CED 522 Teacher as Facilitator of Learning
Timothy W. Brock
An Introduction to Learning Styles
Definitions
From the book, Christian Education: Foundations for the Future (page 334), learning styles researcher Rita Dunn stated: “a learning style is the way people concentrate when they have something difficult to learn. People use their learning styles to trigger their concentration and capture their learning strengths.”
Citing the same source, research Bernice McCarthy (author of The 4MAT System) offered the following definition: “a learning style is the way a student perceives things best and the way he or she processes or uses what has been presented.”
Please note that the Learning Styles Inventory (LSI) by David Kolb, the approach suggested by Marlene LeFever, and Dr. Brock’s approach to learning styles are heavily influenced by McCarthy’s definition of the concept.
Various Approaches to Learning Styles: Sensory-Based
In the book Basics of Christian Education (pages 83-84), Dr. Tye described the learning styles approach of Wayne James and Michael Galbraith. Their work relied heavily on the ways that people use the five senses to perceive information from the world (i.e. a sensory-based approach). Their approach is summarized below:
· Visual Learners…people who prefer their visual sense, who tend to learn through observation of images, pictures, charts, graphs, and symbols.
· Print Learners…people who prefer their visual sense, who tend to learn through looking at words.
· Aural Learners…people who learn best by listening.
· Interactive Learners…people who learn best by talking things out with other people.
· Haptic Learners…people who perceive the world through the sense of touch, “hands on” learners.
· Olfactory Learners…people who learn best through smell and taste.
· Kinesthetic Learners…people who learn best through movement (doodling, dancing, and athletics, having some body part in constant motion).
Reflection Question
Based on your understanding of this material, with which of these types of sensory-based learning styles do you most readily identify?
Various Approaches to Learning Styles: Key Elements
On pages 335-339 of the Foundations book, the author described the 21 Elements of Learning Model designed by Rita Dunn and Kenneth Dunn. The twenty-one elements included:
Sound. Basically, some people study and learn better with background noises (to help them focus) and some folks require absolute silence in order to think and process.
Light. The amount and type of lighting can affect learning.
Temperature. Overly warm or overly cool environments can directly affect learning.
Design. Some people need a desk and a chair. Some need a comfortable easy chair. Others spread out on a couch or the floor in order to study. The design of the room can directly impact learning.
Motivation. A highly motivated student needs need to be coached in their learning processes. Unmotivated students need to be directed (hands on) in their learning processes.
Persistence. A highly persistent student cannot be stopped in their learning processes; they keep going until they have reached a state of internal satisfaction. Students with low persistence live in the moment, dislike being organized, and actively test the rules of the learning process.
Responsibility. Responsible student are compliant; they do what they are told. Nonresponsible students must understand the relevance of the learning activity. “Why is this important?” is a favorite question.
Structure. Externally structured students need to know exactly what must be done. Internally structured people want to do things their own way.
Perceptual. In this element, students are aware of their sensory-based learning styles and seek to be taught based on these styles.
Intake. Do you like to eat while you learn?
Time. Most people have a particular time of the day during which they learn best.
Mobility. Some people need the permission and opportunity to get up and move around during a learning experience. Other can sit quietly for long periods of time.
Global/Analytical. Do you like to start with the “big picture” and then fit all the pieces into place (global), or do you like to begin with the pieces and construct the “big picture”?
Hemisphericity. Are you a right-brained learner (global), a left-brained learner (analytical), or a whole-brained learner?
Impulsive/Reflective. Impulsive students have to talk through or act through a learning experience. Reflective learners prefer to think things through first, then talk about or act on them.
Reflection Question
Based on your understanding of this material, which 3 or 4 of these learning elements are most critical in your learning processes?
The Learning Styles Inventory (LSI)
Background
Developed in the 1970’s and initially used in the field of education, David Kolb constructed the Learning Styles Inventory (LSI). The inventory is based on the assumption that each person possesses a particular learning style, or a set of distinctive behaviors that serve as indicators of how a person learns from and adapts to the environment.
A learning style is a characterization of the individualized ways that people perceive, gather, and process information, solve problems, relate to others, and participate in learning activities.
An Introduction to the Theory
The theory behind the inventory is as follows. According to Kolb, persons perceive information and collect data from the environment through one of two processes: Concrete Experience or Abstract Conceptualization.
Perceiving Information
Concrete Experience
(Feeling—a function of the Heart)
Abstract Conceptualization
(Thinking—a function of the Head)
Once information has been gathered from the environment, it must be processed. This processing of information can take place in one of two ways: Active Experimentation or Reflective Observation.
