Assignment 1 hmlt 5203 budi poniam
- 1. My Students’ Learning Styles versus My Teaching Style: A Study for Having a Better Teaching and Learning Process Assignment 1 HMLT 5203 Budi Poniam 1 Budi Poniam. February 2013
- 2. Introduction Much research supports the view that when students’ learning preferences match their instructor’s teaching styles, student motivation and achievement usually improve. (Brown, Bettina L. (2003). Teaching style vs. learning style. Myths and Realities (no. 26). Educational Resources Information Center.) A study of my students’ learning styles and my teaching style is conducted to have a better teaching and learning process in my courses; more effective and joyfull. Budi Poniam. February 2 2013
- 3. Data Collection 13 students (Higher Education) participated in the Don Clark’s Learning Style Survey (http://www.nwlink.com/~donclark/hrd/styles.html), but only 12 completed the survey. Instructor (my self) was the subject of Teaching Style Inventory survey. http://www.texascollaborative.org/tools/TSI.pdf. Budi Poniam. February 3 2013
- 4. Data Analysis A B Purple Area D C 4 Diagram 1. Learning Styles of My studentsPoniam. Budi February 2013
- 5. Data Analysis (Diagram 1) Budi Poniam. February 5 2013
- 6. Data Analysis (Diagram 1) 35.0 30.0 25.0 Purple Area 20.0 Quadran A 15.0 Quadran B Quadran C 10.0 5.0 0.0 Distribution of Students (%) Chart 1. Distribution of Students (in %) Budi Poniam. February 6 2013
- 7. Data Analysis (Chart 1) 2 major groups of students (Quadran A and C) in the class that have very different learning styles. Students in Quadran A (Doing and Feeling) are in the organizing category. Students in Quadran C (Watching and Thinking) are in the philosophy category. Budi Poniam. February 7 2013
- 8. The Organizing Category In this category students prefer Doing and Feeling: Good at adapting to changing circumstances and solves problems in an intuitive, trial-and- error manner, such as discovery learning. Tend to be at ease with people. Prefer the challenges of new experiences, involvement with others, assimilation, and role-playing. Like anything new, problem solving, and small group discussions. Budi Poniam. February 8 2013
- 9. The Philosophy Category In this category students prefer Watching and Thinking: Prefer to pull a number of different observations and thoughts into an integrated whole in a step-by-step manner (go from details to big-picture). Prefer to reason logically and design models, theories, and projects. Like lectures, analogies, systems, and case studies. Talking with experts is normally not helpful Budi Poniam. February 9 2013
- 10. Data Analysis (6,3) Diagram 2. Matrix of My Teaching Goals Budi Poniam. February 10 2013
- 11. Data Analysis (Diagram 2) Budi Poniam. February 11 2013
- 12. Data Analysis (11,-2) Diagram 3. Matrix of My Teaching Methods Budi Poniam. February 12 2013
- 13. Data Analysis (Diagram 3) Budi Poniam. February 13 2013
- 14. Data Analysis My Students’ Learning Styles Versus My Teaching Styles Teaching Students’ Learning Styles Styles The Organizing Category The Philosophy Category Teaching Instructor is expected to give Goals more challenges of new Students get most Matrix experiences, discovery benefits from this Quadran D learning; not just familiar teaching goals. (6,3) applications of the concepts. Students get most Students get most benefits Teaching benefits from theoretical from group works. Methods and symbolic cognitive Instructor is expected to Matrix processing. design interactive activities Quadran B Instructor is expected to such as role play, hands-on (11,-2) accomodate students’ activities. need for individual tasks. Budi Poniam. February 14 2013
- 15. Conclusion There are 2 major groups of students that have different learning styles therefore instructor has to design differentiated instructions that can accomodate the needs of most students in their learning process. More challenges of new experiences must be added to more familiar applications of the concepts. Individual and group tasks must be balanced. Budi Poniam. February 15 2013
- 16. Reflection In doing the Teaching Style Inventory (TSI) survey, instructor (my self) was reminded several instructional practices that were not conducted any more in my class such as giving individual task to my students. I have to reconsider some pratices in my future instruction. I need to know my students’ learning styles (by doing a survey at the beginning of the course) so I can adjust the instruction design and process to accomodate their needs, therefore making the learning process effective and joyful. Some surveys should be conducted and studied before I decide to choose the appropriate surveys of learning styles and also teaching styles. Budi Poniam. February 16 2013
- 17. References 1. Learning Style Survey. http://www.nwlink.com/~donclark/hrd/styles/learn_style_ survey.html. Downloaded at 15 February 2013. 2. Teaching Style Inventory. http://www.texascollaborative.org/tools/TSI.pdf. Downloaded at 15 February 2013. 3. Brown, Bettina L. (2003). Teaching style vs. learning style. Myths and Realities (no. 26). Educational Resources Information Center. Budi Poniam. February 17 2013