Notes View Cover Page 2005

Notes View Cover Page . . © 2005 TAFE NSW International Centre for VET Teaching & Learning

Accommodating Learning Styles TAFE NSW International Centre for VET Teaching & Learning 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 © 2005 TAFE NSW International Centre for VET Teaching & Learning goals

What are learning styles? ‘Learning style’ can relate to any of the following: 1 Cognitive processes Examples • rely on intuition • visualize patterns Learner Examples Option 1 • try something out & observe what happens • hands-on Option 2 • collect information as first priority • small group project Option 3 2 Delivery preferences . . 3 Strategies taken to achieve learning goals Examples Delivery options © 2005 TAFE NSW International Centre for VET Teaching & Learning goals

What are learning styles? The various measures of ‘learning style’ can be divided into five families: 1 Cognitive processes Constitutionally-based, e. g. , preference for visual, auditory, kinaesthetic, tactile Personality-based e. g. , Myers-Briggs Measures of deep-seated Learner cognitive structure e. g. , Riding Based on learning process & preferences e. g. , Kolb; Honey & Mumford 2 Delivery preferences . . Option 1 Based on learning & study strategies & attitudes to education e. g. , Entwistle Learning Option 2 Option 3 Delivery options © 2005 TAFE NSW International Centre for VET Teaching & Learning goals

‘Learning styles quiz Disagree It depends Agree 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 © 2005 TAFE NSW International Centre for VET Teaching & Learning

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: – anyone can learn virtually anything – there are huge benefits in scholar achievement, motivation & behaviour. . . The rationale is like this: STEP 1 . . Determine the preferred learning style of each individual STEP 2 Tailor learning experience to accommodate this style © 2005 TAFE NSW International Centre for VET Teaching & Learning POW!!! Fast & efficient learning

The literature of learning styles The 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: • convergers vs divergers • initiators vs reasoners • verbalisers vs imagers • intuitionists vs analyst • holists vs serialists • extroverts vs introverts • surface learning vs deep • sensing vs intuition • activists vs reflectors • thinking vs feeling • adaptors vs innovators • judging vs perceiving • aassimilators vs explorers • left brainers vs right brainers • field independent vs field dependent • theorists vs humanitarians • globalists vs analysts • activists vs theorists • assimilators vs accommodators • pragmatists vs reflectors • imaginative vs analytic learners • organisers vs innovators vs plungers • lefts vs rights vs dynamic learners • inductives vs deductives vs abstract learners • hierarchic vs anarchic vs sequential learners • conservative vs liberal learners . • non-committers. . • common-sense. . • concrete. . • random. . © 2005 TAFE NSW International Centre for VET Teaching & Learning

The literature of learning styles 2 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 . . © 2005 TAFE NSW International Centre for VET Teaching & Learning

The literature of learning styles 2 Fortunately, 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 . . © 2005 TAFE NSW International Centre for VET Teaching & Learning

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 $ getting a new learning styles inventory to market $ $ to be made from • the value, if any, of a teacher taking questionnaire-based learning styles into account has not been established . . © 2005 TAFE NSW International Centre for VET Teaching & Learning

The literature of learning styles Overall, much of the scholarly material on learning styles seems out of step with how we think about our own learning: ‘ The learning styles I’ve observed appear to be characterized by a “perceptive-accommodative” mode, coupled with a period of assimilation. ’ . . © 2005 TAFE NSW International Centre for VET Teaching & Learning ‘ MY APPROACH IS JUST TO SUCK-ITAND-SEE !’

Project background There has been ongoing interest in identifying theories that underpin quality in VET. ‘The time has come to uncover what’s unique in how vocational skills are imparted…and to develop theories that can expand our thinking of VET practice & [contribute to] quality. ’ NSW TAFE ex-DDG Robin Shreeve 2004 Phase 1 = Theory into Practice • literature review & annotated bibliography • series of case studies 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 TAFE NSW International Centre for VET Teaching & Learning

• Extensive literature review in collaboration with ETIS Center for Learning Innovation • Laurie Field’s investigations into VET teaching & learning over several decades Project background Extensive literature review in collaboration with ETIS Center for Learning Innovation In-depth interviews with 11 NSW TAFE teachers & educational experts: Cliff Trood 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 . . Engineering apprentices Foundation Studies (aboriginal) Riverina Jeanne Boote Physical disability Hunter Billie Ayling OTEN State-wide We’re going to just look at the first three. . . © 2005 TAFE NSW International Centre for VET Teaching & Learning

Teacher views: Cliff Trood (Fitting & Machining) § 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 © 2005 TAFE NSW International Centre for VET Teaching & Learning

