Learning Needs and Styles
Peer Facilitation of Learning
Diane Tofts
Learning outcomes
• At the end of the session the student will be able to demonstrate:
• An understanding of learning needs • How to assess learning needs of individuals • An understanding of learning styles• How to assess learning styles• How to take learning needs and styles into account
when planning a teaching session
Learning
• Knowing something not known before or doing something could not do before
Learning Needs
Learning Needs
• All learners will have different needs from learning experiences
• Influenced by many factors
• Maslow’s Hierarchy of Needs
Factors that inhibit learning
• Pressures of time and workload
• Lack of support from education provider and / or family
• Fear of learning from previous experiences
• Social and family commitments
• Culture and age
How to evaluate learning needs
• Nature of the learning
• Adult learning
• Stages of professional development
• Elements of facilitation
• Learning environment
What to assess
• What student already knows – range, level & depth of knowledge, areas of strength
• What are the gaps in knowledge & skills – specific areas of weakness
• Motivation, readiness to learn, achieve• Confidence, self esteem• Learning styles/preference• Attitude to professional practice
Prerequisites
• Knowledge of the student
• Knowledge of educational needs
• Knowledge of learning opportunities
• Knowledge & skills related to role & responsibilities of facilitator
Levels of professional practice
• Novice• Advanced beginner• Competent• Proficient• Expert
• (Benner)
• Novice• Supervised• Competent• Independent
• Unsafe
• (PLP)
Learning Styles
Learning Styles
• Definition
• The term 'learning style' is used to describe how the attitudes and behaviours that determine an individual preferred learning style may differ.
Learning Styles
• Experienced learners have the ability to use a variety of learning styles.
• Developing an understanding of our own personal learning style can help us study more effectively.
• Understanding others learning styles and an awareness of the range of different styles can enable us to be more effective teachers
Kolb’s Learning Cycle
• 1. Concrete experience• 2. Observation & reflection• 3. Formation of abstract concepts and
generalizations• 4. Hypotheses – tested in future actions
leading to new experiences• Cavanagh, Hogan, Rampogal (1995)
Prevailing Characteristics
• Converger
• Performs best when one correct answer to a question
• Hypothesis testing approach to reasoning employed
• Not people oriented
• Strength is practical application of ideas
Diverger
• Opposite to convergers
• Look at problems from a variety of perspectives
• Takes ideas & organizes into a coherent whole
• People oriented
• Strength is their imaginative ability
Assimilator
• Strengths in inductive reasoning, producing coherent explanations from a variety of observations
• Less people oriented, less practical
• Greatest strength is ability to create abstract models for explaining phenomena
Accomodator
• Opposite to assimilator• Perform well when required to adapt to new
situations rapidly• Uses intuitive / trial & error to solve problems• Relies on information given by others• People oriented, active learners• Strength is carrying out plans of action made by
others
Hypothesis
• Everyone starts off as an ‘all rounder’ but then influenced by socialisation and training
• In the research no consistency when looking at learning styles and other factors.
• Accomodator + converger = concrete
• Assimilator + diverger = reflective
• Outcome = have to use a variety of teaching styles
Honey & Mumford
• Learning style:
• ‘Description of the attitudes & behaviours which determine an individual’s preferred way of learning’
• Honey & Mumford 1992 p1.
4 Learning Styles
• ACTIVIST
• REFLECTOR
• THEORIST
• PRAGMATIST
Activists
• Enjoy themselves without bias in new experiences
• Enjoy the here & now• I’ll try anything once philosophy• Act first think after• Thrive on challenge of new experiences but
easily bored• Outgoing but egocentric
Activists Learn Best
• New experiences/problems/opportunities • Short here and now games• Excitement, drama, crisis, have a go & diverse
activities• In the limelight• Generate ideas without constraint• Thrown in at the deep end• Team activities
Reflectors
• Stand back and observe different perspectives• Think first act later- often much later!• Cautious philosophy• Take the back seat• Enjoy observing others & listen before making a
point• Low profile, distant, unruffled• Always take in the wider picture
Reflectors Learn Best
• Encouraged to watch & think• Stand back, listen & observe• Time to prepare in advance• Painstaking research• Review what happened/learnt• Produce analyses & precise reports• Structured learning experience• No pressure or deadlines
Theorist
• Adapt/integrate observations into theories• Like to analyse and synthesis• Perfectionist tendencies• If it’s logical it’s good – philosophy• Detached, analytical, rationally objective• Rigid mind set• Uncomfortable with subjectivity, lateral thinking
& flippancy.
Theorists Learn Best
• System, model, concept• Methodically explore cause & effect• Question & probe logic, assumptions,
methodology• Intellectually stretched• Structured situations with clear purpose• Understand & participate in complex
situations
Pragmatists
• Keen to try out ideas/techniques in practice
• Search out new ideas
• Enthusiastic but impatient
• Practical & problem solvers
• There is always a better way & If it works it’s good.
Pragmatists Learn Best
• Links between subject matter & problem/job
• Shown advantageous techniques• Practice with feedback from credible person• Role model emulation• Immediate opportunities to implement what
they have learned• Concentrate on practical issues
VARK Learning Styles
• VARK has been developed since the 1920’s and is used by the theorists such as Montessori.
• It recognises the value of a multisensory approach to learning:
VARK Learning Styles
• VISUAL: pictures, charts, observation, examples of use in practice are role modelling and practical demonstrations
• AURAL: discussion, listening, examples of this in practice are clinical supervision, ward rounds, handover
• KINAESTHETIC: touch, feel, hold, examples of use in practice are practical experience, hands-on approach, ‘playing’ with equipment
• READING / WRITING (later addition): examples in practice are researching topics, making notes, reading articles.
Learning Style
• Which Learning style were you on the VARK system?
• Do you think this accurately reflects your learning style?
• How will this influence your learning?
Issues with learning styles
• Tennant (1998)• Matching learning styles and teaching style
is challenging• If matching only harmonious viewpoints
between teacher and learner • Learning more likely to grow if there is a
degree of challenge – more creative learning
Issues with learning styles
• Rogers (2001)• First challenge is to know yourself and your
natural style
• Different subjects have their own inherent style requirement
• i.e. learning to drive a car is mostly experiential learning, little place for theory other than highway code
References
• Cavanagh S, Hogan K, Rampogal T (1995) The assessment of student learning styles using the Kolb Learning Styles Inventory. Nurse Education Today 15 (3) 177-183.
• Honey P, Mumford A (1992) The Manual of Learning Styles, Berkshire Peter Honey
• Rogers J (2001) Adults Learning, Buckingham Open University Press
• Tennant M (1997) Psychology in Adult Learning, 2nd Ed, London Routledge
• www.vark-learn.com
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