© 2005 tafe nsw international centre for vet teaching & learning.................. notes view...

© 2005 TAFE NSW International Centre for VET Teaching & Learning

.

.

.

.

.

.

.

.

.

Notes View Cover Page

TAFE NSW International Centre for VET Teaching & Learning

Accommodating Learning Styles

in TAFE NSW

Conversation Starter Pack


.

.

.

.

.

.

.

.

.

What are learning styles?

It’s easiest to understand the way people talk about learning styles by considering a learner using various delivery options to achieve his / her learning goals

Learner

Option 1

Option 2

Option 3

Delivery options

Learning goals


.

.

.

.

.

.

.

.

.


‘Learning style’ can relate to any of the following:

2 Delivery preferences

Examples

• hands-on

• small group project

1 Cognitive processes

Examples

• rely on intuition

• visualize patterns 3 Strategies taken to achieve learning goals

Examples

• try something out & observe what happens

• collect information as first priority

Option 1

Option 2

Option 3

Delivery options

Learner

Learning goals


.

.

.

.

.

.

.

.

.

Learning goals


The various measures of ‘learning style’ can be divided into five families:

Option 1

Option 2

Option 3

Delivery options

2 Delivery preferences

1 Cognitive processes

Learner

Constitutionally-based, e.g., preference for visual, auditory, kinaesthetic, tactile

Measures of deep-seated cognitive structure e.g., Riding

Personality-based e.g., Myers-Briggs

Based on learning process & preferences e.g., Kolb; Honey & Mumford

Based on learning & study strategies & attitudes to education e.g., Entwistle


.

.

.

.

.

.

.

.

.

1 ‘Learning styles’ are the different ways people perceive, process & learn information

2 Using questionnaires & observation, you can find out a lot about someone’s learning style

3 Different students can & often do have quite different learning styles

4 Good teachers tailor what they’re doing to suit the individual learning styles in their class

5 Adjusting what you do to each learner’s style makes a huge difference to how much learning takes place

Disagree It depends Agree

‘Learning styles quiz


.

.

.

.

.

.

.

.

.

The literature of learning styles 2

• the literature is huge (Google shows up over 600 000 sites!)

• the popular learning styles literature is simplistic about the value of matching how

you teach to individuals’ preferred learning style. If it DOES match, it’s claimed that:

The literature of learning styles

– anyone can learn virtually anything

– there are huge benefits in scholar achievement, motivation & behaviour...

STEP 1

Determine the preferred learning style of each

individual

STEP 2

Tailor learning experience to

accommodate this style

POW!!!Fast & efficient

learning

The rationale is like this:


.

.

.

.

.

.

.

.

.

• convergers vs divergers

• verbalisers vs imagers

• holists vs serialists

• surface learning vs deep

• activists vs reflectors

• adaptors vs innovators

• aassimilators vs explorers

• field independent vs field dependent

• globalists vs analysts

• assimilators vs accommodators

• imaginative vs analytic learners

• non-committers vs plungers

• common-sense vs dynamic learners

• concrete vs abstract learners

• random vs sequential learners

• initiators vs reasoners

• intuitionists vs analyst

• extroverts vs introverts

• sensing vs intuition

• thinking vs feeling

• judging vs perceiving

• left brainers vs right brainers

• theorists vs humanitarians

• activists vs theorists

• pragmatists vs reflectors

• organisers vs innovators

• lefts vs rights

• inductives vs deductives

• hierarchic vs anarchic

• conservative vs liberal learners

The literature of learning stylesThe most thorough review of the literature was conducted in 2004/5 by Coffield &

associates. They show that the scholarly learning styles literature is full of

competing paradigms & scales, including:


.

.

.

.

.

.

.

.

.

The literature of learning styles 2The literature of learning styles

If you don’t tailor your teaching to match each individuals’ learning style, the

literature and/or websites tends to suggest that:

• there’s something wrong with your teaching, and

• it’s up to you to change your teaching approach


.

.

.

.

.

.

.

.

.

The literature of learning styles 2The literature of learning stylesFortunately, there are exceptions. Thoughtful publications relating to learning styles in the Australian VET context include:

Learning styles & pedagogy in post-16 learning: A systematic & critical review

Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK)

www.lsrc.ac.uk

Should we be using learning styles?: What research has to say to practice

Coffield F, Moseley D, Hall E & Ecclestone K (2004, UK)

www.lsrc.ac.uk

Accommodating learning styles: Relevance & good practice in TAFE

Smith, P & Dalton, J (2005, Aust)

www.ncver.edu.au


.

.

.

.

.

.

.

.

.

The literature of learning styles 2

According to Learning Styles & Pedagogy in post-16 learning, 2000 (Coffield &

associates)

• the claims of the various learning style theorists are not backed up by solid evidence

• the picture is made more murky by the fact that there is $ $ $ to be made from getting a new learning styles inventory to market

• the value, if any, of a teacher taking questionnaire-based learning styles into account has not been established



.

.

.

.

.

.

.

.

.


