Title Learning styles and teaching styles: Creating and implementing strategies to support all students at the University of Bahrain
Presenter and affiliation: Dr Loykie L. Lominé, University of Winchester, England
Intended Audience: Lecturers and other academic staff
Duration: 1 day: 8:45 AM to 3:00PM
Location: S45-108 ZAIN E-Learning Center, Sakheir Campus, University of Bahrain

Summary:

Most people find the idea of learning styles practically attractive and easy to understand. We all intuitively know whether we tend to learn better by reading a text, listening to a presenter or discussing with colleagues. When exploring the idea in more depth, and engaging in the literature on it, it can however be difficult to navigate the many models and typologies designed by specialist scholars, and to understand a complex theoretical landscape with difficult terms such as “abstract sequential learner” or “divergent kinesthetic learner”.


- In the first part of the workshop, we will focus on ourselves as learners, exploring our learning styles and consequently our teaching styles: we spontaneously tend to teach in the style that suits us as learners… but will it necessarily suit our students? Should I expect my students to adapt to me, to the way I like to teach, or should I adapt my teaching to my students’ learning styles and preferences? But how could I cater for a heterogeneous group where everyone seems to learn in a different way? These are the key pedagogical questions we will address in the first part of the workshop.


- In the second part of the workshop, we will explore the design of teaching and learning activities, i.e. how we teach and how we expect our students to learn. What can I do to support my students irrespective of their learning styles? What strategies can I devise, formulate and implement in order to cater for all students?


We will use ‘real examples’ of ‘real students’ to explore the topic of learning styles. Although the workshop is underpinned by solid theoretical scholarship, the scope will be concrete and by the end of the event, all participants will have planned a teaching activity that takes into account students’ learning styles.

Learning Outcomes:


After the completion of the function, the participant will be able to:

  1. Explain why learning styles matter in higher education
  2. Analyse their own learning style, both in theory and in practice
  3. Evaluate how their teaching style cater for all their students
  4. Create concrete strategies to support students who may have different learning styles

Link to UK Professional Standard Framework (PSF):

Focusing on “learning styles” means exploring “how students learn” (K3) irrespective of their subject, discipline or level. This workshop examines how learning and teaching strategies can be devised (A1) and implemented (A2) in order to include all students (V1) no matter how they learn best.