l If your score on a
scale is 1-3, you are fairly well balanced on the two dimensions of that scale.
l If your score on a
scale is 5-7, you have a moderate preference for one dimension of the scale and
will learn more easily in a teaching environment which favors that dimension.
l If your score on a
scale is 9-11, you have a very strong preference for one dimension of the
scale. You may have real difficulty learning in an environment which does not
support that preference.
1.
What is your learning style? What
sorts of learning experiences would suit you best with your learning style?
- I am both active and reflective learner, since my score is fairly well balanced on those two dimensions.I would do some reading and thinking on my own, and try to understand the materials on my own words, follows by a group discussion and sharing is the kind of learning style for me.
- I am a sensing learner, I would do well if the knowledge is linked to fact and easy for me to memorized new materials but I find it really nervous and frustration if there are some part of the material that's new and hard for me find a relationship or see how that can be applied in real world. I would learn by memorise material and look for how to apply it.
- I prefer visual learning slightly more than verbal learning. I would like to gather materials and write it down and draw links between them. Discussion in groups and explain helps me to understand.
- I am both sequential and global learner, I prefer to look at the big picture first and understand why and what I am doing, then I will seek for understanding for detail knowledge.
2.
In a traditional classroom of 25
students, how would you support the range of learning styles each lesson?
In a classroom, students
will be in such a diverse that will need all different learning style to care
for them. The best style for me to cover everyone is to choose the one that
balance in between for each learning style. Making sure there are graphs and written
summaries, there are discussion and thinking time, logical steps and innovation
topics, logic step learning and big picture outline. This will be quite
challenge to include in one class, but should be considered when doing lesson
plan.
3.
With your current knowledge of
ICT, how could your design and digital pedagogy support your learners better?
I would struggle to prepare
lesson plan with just whiteboard or papers, ICT will provide the platform for
teachers to be able to squeeze more learning materials for one class. Video tapes,
graphs or outline summaries will be able to demonstrate by using ICT. This will
attract more students in the classroom, and cover more learners. This is sort
of teaching in 3D rather 2D in some sense.
4.
What sorts of profiling questions
would you be asking about your learners to ensure you cater for everyone's
preferences?
Questions can help me to
find out individual student’s learning style, such as the following may help:
- Can someone tell me what I have missed between step 1 and 2?
- Can someone tell me that what we trying to find after today’s class?
- Who understand what this picture means?
- Who want to try some other way of solving this equation?
5.
How does ICT support differences
in learning styles?
For example if a student
sees the big picture of the learning material quickly but struggle to
understand the detail, but student also a reflective learn that does not prefer
to apply the knowledge with group of other students. ICT would encourage student
to get in contact with instructor in another form, that student may stil
believe he/she learning on his/her own, and doing extra time for study.
Instructor will be able to interact with more learners and able to help them understand
the materials.
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