Learning and Reasoning Styles Among Students

Diverse learning and reasoning styles observed among students and clientele, emphasizing the role of case studies in facilitating interaction. Understand the characteristics of a strong case and apply a structured approach to case analysis for enhanced learning benefits. Delve into concrete and formal reasoning patterns, and discover a helix of experiential learning through four distinct steps. Categorize learning preferences as Convergers, Divergers, Assimilators, or Accommodators based on individual strengths. Enhance your understanding of cognitive processes and educational techniques through a comprehensive exploration of learning dynamics.

• Learning styles
• Reasoning patterns
• Case studies
• Experiential learning
• Cognitive processes

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1. Forrest Stegelin Forrest Stegelin Agricultural and Applied Economics University of Georgia Agricultural and Applied Economics University of Georgia WERA- -72, Agribusiness Competiveness and Profitability Purdue University, June 24 WERA 72, Agribusiness Competiveness and Profitability Purdue University, June 24 26, 2012 26, 2012

2. Understand differences in learning and reasoning style patterns or abilities among students and clientele. Understand differences in learning and reasoning style patterns or abilities among students and clientele. Recognize the role(s) a case may play in developing interaction among students and instructor, or clientele and specialist. Recognize the role(s) a case may play in developing interaction among students and instructor, or clientele and specialist. Define and articulate the characteristics of a strong case. Define and articulate the characteristics of a strong case. Apply the seven Apply the seven- -step approach in analyzing a case. step approach in analyzing a case. Communicate the teachable moments and learning benefits expected from completing a case analysis. Communicate the teachable moments and learning benefits expected from completing a case analysis.

3. Concrete Concrete Formal Formal Students require objects, events, or actions for logical reasoning. Students can reason abstractly without reference to concrete objects, events, or actions. Conservation, class inclusion, ordering, and reversibility are characteristic reasoning patterns. Theoretical, propositional, hypothetical, and combinatorial reasoning patterns are characteristic. Students are unaware of inconsistencies and mistakes in reasoning. Students are aware of inconsistencies and mistakes due to the use of mental checks and balances reflective thought. Students need clear, sequential directions for long and detailed projects. Students can establish their own plans for long and detailed projects if given aims and goals.

4. A helix of learning developed around experiential learning, involving four steps: Concrete experience involved) Reflective observation approach Abstract conceptualization approach Active experimentation approach A helix of learning developed around experiential learning, involving four steps: Concrete experience experience involved) Reflective observation observation approach Abstract conceptualization conceptually approach Active experimentation action approach experience- -based (being directly based (being directly observation- -based (watching) impartial based (watching) impartial conceptually- -based, analytic based, analytic action- -based, practical applications based, practical applications Based on an individual s strength of learning style preference for the four steps, fit into a category: Convergers Divergers Assimilators Accommodators Based on an individual s strength of learning style preference for the four steps, fit into a category: Convergers Divergers Assimilators Accommodators

5. Case studies have proven to be undergraduate, graduate, and continuing or public service education audiences in the curriculum areas that require problem analysis, and management sciences. Case studies have proven to be effective undergraduate, graduate, and continuing or public service education audiences in the curriculum areas that require problem- -solving and decision analysis, and management sciences. effective pedagogical tools for pedagogical tools for solving and decision- -making skills, statistical making skills, statistical Applicable for a course or workshop that is action a curriculum or focus, and managerially exciting away from traditional technique lecture methods course. Applicable for a course or workshop that is decision action- -oriented, integrated in both form and pedagogy within a curriculum or focus, and managerially exciting, moving away from traditional technique- -driven, compartmentalized, lecture methods course. decision- - and and oriented, integrated in both form and pedagogy within , moving driven, compartmentalized, Methodologies of statistics, competitive analysis, and management science are integrated with personal judgment, intuition, and common sense executive learners alike. Methodologies of decision and risk analysis, probability and statistics, competitive analysis, and management science are integrated with personal judgment, intuition, and common sense in a way that is meaningful to student and executive learners alike. decision and risk analysis, probability and in a way that is meaningful to student and

