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