Jordan Clayton

GTP Departmental workshop

10/2/02

Teaching to different learning styles

I. Key point: Focus on how well class is learning, not how well you’re teaching

II. Survey of group’s learning styles

A. lecturing: visual written

B. lecturing: visual symbolic

C. lecturing: audio-dominant

D. lecturing: audio & written combined

E. lecturing: theory

F. lecturing: demonstration

G. less lecturing, more: hands-on, creating

H. less lecturing, more: problem-solving in pairs or solo

I. less lecturing, more: personal, emotive, challenging

J. less lecturing, more: small group interaction

K. less lecturing, more: whole-class discussion

L. less lecturing, more: Socratic method

M. less lecturing, more: student presentations &/or creative activities

N. other?

III. Kolb Learning Styles Inventory

A. Qàgroup: which quadrant are you in? (handout: “Char’s of Quad’s..”)

B. Volunteers/quadrant: explain their quadrant. In accord w/handout?

IV. Example exercise

A. Topic: The formation of hanging valleys (glacial geomorphology): draw picture on chalkboard (visual-symbolic)

B. (Whole-group discussion/Socratic method) Qà group: What are hanging valleys? How are they formed? (2-3 min.)

C. (Problem-solving/small group): Assume that hanging valleys formed by 2 different glaciers: Explain why hanging valleys are formed?

D. (Hands-on, creating): Using only what you brought with you (paper, books), make a scaled-down version of a hanging valley

E. (Lecturing, audio-dominated, theory): (explainàgroup how hanging valleys are formed)

F. (Lecturing: demonstration): (use clay hanging valley model)

G. (Emotive, personal): Pass around picture of Yosemite Valley: hanging valleys

V. Read: “Learning advantages of using all 4 learning styles”

VI. Group discussion

VII. Workshop feedback/eval’s