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Sensing-Thinking Learning Style
Transcript of Sensing-Thinking Learning Style
Brain research confirms what experienced teachers have always known
1. No two children are alike
2. No two children learn in the identical way
3. An enriched environment for one student
is not necessarily enriched for another
4. In the classroom, we should teach children
to think for themselves
What is a Learning Style?
1. A way to take in and process information
Why should we care about Learning Styles?
1. The way a child learns affects his/her entire
personality and development.
2. Understanding learning styles will help
teachers and students to better communicate.
3. Understanding learning styles will help
teachers to differentiate instruction.
2. A preference that gets stronger the
more it is used.
3. The way the mind operates
4. The way we learn
Using the Silver Hanson Design
as our basis we will explore the
Four styles of Learning
One of two ways of perceiving the
world. Primarily through the senses,
what one sees, hears, touches. Sensing
people gather facts to learn about things.
Verifies first, then believes.
1. Employs the 5 senses to gather information
2. Characterize and clarify information
3. Like to live and work in the here and now
4. Motivated by practicality and usefulness
The feeler places importance on
the personal import of any stimulus
rather than on logic. Based on
like or dislike.
1, Subjective rather than objective
2. Feelers look for human connections
that make life rich and meaningful
3. Development of personal values
and emotional relationships
Perceives inner meaning and
relationships of what is occurring.
Doesn't always believe what s/he sees,
instead looks to what the potential
significance might be.
Believes first, than verifies.
1. More abstract, big concepts
2. Helps the mind understand,
3. Thinks in generalizations
4. Insight to patterns & meaning behind
the details motivated by
flexibility and freedom
One of two ways of making judgments. The
thinker looks to the facts, logical truths, and
verfiable information. Thinks in terms of
cause and effect. Based on true or false.
1, Objectivity is the hallmark of the thinking function
2, Logic, reason, and evidence
3. Analysis allowing connective logic
Four Styles of Learning
This child learns best when faced with tasks that involve direct instruction and details. She will often thrive with work that calls for memorization, and may enjoy competitions or other situations that give her the chance to complete a project from a planning phase through completion. She usually appreciates activities that require observation, description, and categorizing items and ideas. To help strengthen this learning style, have your child organize and build things, and place items in order.
Realistic, practical, and matter-of-fact. Sensing Thinkers are efficient and results-oriented, preferring action to words and involvement to theory. They have a high energy level for doing things which are pragmatic, logical, and useful.
Sensing-Thinking learners like to complete their work in an organized and efficient manner.
They tend to be neat, well-organized, and precise in their work.
They have an appetite for work, need to be kept busy, and require immediate feedback.
They would rather do almost anything than remain in their seat listening to someone speak.
They need to be active, to be doing, to see tangible results from their efforts, and to be in control of the task.
Sensing-Thinking learners prefer step-by-step directions when assigned a task and become impatient if the instructions become long and involved.
More than any other learner, they want to know exactly what
is expected of them.
They need to know what they have to do, how they are to do it,
and when it is to be done.
Sensing-Thinking learners will often lose interest in an activity if it moves too slowly, or if they can see no practical use for it.
Sensing-Thinking learners need clearly-structured environments focusing on factual mastery of skills and an opportunity to apply them to something practical or to demonstrate proficiency in the skill.
They prefer assignments which have right or wrong responses rather than open-ended or interpretive ones. They are highly motivated by competition, learning games, grades, gold stars, etc.
Needs the hw to be modelled in class with
practice time provided. The hw must be clear. Students need to restate and write down the hw.
What is to be learned and how they will be tested. The teacher presents the objectives, explains the practice, and sets times for
ST - Who, what, where, when, and sometimes
how. How, when it asks to repeat a
practiced skill. Focus on accuracy,
sequence and demonstrability.
ST - Emphasis on recall, demonstration
ST - Mastery Strategies (remember).
Graduated Difficulty Strategy
New American Lecture Strategy
Teaching Students about
It is important that we understand learning styles to ensure that we are instructing according to the learner’s style and not just based on ours. A teacher who instructs only according to his own style makes learning more difficult for the learner. We should know about learning styles to be able to help learners identify their personal learning styles. This knowledge will help learners to build self-confidence
and to learn to manage their own learning.
We should know what the students' own personal learning style are. Because learning styles influence how we teach, we need to know just what that style is and how it compares to the learner’s. Knowledge of learning styles should also help us to be aware of other styles and how to use other styles when in the teaching environment.
Even though people have their own preferred learning styles, it is useful to be aware of other styles and how to strengthen weaker styles. Using various learning styles will help strengthen learning experiences.
Mari Jo Pabilonia
Prof Educ 5
Ms. Chuchi Pacia