Some would say I have a slightly distant, unruffled air about me... I prefer to collect my own data and think about things thoroughly before drawing conclusions... I prefer to stand back to ponder experiences and observe them from many different perspectives I prefer to be sure of things! Theorist I act first and consider the circumstances later… I enjoy integrating observations into complex but logical theories I tend to tackle a problem by brainstorming. I like to try out new ideas, theories and techniques to see if they work in practice I act quickly and confidently when an idea attracts me When I learn something new I am really keen to try it out and to teach others about it! I think problems through in a logical, step by step way My philosophy is... if it's logical, it's good! Reflector My philosophy is... it's good to be cautious! Pragmatist My philosophy is... there is always a better way! Activist I love to be involved in new experiences! Innovative teaching strategies for student‐centered learning: Utilising Honey & Mumford’s Learning Styles. Anita Hamilton Deakin University Australia Using Learning Styles to enhance students’ learning experiences At commencement of OT course students complete a “learning style inventory”. Students meet the others in their group who have the same learning style preference. Students then move to small work‐groups which comprise the four learning styles. Students stay in work‐groups for the semester & complete a group work activities together. Students complete a reflection journal on working with people with different learning styles. References Björklund, A. & Svensson, T. (2006). A longitudinal study of 15 occupational therapist students’ paradigms into occupational therapists’ paradigms. Australian Occupational Therapy Journal, 53, 87‐97. Honey, P. & Mumford, A. (1992). The Manual of Learning Styles. Maidenhead [England]: Peter Honey. Learning how to be an occupational therapist implies several dimensions of knowledge processing. (Bjorklund & Svensson, 2006, p.87) My philosophy is... I'll try anything once!

Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles

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Hamilton, A. (2006). Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles. Poster presentation at World Federation of Occupational Therapist International congress, Sydney, NSW, Australia.

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Page 1: Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles

Some would say I have a slightly distant, unruffled air about me...

I prefer to collect my own data and think about things thoroughly before drawing conclusions...

I prefer to stand back to ponder experiences and

observe them from many different

perspectives

I prefer to be sure of things!

Theorist

I act first and consider the circumstances later…

I enjoy integrating

observations into complex but

logical theories

I tend to tackle a problem by

brainstorming.

I like to try out new ideas, theories and techniques to see if they work in practice

I act quickly and confidently when an idea attracts me

When I learn something new I am really keen to try it out and to teach others about it!

I think problems through in a logical, step by step way

My philosophy is... if it's logical, it's good!

Reflector

My philosophy is... it's good to be cautious!

Pragmatist

My philosophy is... there is always a better way!

Activist

I love to be involved in new

experiences!

Innovative teaching strategies for student‐centered learning: Utilising Honey & Mumford’s Learning Styles.

Anita Hamilton Deakin University

Australia

Using Learning Styles to enhance students’ learning experiences

At commencement of OT course students complete a “learning style inventory”.

Students meet the others in their group who have the same learning style

preference.

Students then move to small work‐groups which comprise the four learning styles.

Students stay in work‐groups for the semester & complete a group work

activities together.

Students complete a reflection journal on working with people with different

learning styles.

References

Björklund, A. & Svensson, T. (2006). A longitudinal study of 15 occupational therapist students’ paradigms into occupational therapists’ paradigms. Australian Occupational Therapy Journal, 53, 87‐97.

Honey, P. & Mumford, A. (1992). The Manual of Learning Styles. Maidenhead [England]: Peter Honey.

Learning how to be an occupational therapist

implies several dimensions of

knowledge processing.

(Bjorklund & Svensson, 2006, p.87) My philosophy is... I'll try anything once!