Processing Information
Active Experimentation
(Doing—A Function of the Hands)
Reflective Observation
(Watching—a function of the eyes)
The perceiving functions and the processing functions are integrated into a “learning cycle” which in turn describes four different learning styles (The Kolb learning styles are in BOLD and Dr. Brock’s corresponding styles are in parentheses beside them):
· The Diverger (or Experiencer)—a person who gathers information through Concrete Experience (Feeling and Heart) and processes that information through Reflective Observation (Watching and Eyes).
· The Assimilator (or Exegete)—a person who gathers information through Abstract Conceptualization (Thinking and Head) and processes that information through Reflective Observation (Watching and Eyes).
· The Converger (or Reflector)—a person who gathers information through Abstract Conceptualization (Thinking and Head) and processes that information through Active Experimentation (Doing and Hands).
· The Accomodator (or Applier)—a person who gathers information through Concrete Experience (Feeling and Heart) and processes that information through Active Experimentation (Doing and Hands).
An Introduction to LeFever’s Model
The materials in this presentation are derived from Marlene LeFever, Learning Styles: Reaching Everyone God Gave You, pp. 23-76. On page 24 of the book and in the chart below is a diagram which explains LeFever’s approach to Bible study. Although it was derived from the same theory as the EBS model, there are some differences.
LeFever’s Model
|
Learning Style
|
Key Questions
|
|
Imaginative
|
Why do I need to know this? Meaning
|
|
Analytic
|
What do I need to know? Content
|
|
Common Sense
|
How does this work? Experiment
|
|
Dynamic
|
What can this become? Creative Application
|
Next, a comparison between the Kolb model, the Brock approach, and the LeFever Model…
|
Kolb
|
Brock
|
LeFever
|
|
Diverger
|
Experiencer
|
Imaginative
|
|
Assimilator
|
Exegete
|
Analytic
|
|
Converger
|
Reflector
|
Common Sense
|
|
Accomodator
|
Applier
|
Dynamic
|
Descriptions of LeFever’s Four Types of Learners
Imaginative Learner
- Talk in broad overviews
- Learn by listening and sharing ideas
- Answer the questions, “Why” and “Why Not?”
- Are sociable, friendly, sensitive
- Are empathetic
- Keenly observe human nature
- Enjoy listening and talking
- Work best in a noisy setting
- Dislike long lectures, memorizing, working alone
- Are idea people
- Are in tune with their feelings
- See facts in relationship to people
- Learn by talking
- Like the feeling of “my gang”
- Get smarter the longer they talk
- Enjoy role play, simulations, mime
- Dislike win/lose situations
- Value people about product, friendship above grades
- Love a colorful working situation
- Define themselves in terms of friendship
The Analytic Learner
Approximately 30% of the people in the US are analytic…by definition, 70% are not…
- Like information presented logically and sequentially
- Value facts, figures, and the theoretical
- Debate to logically prove the correct stance or answer
- Value smart and wise people
- Set long-range plans and see their consequences
- Are curious about ideas
- See themselves as intellectual
- Have a high tolerance for theory
- Think in terms of correct and incorrect answers
- Value being right
- Enjoy listening and taking notes
- Like teachers who are information givers
- Prefer a quiet learning situation
- Learn from traditional methodology
- Dislike situations and methods where no one wins
- Define themselves by how smart they are
- Enjoy reading the Bible for concepts and principles
- Need competition
- Are impersonal
- Prefer to work alone
The Common Sense Learner
- Move during the learning process
- Value action, product development, how to
- Are realistic and practical
- Deal with logical consequences
- Are goal-oriented
- See skills as knowledge
- Value instruction managers
- Prefer to work alone
- Are impersonal
- Don not enjoy lecture
- Value strategic thinking
- Restrict judgment to concrete things
- Grade success by well projects work
- Resent being given answers
- Excel in problem solving
- Enjoy “how to” reading
- See Christianity in terms of action
- Read the Bible to get hands-on information
- Dislike sitting quietly in a learning setting
- Teach and learn through demonstration
- Can be mechanically and computer literate
The Dynamic Learner
- Leads
- Has experimental attitudes and behaviors
- Cultivates a well-developed sense of humor
- Demands flexibility
- Takes a long time to complete an assignment
- Needs options
- Likes student-directed classrooms
- Is curious and insightful
- Enjoys teachers who facilitate and stimulate creativity
- Is future directed
- Wants to do anything that is different or breaks the mold
- Makes decisions based on hunches
- Enjoys people
- Communicates with great skill
- Enjoys dramatics, or any art form that allows them to assert individuality
- Is unpredictable and willing to take chances
- Values creativity
- Has strong intuition
- Can see numerous ways of approaching a situation or problem
- Work to make things better or different
Reflection Questions
· Based on your results on the LSI and your understanding of the interpretative materials included in these notes, what is your current understanding of your own learning style?
· Based on your understanding of the assigned reading and the class presentations, how might a working knowledge of learning styles affect the way that you teach the Bible with youth and adults?
