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BI-Workshop2-LearningStyles_09282006

Page history last edited by PBworks 17 years, 6 months ago

UNT Library Instruction Workshop Series

Session 2: Learning Styles

9.28.06

Reading:

Weimer, Maryellen (2002). "Chapter 3: The Function of Content," Learning-Centered Teaching: Five Key Changes to Practice. San Francisco, CA: Jossey-Bass.

my learning style = accommodating

reflective teaching

pay attention to what you're doing, and how people respond
if something didn't work, ask yourself why
use this strategy at the reference desk, as well
from Dewey (the teacher)

effective vs. ineffective learning experiences

(class shared several)

American History class where students pick and research a historical character, then speak/act as that character in a period-specific "debate"
(teacher/librarian?) showed up to a fashion class in Civil-war-era dress; spoke about each element of clothing, then removed it; at the end, she was left in bloomers and a corset

all the effective strategies mentioned were meaningful; they had real-world relevancy

(see learning style chart)

learning style BI activity

broke up into groups
at least one person from each of the four learning styles in each group
pick a BI topic from the list
then create four different BI lesson plans, based on the categories listed and the order they are listed in
(see the activity sheet for more information)

interesting ideas from this exercise

Boolean searching
- start off a BI by having students actively search a topic; learn by failure; get their attention by showing them why they really need to learn this
- perhaps tell them, if some look thrown off, that they will be told how to do it at the end
journals vs. popular magazines #1
- have students go into the periodicals section and pick out journals and popular magazines
journals vs. popular magazines #2
- each student gets a journal or popular magazine
- each student gets a checklist with characteristics of each
- they must mark down which characteristics match their periodical
- teach them the differences; citing the characteristics on the checklist
- give them a stack of periodicals and have them classify each
- have them justify their choice
journals vs. popular magazines #3
- also have them choose
- ask them, "have you ever had a problem..."
journals vs. popular magazines #4
- show them a short video on a specific, "hot" topic
- have them find a periodical article about that topic
- get them to analyze the information they gathered--was it scholarly or popular?
- illustrate that in each topic, you can always find popular information and scholarly information

learning styles can also be grouped roughly by discipline; a group of engineering students will learn differently than a group of art students (more about this later in the chapter)

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