6. In the case method as a teaching strategy, transfers responsibility for learning from teacher to student or client, whose role shifts from passive absorption toward active construction. In the case method as a teaching strategy, transfers responsibility for learning from teacher to student or client, whose role shifts from passive absorption toward active construction. Through careful examination and discussion, students and clientele learn to identify actual problems and to articulate them so as to become aware of those aspects of a situation that contribute to the problem. Through careful examination and discussion, students and clientele learn to identify actual problems and to articulate them so as to become aware of those aspects of a situation that contribute to the problem. Along the way students and clientele develop the power to analyze and to master a tangled circumstance by identifying and delineating important factors ideas, to test them against facts, and to throw them into fresh combinations. Along the way students and clientele develop the power to analyze and to master a tangled circumstance by identifying and delineating important factors the ability to utilize ideas, to test them against facts, and to throw them into fresh combinations. the ability to utilize

7. A variety of roles in a course A variety of roles in a course focused on on on on problem at hand. focused on understanding core tools and concepts on applying methodology appropriately on defining the limits of good practic on inventing new methods and adapting existing ones for the problem at hand. understanding core tools and concepts, , applying methodology appropriately, , defining the limits of good practice, inventing new methods and adapting existing ones for the e, Forms of cases Forms of cases highly structured laid out; appraisal cases unstructured or incomplete data, choices among data, or data preparation needed). highly structured, focusing on a single issue, with needed data laid out; appraisal cases where analysis is partly or wholly done; unstructured, with multiple issues and data challenges (missing or incomplete data, choices among data, or data preparation needed). , focusing on a single issue, with needed data where analysis is partly or wholly done; , with multiple issues and data challenges (missing

8. Cases often selected for use depending on the goals and/or objectives of the investigator or instructor. Cases often selected for use depending on the goals and/or objectives of the investigator or instructor. Types of case study Types of case study illustrative case studies illustrative case studies (primarily descriptive), (primarily descriptive), exploratory case studies performed before implementing a large scale investigation), cumulative case studies exploratory case studies (pilot or condensed studies performed before implementing a large scale investigation), (pilot or condensed studies cumulative case studies (serving to aggregate information), (serving to aggregate information), critical instance case studies unique interest critical instance case studies (examining a situation of unique interest answering cause and effect questions). (examining a situation of answering cause and effect questions).

9. A leading characteristic is a teachable moments. A leading characteristic is a decision orientation with teachable moments. decision orientation with Relevancy matters. Relevancy is key, that the resolution of the situation matters. is key, that the resolution of the situation Issues of reliability Issues of external validity, construct validity, and reliability need to also be carefully considered. external validity, construct validity, and need to also be carefully considered. A strong case demonstrates a need to know something not currently known requires some internalization of concepts and the articulation of the reasoning process. A strong case demonstrates a need to know something not currently known involves practice of skills and requires some internalization of concepts and the articulation of the reasoning process. involves practice of skills and

10. Case study approach is a comparatively flexible method of scientific research because it rather than prescription or prediction. Case study approach is a comparatively flexible method of scientific research because it emphasizes exploration rather than prescription or prediction. emphasizes exploration Case study approach gives research results a more human face. Case study approach gives research results a more human face.

11. Inherent subjectivity personal interpretation of data and inferences; Inherent subjectivity whereby the approach relies on personal interpretation of data and inferences; whereby the approach relies on High investment in time and thinking High investment in time and thinking; and ; and Ethical considerations sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration. Ethical considerations, namely the personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration. , namely the personal integrity,

12. Read the case thoroughly; Read the case thoroughly; 1. 1. Define the central issue; Define the central issue; 2. 2. Define the firm s goals; Define the firm s goals; 3. 3. Identify the constraints of the problem; Identify the constraints of the problem; 4. 4. Identify all the relevant alternatives; Identify all the relevant alternatives; 5. 5. Select the best alternative; and Select the best alternative; and 6. 6. Develop an implementation plan. Develop an implementation plan. 7. 7.

13. Relatively short (2 understanding core tools and concepts. Individual activity with approximately 60 students/class; in extension, makes for developing problem solving skills for a problem complementary to client s reality. Relatively short (2- - 5 pages) with a teachable moment for understanding core tools and concepts. Individual activity with approximately 60 students/class; in extension, makes for developing problem solving skills for a problem complementary to client s reality. 5 pages) with a teachable moment for In management classes, distribute on Monday to be turned in on Wednesday, and graded/returned and discussed on Friday. In extension, given as working lunch assignment or walk through discussion, so client can identify and solve own problems on own time. In management classes, distribute on Monday to be turned in on Wednesday, and graded/returned and discussed on Friday. In extension, given as working lunch assignment or walk- - through discussion, so client can identify and solve own problems on own time. In classroom setting, use as graded alternative to quizzes [give case and quiz on alternating weeks]. In classroom setting, use as graded alternative to quizzes [give case and quiz on alternating weeks].