CED 522 Teacher as Facilitator of Learning
Timothy W. Brock
An Introduction to Learning Styles
Definitions
From the book, Christian Education: Foundations for the Future (page 334), learning styles researcher Rita Dunn stated: “a learning style is the way people concentrate when they have something difficult to learn. People use their learning styles to trigger their concentration and capture their learning strengths.”
Citing the same source, research Bernice McCarthy (author of The 4MAT System) offered the following definition: “a learning style is the way a student perceives things best and the way he or she processes or uses what has been presented.”
Please note that the Learning Styles Inventory (LSI) by David Kolb, the approach suggested by Marlene LeFever, and Dr. Brock’s approach to learning styles are heavily influenced by McCarthy’s definition of the concept.
Various Approaches to Learning Styles: Sensory-Based
In the book Basics of Christian Education (pages 83-84), Dr. Tye described the learning styles approach of Wayne James and Michael Galbraith. Their work relied heavily on the ways that people use the five senses to perceive information from the world (i.e. a sensory-based approach). Their approach is summarized below:
· Visual Learners…people who prefer their visual sense, who tend to learn through observation of images, pictures, charts, graphs, and symbols.
· Print Learners…people who prefer their visual sense, who tend to learn through looking at words.
· Aural Learners…people who learn best by listening.
· Interactive Learners…people who learn best by talking things out with other people.
· Haptic Learners…people who perceive the world through the sense of touch, “hands on” learners.
· Olfactory Learners…people who learn best through smell and taste.
· Kinesthetic Learners…people who learn best through movement (doodling, dancing, and athletics, having some body part in constant motion).
Reflection Question
Based on your understanding of this material, with which of these types of sensory-based learning styles do you most readily identify?
Various Approaches to Learning Styles: Key Elements
On pages 335-339 of the Foundations book, the author described the 21 Elements of Learning Model designed by Rita Dunn and Kenneth Dunn. The twenty-one elements included:
Sound. Basically, some people study and learn better with background noises (to help them focus) and some folks require absolute silence in order to think and process.
Light. The amount and type of lighting can affect learning.
Temperature. Overly warm or overly cool environments can directly affect learning.
Design. Some people need a desk and a chair. Some need a comfortable easy chair. Others spread out on a couch or the floor in order to study. The design of the room can directly impact learning.
Motivation. A highly motivated student needs need to be coached in their learning processes. Unmotivated students need to be directed (hands on) in their learning processes.
Persistence. A highly persistent student cannot be stopped in their learning processes; they keep going until they have reached a state of internal satisfaction. Students with low persistence live in the moment, dislike being organized, and actively test the rules of the learning process.
Responsibility. Responsible student are compliant; they do what they are told. Nonresponsible students must understand the relevance of the learning activity. “Why is this important?” is a favorite question.
Structure. Externally structured students need to know exactly what must be done. Internally structured people want to do things their own way.
Perceptual. In this element, students are aware of their sensory-based learning styles and seek to be taught based on these styles.
Intake. Do you like to eat while you learn?
Time. Most people have a particular time of the day during which they learn best.
Mobility. Some people need the permission and opportunity to get up and move around during a learning experience. Other can sit quietly for long periods of time.
Global/Analytical. Do you like to start with the “big picture” and then fit all the pieces into place (global), or do you like to begin with the pieces and construct the “big picture”?
Hemisphericity. Are you a right-brained learner (global), a left-brained learner (analytical), or a whole-brained learner?
Impulsive/Reflective. Impulsive students have to talk through or act through a learning experience. Reflective learners prefer to think things through first, then talk about or act on them.
Reflection Question
Based on your understanding of this material, which 3 or 4 of these learning elements are most critical in your learning processes?
The Learning Styles Inventory (LSI)
Background
Developed in the 1970’s and initially used in the field of education, David Kolb constructed the Learning Styles Inventory (LSI). The inventory is based on the assumption that each person possesses a particular learning style, or a set of distinctive behaviors that serve as indicators of how a person learns from and adapts to the environment.
A learning style is a characterization of the individualized ways that people perceive, gather, and process information, solve problems, relate to others, and participate in learning activities.
An Introduction to the Theory
The theory behind the inventory is as follows. According to Kolb, persons perceive information and collect data from the environment through one of two processes: Concrete Experience or Abstract Conceptualization.
Perceiving Information
Concrete Experience
(Feeling—a function of the Heart)
Abstract Conceptualization
(Thinking—a function of the Head)
Once information has been gathered from the environment, it must be processed. This processing of information can take place in one of two ways: Active Experimentation or Reflective Observation.
