Learning Styles: Comments and Literature

TTY: Dr.Richard Felder, NCSU, a true leader in science education on the college level.

College professors should be aware of Learning Styles as they prepare for classes. Just as professors have quite a variety of personal and effective styles, students learn in a number of different ways. Professor and student alike should be flexible but the more we understand concerning the learning process, the more effective we will become.

The figure (Kolb Learning Styles) is one of many useful diagrams on learning styles. In a class of 100 students, your approach will be interpreted in 100 different ways! I highly recommend rereading this type of literature as you prepare for a new term. There is much useful information available.

From Susan Montgomery and Richard Felder here are some generalities that I keep in mind. Let’s go for ACTIVE learning!

* 67%of the students learn best actively, yet lectures are typically passive;

* 57%of the students are sensors, yet we teach them intuitively;

* 69%of the students are visual, yet lectures are primarily verbal;

* 28%of the students are global, yet we seldom focus on the ``big picture.''



The geoscience group at Carleton College has an excellent set of tips that also lead into the NSF-DUE workshop materials. This is an excellent entry into the current literature on this topic.



Others that I found worthwhile but of course there are many more. Try to find some for your discipline. Please post any that you think others would find useful too.

http://www.tlc.eku.edu/tips/

http://pzweb.harvard.edu/

http://serendip.brynmawr.edu/sci_edu/education/learningstyle.html

http://www.vark-learn.com/english/index.asp

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Secondtier.html


http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Versatile Demonstration

TTY: John Fortman, Wright State University

The Magic Coloring book is a very simple demo that is incredibly versatile in the classroom. I’ve purchased several dozen of these in the past 10 years for use in class, prizes to students, gifts to colleagues at retirement etc. The patter can be customized to suit the presenter. In fact, making it fit your class, your style and your topic is part of the fun!

The book is available at Magic Stores or on-line at prices from approx $6 to $20. I’ve gotten an educational discount when ordering through my university. One site that has a nice explanation is
http://www.stevespanglerscience.com/product/1328


In a nutshell, the presenter flips the pages so they are empty, black and white outline, or in full color. The site says the skill level is “easiest” and appropriate for presenters ages 6 to 126!! I agree. Initially it takes less than 5 minutes of practice!

The figure shows the commercial cover but for classroom use, I make a new red cover (front ant back totally covering the original cover) and tape or glue it over the original. I print a title that suits my purpose. One is “The Electromagnetic Spectrum Made Easy” which I like better than “The Electromagnetic Spectrum for Dummies” or “An Idiot’s Guide to the Electromagnetic Spectrum.” When I first used this I called it “The Little Golden Book of Atomic Spectroscopy” but that dates me a bit.


After a presentation of light frequencies and their energies related to atomic orbiral transitions, the book is a welcome break. I introduce it as an interesting illustration of the principles. I flip the pages so that the students see the blank pages. Then I use a large magnetic and place it on one side of the book and we “pull out” the colors in the visible region of the spectrum. Then I flip through and the black and white things appear. Usually I act surprised and put the magnet on the back side of the book and flip again so that the colors appear. Students always laugh and ask for a repeat. I let them coax me into it.

I then change the patter as appropriate but I never do it more than twice. I ask them to “explain” it to their neighbor. Usually a few students have figured it out but everyone does enjoy it. Invariably a student will ask where did I get the book….. so I give them a challenge. “If you would like one of these books to impress your friends, give me a good story about how you’d use it and maybe you’ll win.”

Here’s another good way to use it:

When XXX came ito class on the first day, his understanding of XXX looked like this (blank pages). After 3 weeks, his understanding looked like this (black and white outline) but NOW that he understands XXXX his understanding looks like this (full color).

If my pictures and descriptions aren’t clear, here is a link to YouTube. You can enjoy it too!! Enjoy!

http://www.youtube.com/watch?v=qRCLsBor1hI

Four Quarter Classes

TTY: Harry Pardue and other guest seminar speakers, Dick Vitale and other coaches

Most college classes are 50-60 minutes long. Most undergraduates have an attention span of far less than that. In order to keep students engaged, I divide each class into four segments but the time allotted is not equal. I’ve named the plan Four Quarters, with an analogy to a basketball game or other sporting event. The order of topics varies but includes the four items below. Normally, the first quarter is a review. Between quarters I use a refocusing technique. I expect the students to always know which quarter is underway.

Harry Pardue (professor emeritus from Purdue University) used photos from around the world in his 500 student General Chemistry classes to signal a change in topic and to refocus student’s attention. In my experience, a short lecture break is very effective. What you use to refocus is not important, the fact that the professor plans little breaks so that students who have drifted off become actively engaged, is the key issue.

In general:
First Quarter (5-10 minutes): Review of previous class, prep quiz material (subject of a future blog), relationship to our current lab exercise, homework Q&A.
Second Quarter (approximately 20 minutes) : New material
Third Quarter (approximately 20 minutes) : Active interaction with the new material such as problem-solving, small group discussion, Q&A
Fourth Quarter: practical links to today’s world.

The rationale for the four quarter approach is drawn from athletic competitions that normally have quarters/innings/sets, The participants can then regroup, talk to a coach or teammates and return with a new focus. Immediately after a break, we look for enthusiasm and productivity. The same is true during a college class. I’m always looking for quick effective methods to refocus a group of students!

Developing a Practical Philosophy

TTY: Approximately 23,000 students and colleagues


My teaching philosophy is a simple and practical one that I can easily remember and apply to each class session and as I plan any course as a whole or for one just session. I use can use my personal philosophy as a constant check-list because it keeps me focused and on-track. I articulated this philosophy after about 12-15 years of teaching. Prior to that my official teaching philosophy was a jargon-filled document deep in my teaching folder. It may have sounded OK, but it wasn’t a guiding statement. Now, I can truthfully say that I work according to the following philosophy.

I pledge to do whatever it takes to explain the principles of the day and their application to today’s world.

a) whatever it takes means that I will use a variety of techniques in the classroom appropriately. I will recognize that younger undergraduates need to refocus several times during a class period but as they progress they will be able to extend their attention span. I will strive for student participation in each class with active discussion and problem solving strategies. I will provide a mix of live and video demonstrations. I will use humor appropriately. I will adjust the pace and tone of the class as needed based on student responses. I will give clear summaries and make sure that they have mastered the major points. When returning an exam, I’ll emphasize the concepts that still need some work. I’ll be sensitive to the needs of the students to discern whatever it takes.

b) principles of the day are dictated by the course outline. I will keep on track to provide a solid foundation for short and long-term assessments such as an up-coming course mid-term, a final exam, an end-of-term national comprehensive exam, a future course that relies on my course as a prerequisite, graduate entry exams and other long-term needs. I hope my students will retain essential concepts and for use in the future, professionally and personally.

c) application to today’s world is an essential part of learning. Chemistry is a central science that affects many parts of our everyday lives. Linking the classroom concepts with the practical side of our lives makes the process of learning fun, informative and effective.


In my opinion, each professor needs to have a philosophy that will work. A canned set of educational terms just isn’t what this is about!

Getting Started

I'm just getting started with the blog format, so this breaks the ice! In the weeks ahead, I'll post items of interest to me regarding teaching on the college level.

My goal is to provide a forum for discussion of issues that college professors face in the classroom at all stages of their careers. Certainly young professors are working hard to develop an effective style but mid-career teachers and even those nearing retirement (like me) or those retired, have a lot to share.

Please include your discipline and the approximate size of classes that you teach when appropriate.


Bear with me, it will develop in time!

Thanks. Karen