Overall, much of the scholarly material on learning styles seems out of step with how we think about our own learning:

‘ MY APPROACH IS

JUST TO SUCK-IT-

AND-SEE !’

‘ The learning styles I’ve observed appear to be characterized by a “perceptive-accommodative”

mode, coupled with a period of assimilation. ’


.

.

.

.

.

.

.

.

.

There has been ongoing interest in identifying theories that underpin quality in VET.

2004 Phase 1 = Theory into Practice

• literature review & annotated bibliography

• series of case studies

2004 Phase 1 = Theory into Practice

• literature review & annotated bibliography

• series of case studies

‘The time has come to uncover what’s unique in how vocational skills are

imparted…and to develop the theories that can expand our thinking of VET

practice & [contribute to] quality.’ NSW TAFE ex-DDG Robin Shreeve

2005 Phase 2 = identify key areas of theory which impact on practice, and:

• review literature & conduct interview research

• package results in way that stimulates discussion & reflection on practice

2005 Phase 2 = identify key areas of theory which impact on practice, and:

• review literature & conduct interview research

• package results in way that stimulates discussion & reflection on practice

Project background


.

.

.

.

.

.

.

.

.

• Extensive literature review in collaboration with ETIS Center for Learning Innovation

• Laurie Field’s investigations into VET teaching & learning over several decades

Extensive literature review in collaboration with ETIS Center for Learning Innovation

In-depth interviews with 11 NSW TAFE teachers & educational experts:

Cliff Trood Engineering apprentices Taree

Brigette Collins Food North Sydney

Susan Carter Administration Sydney

Margaret Gardner General Education Taree

Alison Jones Child Care Illawarra

Darryl Griffin Arts (largely aboriginal) Metropolitan

Mardella Basset Travel & tourism National

Kevin Clayton Engineering paraprofessional State-wide

Noelene Milliken Foundation Studies (aboriginal) Riverina

Jeanne Boote Physical disability Hunter

Billie Ayling OTEN State-wide

Project background

We’re going to just look at the first three...


.

.

.

.

.

.

.

.

.

main meaning of ‘learning style’ = 'learning by doing’ vs ‘learning by bookwork’

learning style closely related to motivation (e.g., is individual studying to get a study benefit? to change careers?)

ideal = blend of ‘individualized’ with ‘whole group learning’

should provide information & provide skills in finding information

budget & structure limit flexibility at classroom level

perceptions impact directly on self-esteem (e.g., 'tradesperson' vs 'knowledge worker')

teacher orientation is crucial (e.g., a preference for ‘lock-step’ vs ‘independence’)

Teacher stance A strong wish to interest & inspire students to extend their skills,

knowledge & horizons

Teacher views: Cliff Trood (Fitting & Machining)


.

.

.

.

.

.

.

.

.

Teacher stance Mindfulness, supportiveness & patient, to help students ‘bridge the

gap’ to positive learning experience

Teacher views: Susan Carter (Office Admin)

we should help learners understand their own preferred learning style(s) & to extend their styles

main meaning of ‘learning style’ = ‘how you go about learning something’ (e.g., on-line, using hard-copy resources, getting one-to-one help) + confidence

supporting flexible learning requires:

- teachers who are flexible & broadly knowledgeable

- flexible TAFE systems such as admissions & student records

for unconfident students with no positive educational experience, 1st priority = nurturing


.

.

.

.

.

.

.

.

.

Teacher stance Enthusiasm, enjoyment, openness

Teacher views: Brigette Collins (Food & Beverage)

student interest best served via mix of:

- ‘nurturing’ (e.g., writing everything down for young students) &

- 'extending' (e.g., getting students to find own information)

main meaning of ‘learning style’ = spoon-fed vs learning independently +

age / ethnicity differences

there is close relationship between:

- a teacher's willingness / capacity to accommodate student needs &

- their general enthusiasm & enjoyment as teachers

illustrates difference between 'wants' & 'needs’:

- some students may want to dress as they like & arrive when they like

- to be employable, they need to adhere to dress requirements & be punctual


.

.

.

.

.

.

.

.

.

Discussion

1 When you talk about ‘learning styles’, what do you mean?

2 How important is it to take ‘learning styles’ into account in TAFE teaching?


.

.

.

.

.

.

.

.

.

Discussion

According to a 2003 report on TAFE:

‘Learners want services and support providing ‘just for

me’ training. They want to develop skills at times, in

ways and at locations that suit them, not the VET

provider.’ Mitchell et al, 2003

1 From your experience, how accurate is this statement?

2 How much should the VET system try to accommodate

‘just for me’ expectations?


.

.

.

.

.

.

.

.

.

Discussion

Here are some factors

which influence student

learning experiences

• Based on your

experience, discuss the

impact of each factor on

student learning

• Rate the impact of each

on the success of your

classes

1 Reasons for wanting a qualification

2 General learning & study skills (e.g.,

note-taking; internet searching)

3 Cultural assumptions (e.g., about

teachers; individual study)

4 Age & maturity

5 Whether the learning experience

follows general ‘good design /

delivery’ principles

6 Whether broad preferences (e.g., for

hands-on activity) are accommodated

7 Whether specific individual learning

style preferences are accommodated


.

