LEARNING STYLES OF STUDENTS
OBJECTIVES:
I. TO DESCRIBE THE IMPORTANCE OF APPLYING LEARNING STYLES TO
TEACHING.
2. TO DIAGNOSE PREFERRED LEARNING STYLE.
3. TO IDENTIFY SELECTED CHARACTERISTICS OF COMMON LEARNING STYLES.
4. TO MATCH TEACHING TECHNIQUES TO LEARNING STYLES.
CONVERGER
Strong AC and AE
Strength lies in practical application of ideas .Does good in situations where
there is a single,correct answer or solution to question or problem -i.e.
intelligence tests.
Uses deductive reasoning on specific problem. Unemotional
Prefer to deal with things, rather than people
Narrow, technical interests
Specializes in physical sciences, engineers
DIVERGER
Strong CE and RO
Strength lies in imaginative ability
Excels in ability to view concrete situations from many perspectives
Perform well in situations that call for idea generation, i.e. brainstorming
Interested in people
Imaginative and emotional
Broad cultural interests
Specializes in the arts, humanities, liberal .E.g.: counselors, personnel
managers,organization development specialists
ASSIMILATOR
Strong AC and RO
Strength lies in ability to create theoretical models
Excels in inductive reasoning
Excels in assimilating disparate observations into integrated explanation
Less interested in people, more concerned with abstract concepts but, less
concerned with practical use of theories.
Important that theory is logical, sound and precise
If theory does not "fit facts", assimilator will likely disregard or
reexamine facts
E.g. -basic scientists, mathematicians, research, planning
ACCOMODATOR
Strong CE and AE
Strength lies in doing things
Carries out plans and experiments
Involves oneself in new experiences .Tends to be a risk taker
Excels in situations where one must adapt to specific circumstances
Where theory or plan does not "fit facts," accommodator would discard
plan or theory
Tend to solve problems in intuitive, trial-and-error manner
Relies heavily on other people for information rather than on one's own analytic
ability
At ease with people, but perceived to be impatient and "pushy"
E.g.: technical/practical fields, sales, marketing entrepreneurs, farmers
TEACHING TECHNIQUES MATCHED TO:
CONVERGER
BEHAVIORS:
Give many facts
Be careful of teasing
Compliment their work
Give reassurance
Keep emotions low
Let them check work
Let them be perfectionists
Help them to finish
Give them credit
Ask their opinion
TECHNIQUES:
Workbooks, lab manuals, job sheets
Lectures accompanied with overhead transparencies, draft models
Demonstration teaching Hands-on materials
Field trips
Programmed instruction
EXPECT THEM TO:
Follow step-by step directions exactly
Use various drill techniques to practice what they have learned
Give correct answers from text
TEACHING TECHNIQUES MATCHED TO: DIVERGERS
BEHAVIORS:
Smile more
Show emotions
Shake hands
Speak their name
Write things down
Don't assume they understand
Involve them
Compliment them
Use essay exams
Use written directions
Avoid closed assignments
Keep open mind
TECHNIQUES:
Movies and filmstrips with recording
Group discussions among students
Lectures with discussion of material presented
Television
Short assignments which act as springboards for class activities
EXPECT THEM TO:
Listen to, learn from, and respond to their fellow students
Be aware of color, sounds, and moods in their environment Observe body language
and intonation
TEACHING TECHNIQUES MATCHED TO: ASSIMILATORS
BEHAVIORS:
Give advance notice
Ask for ideas
Respect time schedule
Respect work routine
Respect work area
Don't borrow
Make changes slowly
Be deliberate
TECHNIQUES:
Games or simulations
Independent study projects
Optional reading assignments
Brief "mini" lectures
Problem solving activities
EXPECT THEM TO:
Frame hypothesis, develop alternative solutions
and test them
Solve problems with limited information or data provided Experiment with ideas
and material through application
TEACHING TECHNIQUES MATCHED TO: ACCOMODATORS
BEHAVIORS:
Sell, don't tell
Present opinions
Take notes
Respond with soft tone
Ask their opinion
Be brief
Be more definite
Expect abruptness
Accept impulsiveness
Expect their opinion
Tolerate conflict
Present things deliberately
TECHNIQUES:
Instructional recordings (records, tapes)
Extensive textbook reading assignments
Slides
Lectures
EXPECT THEM TO:
Be able and willing to read large amounts of
material
Conceptualize ideas and convey them either orally or in writing
Concentrate on an idea without being distracted by environmental activities or
inner feelings
HOW TO MOTIVATE, COMPLIMENT, COUNSEL, CORRECT AND DELEGATE DIFFERENT LEARNING
STYLES
FOR DIVERGERS
To Motivate show them how doing what you
ask will strengthen their relationships with others.
To Compliment praise how they are regarded by others.
To Counsel give plenty of time to explore their
feelings regarding a situation; create a non-threatening environment.
To Correct reassure them that your intention is to
change their inappropriate behavior, not to judge or blame.
To Delegate appeal to their sense of team spirit and
loyalty; explain the importance of completing a task on time and in a certain
way.
FOR ASSIMILATORS
To Motivate appeal to their need to be
correct and accurate
To Compliment praise their logical approach and efficiency.
To Counsel describe the process you will follow to
produce the results you both want; ask for input
To Correct specify behavior; outline how present
behavior should be changed; set up feedback checkpoints
To Delegate answer all questions; set up target dates
FOR CONVERGERS
To Motivate give opinions; describe chances
of success; make them feel like "pros"
To Compliment praise accomplishments, not
personalities
To Counsel discuss their goals and desired results;
stick to facts
To Correct specify desired results; point out
"gap" between actual and desired performance; chart improvements
needed; set up target date
To Delegate tell them what needs to be done; supply
guidelines; get out of their way
FOR ACCOMMODATORS
To Motivate offer testimonials, incentives
and "special deals"
To Compliment praise them as individuals
To Counsel give plenty of time to talk about what's
bothering them; use probing questions; listen for feelings and facts; let them
vent emotions
To Correct specify the problem and what is necessary
to eliminate it; confirm the agreement in writing
To Delegate secure agreement on task to be accomplished; monitor performance by
agreed-to intervals
The University of Arizona
