Cognitive skills & learning styles - PART II LINKS
Richard Felder's Home Page:
RESOURCES IN SCIENCE AND ENGINEERING EDUCATION
- Take the Index of Learning Styles (ILS) Questionaire: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
- Read through Felder's accompanying links to understand more about his approach:
Frequently asked questions. Responses to frequently asked questions about the ILS, including questions about its origin, reliability and validity, and availability for use in teaching and research, and how businesses may license it.
ILS questionnaire. A 44-item questionnaire that can be submitted and automatically scored on the Web.
Descriptions of the learning styles. A four-page handout that briefly explains the instrument results.
Validation study. "A Contribution to Validation of Score Meaning for Felder-Soloman's Index of Learning Styles," by Professor Malgorzata Zywno.
Peer review of the Index of Learning Styles in MERLOT (Multimedia Educational Resource for Learning and Online Teaching).
"Learning and Teaching Styles in Engineering Education," Engr. Education, 78(7), 674-681 (1988). The article that originally defined the Felder-Silverman model and identified teaching practices that should meet the needs of students with the full spectrum of styles. The paper is preceded by a 2002 preface that states and explains changes in the model that have been made since 1988.
"Reaching the Second Tier: Learning and Teaching Styles in College Science Education," J. College Science Teaching, 23(5), 286-290 (1993). An article that explains the learning style preferences and their implications for teaching.
Take the Myers-Briggs Type Indicator (MBTI) test (or equivalent) to learn what your "type" is.
Online variation of the MBTI: http://www.humanmetrics.com/cgi-win/JTypes1.htm
Then see the following from Felder:
The subsequent references focus on individual style dimensions, including several on the Myers-Briggs Type Indicator that are not included in the F-S model but are equally important in understanding different ways that students learn and perform in classroom settings.
R.M. Felder, "Meet Your Students: 1. Stan and Nathan." Chem. Engr. Education, 23(2), 68-69 (Spring 1989). The sensing learning and the intuitive learner.R.M. Felder, "Meet Your Students: 2. Susan and Glenda." Chem. Engr. Education, 24(1), 7-8 (Winter 1990). The sequential learner and the global learner. (See also The Visual-Spatial Learner, described below.)
R.M. Felder, "Meet Your Students: 3. Michelle, Rob, and Art." Chem. Engr. Education, 24(3), 130-131 (Summer 1990). Three different approaches to learning (deep, surface, and strategic), and the conditions that induce students to take a deep approach.
R.M. Felder, "Meet Your Students: 4. Jill and Perry." Chem. Engr. Education, 25(4), 196-197 (Fall 1991). The judger and the perceiver on the Myers-Briggs Type Indicator.
R.M. Felder, "Meet Your Students: 5. Edward and Irving." Chem. Engr. Education, 28(1), 36-37 (Winter 1994). The extravert and the introvert on the Myers-Briggs Type Indicator.
R.M. Felder, "Meet Your Students: 6. Tony and Frank." Chem. Engr. Education, 29(4), 244-245 (Fall 1995). The thinker and the feeler on the Myers-Briggs Type Indicator.
See also: Student Learning and the Myers Briggs Type Indicator: http://www.gsu.edu/~dschjb/wwwmbti.html