Unit 2.1
Understand How Students Learn
NLN Competency: I
Objectives
- Define one learning style
- Describe two learning style models
Introduction
This module aims to introduce instructors to the core concepts related to differences in ways that students can learn so that they can reach more students with their instruction and help the students retain what they have learned
Learning style is the way in which learners acquire new information and retain it over time.
Learning Style Models
- Kolb- learning has 4 parts, and students develop a preference based on their strength in certain areas (McKeachie & Svinicki, 2014)
- Concrete experience learners prefer examples and direct learning experiences.
- Reflective observation learners like detailed observation and use of criteria.
- Abstract experimentation learners work best through developing their own theories and proving or disproving them.
- Abstract conceptualization learners prefer theory and analysis.
- Myers-Briggs Type Indicator (Billings & Halstead, 2012). This is a personality model that influences learning as well.
- Focus on people versus focus on ideas
- Detail-oriented versus imagination-oriented
- Thinkers versus feelers
- Judgers versus perceivers
- Fleming’s model- more on this in later sections
- Visual- learning through visual information
- Auditory – learning through the spoken word
- Read/Write-learning through reading and writing the material
- Kinesthetic- learning through doing
Learning Retention
- After 6 days, 75% of material is forgotten
- Repetition is beneficial
- Learning through multiple modalities is beneficial (visual, auditory, kinesthetic)
- Learning through different methods is beneficial (lecture, projects, case studies, assignments, rubrics)
- Pop quizzes improve retention (Bingham, 2017)
Enhancing Outcomes
- Standard lecture format only appeals to concrete experience learners. In order to engage and inform the other types of learners, individual and group assignments may be used.
- Present material using different methods such as speaking, showing graphics, and having students perform a task related to information. A gifted high school anatomy teacher I know taught students about circulation through the heart via lecture, then taught them a song about it, and finally had them draw a giant heart in chalk and walk through the chambers to demonstrate blood flow.
General Principles
- Matching learning instruction to learning style results in improved outcomes and attitudes (Billings & Halstead, 2012).
- Include ways for visual, auditory, reading/writing, and kinesthetic learners to interact with the material.
- Include case examples, group activities, performance rubrics, and question/response sessions.
- Convey why the material matters.
Conclusion
By being intentional about giving information in ways that benefit a variety of learning styles, all students will retain more content.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). Philadelphia, Pa.; [London]: Saunders.
Bingham, M. (2017, June 8). 10 Facts About Learning Retention You’ll Wish You Could Forget. Bridge https://www.getbridge.com/blog/10-stats-about-learning-retention-youll-want-
forget/#:~:text=10%20FACTS%20ABOUT%20LEARNING%20RETENTION,the%20information%20in%20their%20training
McKeachie, W. J., & Svinicki, M. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Boston: Houghton Mifflin Co.