Teacher views: Susan Carter (Office Admin) § 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 § we should help learners understand their own preferred learning style(s) & to extend their styles § for unconfident students with no positive educational experience, 1 st priority = nurturing § supporting flexible learning requires: - teachers who are flexible & broadly knowledgeable - flexible TAFE systems such as admissions & student records . . Teacher stance Mindfulness, supportiveness & patient, to help students ‘bridge the gap’ to positive learning experience © 2005 TAFE NSW International Centre for VET Teaching & Learning

Teacher views: Brigette Collins (Food & Beverage) § main meaning of ‘learning style’ = spoon-fed vs learning independently + age / ethnicity differences § 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) § 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 § there is close relationship between: . . - a teacher's willingness / capacity to accommodate student needs & - their general enthusiasm & enjoyment as teachers Teacher stance Enthusiasm, enjoyment, openness © 2005 TAFE NSW International Centre for VET Teaching & Learning

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? . . © 2005 TAFE NSW International Centre for VET Teaching & Learning

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? © 2005 TAFE NSW International Centre for VET Teaching & Learning

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 © 2005 TAFE NSW International Centre for VET Teaching & Learning 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 1 Rigid curriculum design with too little flexibility / too much material some impediments to accommodating learner 2 Unmotivated teachers who don’t enjoy what they’re doing needs in TAFE • What would you add to / subtract from this list? • What barriers most need. . to be tackled? © 2005 TAFE NSW International Centre for VET Teaching & Learning 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

A model of learning styles LEARNER LEARNING ENVIRONMENT Immediate learning environment Other learners Needs & preferences common to most learners What is being learnt & why Learner-specific characteristics . . Learning styles fit in here © 2005 TAFE NSW International Centre for VET Teaching & Learning Planned learning environment Potential learning environment: People & other sources of information & guidance

A model of learning styles Example: Learning bar service skills LEARNER • learn by doing • feedback & guidance • learning during LEARNING ENVIRONMENT part-time work • bars & restaurants visited socially Immediate learning environment • positive atmosphere Needs & preferences e. g. , to. What is being get study benefit vs common to start own& why learnt business Other most learners • co-students’ work experience Planned learning Learner-specific environment characteristics • simulated bar • ethnicity . . • English language Potential learning environment: People & other sources of • wine industry experts information & • wineguidance shows • internet information • packaged resources • budget & staffing • resources • learning space © 2005 TAFE NSW International Centre for VET Teaching & Learning [Source: Data partly based on interview with Brigitte Collins, TAFE NSW]

Focus on broad-brush student groups Traditional one-size-fits-all The aim Tailored to individual needs • Curriculum determines content • Individual needs determine content • Doesn’t require much teaching time A compromise • Highly labour intensive • Cost-effective that meets the • Low customer satisfaction . . • . . . . needs of broad Unlikely to match what individual students want © 2005 TAFE NSW International Centre for VET Teaching & Learning classroom segments • Expensive • High customer satisfaction • Matches closely what individual students want [Source: Adapted from material developed by Greg Madden, NSW TAFE]

Focus on broad-brush student groups Example: Categories of office administration students High aspiration & attentive . . Low aspiration & easily distracted Mature working women Low aspiration qualificationfocussed female Face-to-face support © 2005 TAFE NSW International Centre for VET Teaching & Learning Computer-savvy males getting extra qualifications Independent learner [Source: Adapted from material developed by Greg Madden, NSW TAFE]

Encourage multiple learning strategies Option 1 Option 2 ‘This is the way like to learn in circumstances Y & Z’ ‘This is the way I prefer to learn in circumstances X’ ‘This is my preferred learning strategy & I’m sticking to it!’ . . © 2005 TAFE NSW International Centre for VET Teaching & Learning ‘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’

Encourage multiple learning strategies Confident Focus: Extending Focus: Nurturing . . Unconfident Negative educational experience © 2005 TAFE NSW International Centre for VET Teaching & Learning Positive educational experience

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' © 2005 TAFE NSW International Centre for VET Teaching & Learning

Limit the use of ‘learning styles’ questionnaires Our investigation (coupled with Smith & Dalton’s ‘ 05 NCVER study) suggests ‘YES’! • Learning styles questionnaires can help Independent teachers & students to think about how they learn • It’s best to avoid emphasis on (difficult Verbal Hands-on to justify) theoretical models • Simple frameworks, like this one (from P. Dalton, Deakin Uni) are easiest to . . justify & use © 2005 TAFE NSW International Centre for VET Teaching & Learning Dependent

Discussion. . . © 2005 TAFE NSW International Centre for VET Teaching & Learning