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3. In your opinion are some learning styles “better” than others? Why or why not?
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Trigger a discussion about the questions below in regards to the different learning styles.

Review and discuss Key Points – 10 minutes:
• All learning styles are important and valid! No single learning style is better than others.
However, we might notice that some learning styles are favoured in learning settings like
classrooms, lecture halls, etc.
• It’s good to know what your learning styles are, but don’t get stuck on labelling yourself
or others. It’s good to be aware of our own learning styles, though we should be careful not to
get stuck on labels and categorizations.

Activity no. 3 – Building a bicycle
Total duration: approx. 60 minutes Group size: 15 – 20 participants

In this activity, learners will start to understand how the diverse learning styles which they
became acquainted with will support problem solving and the learning processes within their
everyday life. In the debrief discussion, they will explore how their learning styles affect group
success.

Brief introduction of the activity – 10 minutes:
Ask learners if they have ever built a bicycle before. If, within the group there are a number of
students who have already built one before, then you should choose a different item to focus
on – such as a house, a car or a boat. The idea is, that they are dealing with something they have
never done before. Ask them to imagine that they have to build a bicycle.
Explain them to identify the first three steps they would take in order to start the process.
The following questions might help them starting off:
- Would they draw a blueprint first?
- Would they map out the steps?
- Would they write a plan?
- Would they build a model before starting the “big” work?
- What else would they do?

The building process - 30 minutes:
Make sure to have smaller groups of 3 – 4 learners. Give them a few minutes to figure out their
approaches. Hand out materials they can work with. Make sure to provide pen, paper, tape,
scissors, etc. Give students enough time to plan their steps and implementation process. After
they finish, each smaller group presents its plan to the bigger group.

Debriefing, questions – 10 minutes: