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This article provides a great overview of Kolb's Experiential Learning Model and Learning Styles. It also provides additional articles to read if you are interested in learning more about experiential learning.

Fairly quick inventory to assess one's learning style. Comes with bonus hints for study tips on your learning style at the end of the .pdf!

A brief introduction of David Kolb's model on Learning Styles

This website talks about challenge to cater to different learning styles.

Follow up to my last post, this article written about medical school curriculum explains the differences within the two learning styles (Traditional vs. PBL). Studies show that a combination of both styles is the best way to teach and will produce a student who can excel on tests as well as on rounds/work area.

PBL Vs. Traditional teaching has always been a hot topic for teachers when deciding what teaching style they want to utilize. This website breaks down PBL style vs. Traditional style and even gives a great insight into a blended method which is more common than some think.

Teaching with Style is a book that can be accessed for free using this link. Written by an award-winning psychologist and teaching professor, the book was created to enable the reader to discover about himself/herself as a teacher and a learner. In addition to content about Grasha's well-known teaching style theories, the book discusses "clusters" of teaching, and different methods and ideas for teaching based on your cluster.

This is the full pdf of Anthony Grasha's research on teaching styles (and learning styles). This goes much more into depth than my 15 min. power point.

This website also presents comments on challenges to cater to different learning styles.

Dr. Austin's research article on how the pharmacists inventory of learning styles was created. Definitely an interesting read to know how he went about developing a pharmacy specific learning style survey!

Study conducted that did not provide support nor negate the possibility of increased academic achievement with matched learning and teaching styles.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

Interesting article in the American Journal of Pharmaceutical Education about learning styles and the profession.

A list of 30 ideas known about adult learning. Quick resource of information for motivation, curriculum design, and approaching interactions in the classroom: all useful for effective engagement of the adult learner.

Roger Hiemstra is a professor of Adult Education at Elmira College. Many of his contributions to the field of education have been focused on the adult learner and the use of technology/web pages to facilitate adult learning. He maintains a website that has a variety of articles on adult education and self-directed learning.

Venneman et al., published in the Eurpean Journal of Social Sciences, evaluated the effect of demonstrations on students with different learning preferences (visual, auditory, read/write and kinesthetic). After evaluating pre-post demonstration examinations, all groups except auditory learners significantly improved after watching the demonstrations. This study showed that demonstrations does not work on everyone, especially auditory learners.

Dr. Eng writes an interesting research article about using PILS in real teaching situations and gives examples of problems that students encouter based on their particular learning style, as well as suggestions on how to overcome these obstacles!