• Sensing
• Five Senses, Experience
• Past and Present
• Facts and Details
• Practicality
• Live Life and Let Live Now
• Misses Big Picture

• iNtuition
• Sixth Sense, Options
• Future and Present
• Big Picture Patterns
• Innovation
• Change and Rearrange Life in the Future
• Misses Details

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Thinking---Feeling mode of judgment

• Thinking
• Objective-Fair
• Impersonal Brief
• Analytical Truth, Principles, Competency
• Intellectual Criticism
• Costs Benefits
• Can be Insensitive

• Feeling
• Subjective-Supportive
• Personal Friendly
• Human Values, Needs, Spirituality
• Loyalty and Caring
• Value-Added
• Avoids Conflict

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Judging - Perceiving decisions and information

• Judging
• Focus on Decisions
• Thinking--Feeling
• Closure with Planning and Systems
• Finish Tasks--Closers
• Decide too soon
• Right/Wrong

• Perceiving
• Focus on Information
• Sensing--iNtuition
• Possibilities with Brainstorming
• Begin Tasks--Starters
• Inform too much
• Procrastination

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Myers-Briggs Types

• Type is determined by the preferred mode for each
  of these four areas
• 16 possible combinations
• Thinking Types ESTJ, ENTJ, ISTP, INTP
• Intuitive Types ENTP, ENFP, INFJ, INTJ
• Feeling Types ESFJ, ENFJ, ISFP, INFP
• Sensory Types ESTP, ESFP, ISJ, ISTJ

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Felder-Silverman Model

• Five Learning Dimensions
• Sensing vs. intuitive perception
• Visual vs. verbal input
• Inductive vs. deductive organization
• Active vs. reflective processing
• Sequential vs. global understanding
• Bank of 44 questions is available online at
  http//www.engr.ncsu.edu/learningstyles/ilsweb.htm
  l
• Following slides explaining styles are from
  http//www.ncsu.edu/felder-public/ILSdir/styles.ht
  m

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Active and reflective learners

• Active learners tend to retain and understand
  information best by doing something active with
  it--discussing or applying it or explaining it to
  others. Reflective learners prefer to think about
  it quietly first.
• "Let's try it out and see how it works" is an
  active learner's phrase "Let's think it through
  first" is the reflective learner's response.
• Active learners tend to like group work more than
  reflective learners, who prefer working alone.
• Sitting through lectures without getting to do
  anything physical but take notes is hard for both
  learning types, but particularly hard for active
  learners.

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Sensing and intuitive learners

• Sensing learners tend to like learning facts,
  intuitive learners often prefer discovering
  possibilities and relationships.
• Sensors often like solving problems by
  well-established methods and dislike
  complications and surprises intuitors like
  innovation and dislike repetition. Sensors are
  more likely than intuitors to resent being tested
  on material that has not been explicitly covered
  in class.
• Sensors tend to be patient with details and good
  at memorizing facts and doing hands-on
  (laboratory) work intuitors may be better at
  grasping new concepts and are often more
  comfortable than sensors with abstractions and
  mathematical formulations.
• Sensors tend to be more practical and careful
  than intuitors intuitors tend to work faster and
  to be more innovative than sensors.
• Sensors don't like courses that have no apparent
  connection to the real world intuitors don't
  like "plug-and-chug" courses that involve a lot
  of memorization and routine calculations.

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Visual and verbal learners

• Visual learners remember best what they
  see--pictures, diagrams, flow charts, time lines,
  films, and demonstrations. Verbal learners get
  more out of words--written and spoken
  explanations. Everyone learns more when
  information is presented both visually and
  verbally.
• In most college classes very little visual
  information is presented students mainly listen
  to lectures and read material written on
  chalkboards and in textbooks and handouts.
  Unfortunately, most people are visual learners,
  which means that most students do not get nearly
  as much as they would if more visual presentation
  were used in class. Good learners are capable of
  processing information presented either visually
  or verbally.

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Sequential and global learners

• 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."
• Sequential learners tend to follow logical
  stepwise paths in finding solutions global
  learners may be able to solve complex problems
  quickly or put things together in novel ways once
  they have grasped the big picture, but they may
  have difficulty explaining how they did it.

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Multiple Intelligence and learning styles

• Gardners theory for on Multiple Intelligences
  argues educators are not developing or requiring
  students to deploy their primary intelligences
  each day (impact efficacy)
• Gardner, H (1983) Inquiry into human faculty and
  its development, London Macmillan.

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Gardners theory of intelligence

• Gardner originally identified seven
  intelligences, but has since expanded that number
  to just over eight.
• Gardner argues that traditional paper-and-pencil
  tests do not adequately measure some aspects of
  intelligence that are relevant in everyday life.
• The stability (reliability) and predictive
  accuracy (validity) of his tests have yet to be
  demonstrated.
• Implications for developing leaders and managers
  is current courses are too narrow and not well
  balanced.

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Gardners 8 Intelligences are

• 1. Logical-mathematical
• (associated with scientific thinking)
• 2. Verbal-linguistic
• (the production of language and communication)
• 3. Musical- rhythmic
• (recognition and use of sounds)
• 4. Naturalist
• (ability to work with nature)

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Gardners 8 Intelligences Continued...

• 5. Visual-spatial
• (deals with visual arts)
• 6. Inter-relational
• (inter personal skills)
• 7. Intra-relational
• (understanding of self)
• 8. Bodily-kinesthetic
• (associated with body movements)