Understanding Learning Theory Module

Workbook Outline

Teaching in Support of Student Success - IUPUI Office for Professional Development

When completing this worksheet, you may find it more helpful if you focus on applying it to a specific course.

Name:

Course:

Section 1: Applying Learning Theory to your Teaching

Entry 1: Generate a list of five implications of learning theory that you think are important to keep in mind as you teach. For each concept, list the general implication (e.g., students need processing time to move information into long-term memory) and give an example of how you could apply that concept to your teaching (e.g., I will pause for a minute or two every 20 minutes during lecture to give students a chance to review their notes and fill in any gaps they may have).

General Implication of Learning Theory / Specific Application in my Course

Section 2: Advancing Students’ Thinking

Entry 2: Identify a specific instance in a course you teach where you would like to advance students' thinking - either from the dualist level to the multiplicity level or from the multiplicity level to the relativism level. Consider what you've learned in this module about strategies for encouraging students to advance in their thinking, and apply it to your course by designing an instructional situation where students' beliefs would be challenged to advance.

Explain the concept or topic you will address and identify scenarios that you could present, issues to be discussed, or probing questions to ask your students.

Section 3: Application of Kolb's Experiential Learning Cycle

Entry 3: Answer the following questions.

a) How much do you emphasize each phase of the cycle in your course?

b) What changes might you make to more completely support all phases of the cycle?

Entry 4: Select one of the five listed statements and think about how you could apply it to make changes in your teaching in order to better meet the needs of your students.

  • Help students expand their preferred learning styles by requiring them to participate in some instructional activities that are outside of their preferred learning style.
  • Be aware of how your own learning style might influence your teaching style. There can be a tendency to design instruction so it is compatible with the instructor's learning style rather than being appropriate for a variety of student learning styles.
  • Become more aware of your students' learning styles and try to include at least some instructional activities matched to their learning preferences.
  • Most classes are made up of students with a diverse range of learning styles. Use a variety of techniques so you'll have something for everyone.
  • Reinforce concepts by addressing them using different instructional techniques.

Write a summary of your thoughts here.

Final Reflection

Entry 5: At the beginning of this module, you were asked to reflect on a few questions. We ask that you now reflect on those same questions again.

a) What are some ideas about learning that you try to keep in mind when you are planning how to present course content to students?

b) What differences are there in how people learn?

c) Are there any differences in how freshmen versus seniors learn? If so, what are they?

Understanding Learning Theory Module

IUPUI Office for Professional Development

Last Revised December 2002

1