.

.

.

.

.

.

.

.

Discussion

This project identified

some impediments to

accommodating learner

needs in TAFE

• What would you add to /

subtract from this list?

• What barriers most need

to be tackled?

1 Rigid curriculum design with too

little flexibility / too much material

2 Unmotivated teachers who don’t

enjoy what they’re doing

3 Inflexible general management &

information systems

4 The need to accommodate a range of

priorities cost-effectively

5 Lack of time & opportunities to tailor

the necessary learning resources


.

.

.

.

.

.

.

.

.

LEARNING ENVIRONMENT

Planned learning environment

Immediate learning environment Potential

learning environment:

People & other sources of

information & guidance

A model of learning styles

LEARNER

Needs & preferences common to

most learners

Learner-specific characteristics

Other learners

What is being learnt & why

Learning styles fit in here


.

.

.

.

.

.

.

.

.

LEARNER LEARNING ENVIRONMENT

What is being learnt & why

Needs & preferences common to

most learners

Learner-specific characteristics

Planned learning environment

Immediate learning environment

Other learners

Potential learning

environment: People & other

sources of information &

guidance

[Source: Data partly based on interview with Brigitte Collins, TAFE NSW]

Example: Learning bar service skills

• simulated bar

• packaged resources

• budget & staffing

• resources

• learning space

• simulated bar

• packaged resources

• budget & staffing

• resources

• learning space

• learning during part-time work

• bars & restaurants visited socially

• learning during part-time work

• bars & restaurants visited socially

• learn by doing

• feedback & guidance

• positive atmosphere

• learn by doing

• feedback & guidance

• positive atmosphere

• co-students’ work experience

• co-students’ work experience

• wine industry experts

• wine shows

• internet information

• wine industry experts

• wine shows

• internet information

• ethnicity

• English language

• ethnicity

• English language

e.g., to get study benefit vs start own business

e.g., to get study benefit vs start own business

A model of learning styles


.

.

.

.

.

.

.

.

.

Traditional

one-size-fits-all

• Curriculum determines content

• Doesn’t require much teaching time

• Cost-effective

• Low customer satisfaction

• Unlikely to match what individual students want

Focus on broad-brush student groups

[Source: Adapted from material developed by Greg Madden, NSW TAFE]

Tailored to individual needs

• Individual needs

determine content

• Highly labour intensive

• Expensive

• High customer satisfaction

• Matches closely what individual students want

A compromise

that meets the

needs of broad

classroom

segments

The aim


.

.

.

.

.

.

.

.

.

High aspiration

& attentive

Low aspiration & easily distracted

Face-to-face support

Independent learner

Example: Categories of office administration students

Mature working women

Mature working women

Computer-savvy males getting extra

qualifications

Computer-savvy males getting extra

qualifications

Low aspiration qualification-

focussed female

Low aspiration qualification-

focussed female

[Source: Adapted from material developed by Greg Madden, NSW TAFE]

Focus on broad-brush student groups


.

.

.

.

.

.

.

.

.

Encourage multiple learning strategies

Option 2

‘This is the way I prefer to learn in circumstances X’

‘This is the way I prefer to learn in circumstances X’

‘This is the way like to learn in

circumstances Y & Z’

‘This is the way like to learn in

circumstances Y & Z’

‘These are some other learning strategies I like to use’

‘These are some other learning strategies I like to use’

‘I use these approaches when I’m teaching someone else; sometimes, I use them myself’

‘I use these approaches when I’m teaching someone else; sometimes, I use them myself’

Option 1

‘This is my preferred

learning strategy &

I’m sticking to it!’


.

.

.

.

.

.

.

.

.

Confident

Unconfident

Negative educational experience

Positive educational experience

Focus: Extending

Focus: Nurturing

Encourage multiple learning strategies


.

.

.

.

.

.

.

.

.

Aim for ‘good’ design & delivery

Have goals 'I want to learn something / feel motivated to learn'

Do it 'I try it out, practice & learn from my mistakes'

Get feedback 'I check my results & take into account other people's reactions'

Digest it 'I make sense of what I've learnt & where it fits, in the process getting a sense of ownership'


.

.

.

.

.

.

.

.

.

Limit the use of ‘learning styles’ questionnaires

Our investigation (coupled with Smith & Dalton’s ‘05 NCVER study) suggests ‘YES’!

DependentDependent

IndependentIndependent

VerbalVerbalHands-onHands-on

• Learning styles questionnaires can

help teachers & students to think about

how they learn

• It’s best to avoid emphasis on (difficult

to justify) theoretical models

• Simple frameworks, like this one (from

P. Dalton, Deakin Uni) are easiest to

justify & use


.

.

.

.

.

.

.

.

.

Discussion...

© 2005 tafe nsw international centre for vet teaching & learning.................. notes view...

Documents