14. Should we harvest our grapes immediately, before the forecast rainstorm, or leave them on the vines despite the approaching storm? Should we harvest our grapes immediately, before the forecast rainstorm, or leave them on the vines despite the approaching storm?

15. Take a few minutes to read the one take any notes or highlight and underscore any facts thought to be relevant to the problem. Take a few minutes to read the one- -page case and take any notes or highlight and underscore any facts thought to be relevant to the problem. page case and

16. Different wines are possible, with different market prices, and different wines are produced if grower harvests immediately, or waits to see if rains and if doesn t rain, and then waits for maturity of grapes. Different wines are possible, with different market prices, and different wines are produced if grower harvests immediately, or waits to see if rains and if doesn t rain, and then waits for maturity of grapes. What should we do with the grapes (harvest or wait)? Production costs are sunk, and differences in processing costs are negligible. What should we do with the grapes (harvest or wait)? Production costs are sunk, and differences in processing costs are negligible.

17. Revenue = Price x Quantity Revenue = Price x Quantity Which choice (harvest before the storm or wait and see) gives highest expected price? [Focus on price, even if quantities (yields, concentration levels) may vary.] Which choice (harvest before the storm or wait and see) gives highest expected price? [Focus on price, even if quantities (yields, concentration levels) may vary.]

18. Harvest immediately: Harvest immediately: Wait and see, and experience rains: Wait and see, and experience rains: Wait and see with no storm, so wait for grape maturity: Wait and see with no storm, so wait for grape maturity:

19. Harvest immediately: bottled wine (100%) bulk wine (100%) or bulk grapes (100%) bottle Harvest immediately: bottled wine (100%) - - $2.85; bulk wine (100%) or bulk grapes (100%) - - $1.00 equivalent bottle $2.85; $1.00 equivalent Wait and see: storm concentration (60%) Wait and see: storm botrytised concentration (60%) - - $2.00 botrytised (mold) (40%) (mold) (40%) - - $8.00 or weak and thin $2.00 $8.00 or weak and thin Wait and see: no storm (wait for maturity) sugars 20 or acidity <0.7% (20%) [$2.50] Wait and see: no storm (wait for maturity) sugars >25% (35%) [$3.50]; sugars 20- -25% (35%) [$3.00]; sugars <20% (10%) [$2.50] or acidity <0.7% (20%) [$2.50] sugars >25% (35%) [$3.50]; 25% (35%) [$3.00]; sugars <20% (10%) [$2.50]

20. Which choice [harvest immediately or wait] gives highest expected average price? Which choice [harvest immediately or wait] gives highest expected average price?

21. Consider the probabilities of each occurrence, with 100% total probabilities for each occurrence. Consider the probabilities of each occurrence, with 100% total probabilities for each occurrence. Multiply the expected wholesale price per bottle times the percentages of occurrence to get weighted average expected price. Multiply the expected wholesale price per bottle times the percentages of occurrence to get weighted average expected price.

22. Calculate the 750 ml bottle probable outcomes of the 50 Calculate the expected weighted average price per 750 ml bottle for probable outcomes of the 50 50 chance of rain expected weighted average price per for immediate harvesting 50 chance of rain. . immediate harvesting versus the versus the

23. Harvest Now Bottled (100%) Bulk Wine (100%) Bulk Grapes (100%) Wholesale Price 2.85 1.00 equiv. 1.00 equiv. Weighted Price 2.85 1.00 equiv. 1.00 equiv. $2.85 Harvest Immediately $2.85 Botrytised (40%) 8.00 (30% yield) 1.60 Storm (50%) Weak/Thin (60%) 2.00 .60 100% wait & see; storms Wait & See No Storm (50%) (wait for maturity) Acidity Sugars >25% (35%) 20-25% (35%) <20% (10%) 3.50 3.00 2.50 .61 .52 .12 <0.7 (20%) 100% wait & see; maturity 2.50 .25 $3.20 $3.20