Processing Information
Active Experimentation
(Doing—A Function of the Hands)
Reflective Observation
(Watching—a function of the eyes)
The perceiving functions and the processing functions are integrated into a “learning cycle” which in turn describes four different learning styles (The Kolb learning styles are in BOLD and Dr. Brock’s corresponding styles are in parentheses beside them):
· The Diverger (or Experiencer)—a person who gathers information through Concrete Experience (Feeling and Heart) and processes that information through Reflective Observation (Watching and Eyes).
· The Assimilator (or Exegete)—a person who gathers information through Abstract Conceptualization (Thinking and Head) and processes that information through Reflective Observation (Watching and Eyes).
· The Converger (or Reflector)—a person who gathers information through Abstract Conceptualization (Thinking and Head) and processes that information through Active Experimentation (Doing and Hands).
· The Accomodator (or Applier)—a person who gathers information through Concrete Experience (Feeling and Heart) and processes that information through Active Experimentation (Doing and Hands).
An Introduction to LeFever’s Model
The materials in this presentation are derived from Marlene LeFever, Learning Styles: Reaching Everyone God Gave You, pp. 23-76. On page 24 of the book and in the chart below is a diagram which explains LeFever’s approach to Bible study. Although it was derived from the same theory as the EBS model, there are some differences.
LeFever’s Model
|
Learning Style
|
Key Questions
|
|
Imaginative
|
Why do I need to know this? Meaning
|
|
Analytic
|
What do I need to know? Content
|
|
Common Sense
|
How does this work? Experiment
|
|
Dynamic
|
What can this become? Creative Application
|
Next, a comparison between the Kolb model, the Brock approach, and the LeFever Model…
|
Kolb
|
Brock
|
LeFever
|
|
Diverger
|
Experiencer
|
Imaginative
|
|
Assimilator
|
Exegete
|
Analytic
|
|
Converger
|
Reflector
|
Common Sense
|
|
Accomodator
|
Applier
|
Dynamic
|
Descriptions of LeFever’s Four Types of Learners
Imaginative Learner
- Talk in broad overviews
- Learn by listening and sharing ideas
- Answer the questions, “Why” and “Why Not?”
- Are sociable, friendly, sensitive
- Are empathetic
- Keenly observe human nature
- Enjoy listening and talking
- Work best in a noisy setting
- Dislike long lectures, memorizing, working alone
- Are idea people
- Are in tune with their feelings
- See facts in relationship to people
- Learn by talking
- Like the feeling of “my gang”
- Get smarter the longer they talk
- Enjoy role play, simulations, mime
- Dislike win/lose situations
- Value people about product, friendship above grades
- Love a colorful working situation
- Define themselves in terms of friendship
The Analytic Learner
Approximately 30% of the people in the US are analytic…by definition, 70% are not…
- Like information presented logically and sequentially
- Value facts, figures, and the theoretical
- Debate to logically prove the correct stance or answer
- Value smart and wise people
- Set long-range plans and see their consequences
- Are curious about ideas
- See themselves as intellectual
- Have a high tolerance for theory
- Think in terms of correct and incorrect answers
- Value being right
- Enjoy listening and taking notes
- Like teachers who are information givers
- Prefer a quiet learning situation
- Learn from traditional methodology
- Dislike situations and methods where no one wins
- Define themselves by how smart they are
- Enjoy reading the Bible for concepts and principles
- Need competition
- Are impersonal
- Prefer to work alone
The Common Sense Learner
- Move during the learning process
- Value action, product development, how to
- Are realistic and practical
- Deal with logical consequences
- Are goal-oriented
- See skills as knowledge
- Value instruction managers
- Prefer to work alone
- Are impersonal
- Don not enjoy lecture
- Value strategic thinking
- Restrict judgment to concrete things
- Grade success by well projects work
- Resent being given answers
- Excel in problem solving
- Enjoy “how to” reading
- See Christianity in terms of action
- Read the Bible to get hands-on information
- Dislike sitting quietly in a learning setting
- Teach and learn through demonstration
- Can be mechanically and computer literate
The Dynamic Learner
- Leads
- Has experimental attitudes and behaviors
- Cultivates a well-developed sense of humor
- Demands flexibility
- Takes a long time to complete an assignment
- Needs options
- Likes student-directed classrooms
- Is curious and insightful
- Enjoys teachers who facilitate and stimulate creativity
- Is future directed
- Wants to do anything that is different or breaks the mold
- Makes decisions based on hunches
- Enjoys people
- Communicates with great skill
- Enjoys dramatics, or any art form that allows them to assert individuality
- Is unpredictable and willing to take chances
- Values creativity
- Has strong intuition
- Can see numerous ways of approaching a situation or problem
- Work to make things better or different
Reflection Questions
· Based on your results on the LSI and your understanding of the interpretative materials included in these notes, what is your current understanding of your own learning style?
· Based on your understanding of the assigned reading and the class presentations, how might a working knowledge of learning styles affect the way that you teach the Bible with youth and adults?