LEARNING STYLES

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LEARNING STYLES
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Aims

• To recognise differences in the way that people
  approach and engage in learning

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Aims

• To recognise differences in the way that people
  approach and engage in learning
• To understand some of the different ideas about
  learning styles

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Aims

• To recognise differences in the way that people
  approach and engage in learning
• To understand some of the different ideas about
  learning styles
• To be aware of how schools can create learning
  environments that cater for differences in the
  way that people learn

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Introductory Questions

• As a learner, what would you consider to be your
  strengths?

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Introductory Questions

• As a learner, what would you consider to be your
  weaknesses or barriers to learning?

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Introductory Questions

• In what ways do you learn best?

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Information Movie
Learning styles
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Key Points

• People have different preferences and strengths
  in the way that they take in and process
  information
• People have natural inclinations to learn in
  certain ways
• These preferences are called learning styles

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Key Points

• One of the most popular models has been VAK -
  visual, audio and kinaesthetic
• There is not a lot of research evidence to
  support VAK
• Several other learning style models have emerged
  in recent years

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Key Points

• There is a danger of teachers categorising or
  labeling learners according to a specific style
• Teachers often teach in their own preferred
  learning style
• Effective teaching enables learners to use all
  their senses and intelligences

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Key Points
Young people can move out of their preferred
learning styles and adapt learning strategies to
different situations
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Perspective Movies
The learning styles debate Brian
Boyd Personalised learning Dylan Wiliam
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Key Question

• To what extent do we encourage learners to
  discover their strengths and weaknesses in
  learning?

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Key Question

• To what extent does our teaching take into
  account the need to cater for visual learners?

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Key Question

• To what extent does our teaching take into
  account the need to cater for audio learners?

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Key Question

• To what extent does our teaching take into
  account the need to cater for kinaesthetic
  learners?

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Key Question

• To what extent does our teaching take account of
  the social preferences of learners?
• (ie whether they prefer to work alone,with
  partners or in groups)

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Key Question

• To what extent does our our day to day work
  promote student-centred learning?

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Key Question

• To what extent does my teaching reflect my own
  dominant learning style?

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Key Question

• To what extent does my teaching cater for
  different learning preferences?
• (ie explaining and presenting things in
  different ways, using alternative teaching aids
  and tailoring tasks and activities to cater for
  different learning needs)

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Key Question

• To what extent do we ask pupils to think about
  and explore about their learning preferences?

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Key Question

• To what extent do our assessment procedures
  acknowledge differences in learning?

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Illustrative Movies

• Learning learning to be learners
• Learning meeting the needs of young people

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Action Planning
In what ways can we cater more effectively for
differences in the way that children learn?
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Action Planning
In what ways can we cater more effectively for
differences in the way that children learn? What
steps can we take to achieve this?
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Learning about Learning
www.ltscotland.org.uk/learningaboutlearning