Anita Hamilton, School of Health and Social Development, Faculty of Health, Medicine, Nursing and Behavioural Sciences

Understanding learning styles to enhance the experience

of being a first year occupational therapy student

Typical profile of an OT student at Deakin

• Two thirds are school leavers, aged 17-18 at start of course

• 90% are female • About 1/3 are from Geelong and district, 1/3 from

Melbourne and 1/3 from country areas

A comprehensive learning styles summary activity, based on:

Honey, P. & Mumford, A. (1986) Using‑your Learning styles.

De Bono, E. (1986) Six Thinking Hats.

French, J. R. P. and Raven, B (1959) The Bases of Social Power.

Today we have time to look at one aspect of the learning style profile activity…

Activist

PragmatistTheorist

Reflector

Understanding yourself as a learner

The results of the inventory give information about

learning style preferences.

(Honey & Mumford, 1992)

This is used to participate in a significant first semester group learning task.

Profiles of Honey & Mumford’s learning styles

My philosophy is... if it's

logical, it's good!

Theorist

My philosophy is... it's good to

be cautious!

Reflector

Activist

My philosophy is... I'll try anything

once!

Pragmatist

My philosophy is... there is

always a better way!

Pragmatist

Theorist

Reflector

Understanding others as similar learners

Students meet others in their tute-group with the same learning style preference

Activist

ActivistPragmatistPragmatist

Pragmatist Reflector

Theorist

Reflector

Learning Styles HSO102 (Honey & Mumford, 1992)

10

25

1815

0

5

10

15

20

25

30

Number 10 25 18 15

ACTIVIST PRAGMATIST REFLECTOR THEORIST

Understanding others as different learnersStudents move to small work-groups which comprise the four learning styles…They discuss how their style could be a strength and a weakness at University…

Activist

Pragmatist

Theorist

Reflector

…they will stay in these groups for the semester to

complete a significant assessment activity

This activity has a range of outcomes!

Students finish their first OT tutorial in first semester with the knowledge of:

• An idea of learning their own style strengths• Knowledge of others with a similar learning style • A work group of about 5 students with whom they will

complete a significant assessment task• Time spent getting to know their group• Q&A time on the assessment task!

The task they will complete includes:

1. Creating a tutorial designed to meet the learning styles of students in the tute group

2. Creating a tutorial designed to demonstrate understanding of group work process

3. Creating a tutorial that demonstrates emerging knowledge of the role of group work in OT practice

4. Developing a reflective journal that discusses the above issues plus reflections on working together as a team

Types of groups the students ran•Relaxation techniques•How to juggle life and juggling balls!

•Scrap booking•Goal setting

•Therapeutic pot plants•Healthy eating•Balloon animal making•Pilates •Leadership and teamwork games

Student Reflections

Students complete a group reflection journal on working with people with different learning styles. How they found it and what they learned…

It was great working in a

team… I could never achieve

that on my own

I really love leading a group!

Student reflection is important

Students who are aware of their own learning strengths, preferences and limitations can more effectively participate in and influence their learning outcomes.

When working with a theorist I

need to be patient

It was great to know how to work with others, knowing

their learning style really made sense

This knowledge and skill is then available as graduates

(Activist learner)

I am a pragmatist and need to be careful

about my style when trying to engage all my

students

Teacher Reflection

Teachers who continually review and reflect upon their teaching style and practice, are more likely to provide a range of approaches to learning & assessment, leading to facilitation of learning through student-centered learning environments (Biggs, 2003).

Attitudes

Reasoning

Theory

Investigation

Skills

Thinking

Can we use knowledge of learning style to progress from student of occupational therapy to artist of occupational therapy?

Attitudes: towards health, disability, disadvantage, person-centered, strengths-based

Reasoning: explaining clinical decision making

Theory: models, conditions, anatomy, physiology, psychology

Investigation: conducting/understanding research, using evidence, critiquing

Skills: discipline specific skills in assessment/ intervention/ individual & group communication/ management/

Thinking: problem solving & critical reflection

ARTIST