The Learning process www.worcester.ac.uk

Learning styles It is helpful to reflect upon learning styles and how these affect communication. Although most people learn in a variety of ways there can be preferences. Honey and Mumford suggest: Activists- enjoy active learning and trying new things Reflectors – like to stand back and think before trying something Theorists – tend to be rational, logical and analytical Pragmatists – take the common sense approach Most people have a preferred learning style although often it is a mix.   Activity 1. Ask the group to take the learning style questionnaire. Ask the group how they best learn – are they aware of any particular preference? It is useful for ambassadors to have some understanding of their own way of learning as this helps them understand that people learn in a variety of ways. www.worcester.ac.uk

Learning styles Most people have a preferred learning style although often it is a mix of more than one. When working with young people, help them to understand their preferred learning style. Adapt your approach and presentations to allow for the different preferences. www.worcester.ac.uk

Learning styles Gardner suggested different kinds of intelligence – visual-spatial, bodily kinaesthetic, musical, interpersonal, intrapersonal, linguistic, logical, mathematical. Becoming aware of these can help you understand those you are working with and the best approaches to take. Facilitator   Summarise slide www.worcester.ac.uk

This can be linked with intelligences Facilitator   Activity 1 - Complete the Learning Styles questionnaire Recent research (Coffield, 2004) suggests that one shouldn’t take too literally the idea that individuals have one over-riding learning style as this isn’t supported by evidence. The idea should rather act as a guide and raise the awareness that learners learn in different ways and therefore teachers/facilitators should offer variety. What is your main learning style? As you get to know those you are working with how can you adapt your work as a student mentor? www.worcester.ac.uk

Blocks to Learning You will be working with some people who may have difficulties with learning even though they have potential. This may seem unusual to you especially if you have always enjoyed and been successful in education. You can recognise such blocks when people say: I can’t do this, this isn’t for me, I’m not good enough, It’s not for people like me www.worcester.ac.uk

Blocks to Learning This may be a result of many issues but it is usually to do with previous failure. Learners may Be disorganised, leading to stress, confusion and failure Have behavioural problems Lack confidence Lack self esteem Have had previous negative experiences www.worcester.ac.uk

Helping overcome the barriers If you recognise such ‘limiting beliefs’ and ‘learned helplessness’ some good strategies are: Listen and help clarify. Show a genuine interest. Ask for their thoughts and opinions and gradually build confidence. Use praise where due and help them see the best of themselves. Encourage them to dream – nothing is as exciting as hearing school students talk about their life ambitions. Have all the information available to answer questions. Tell your story – inspire. Facilitator As a mentor you may come across students who exhibit behaviour that suggests blocks to learning. These may be to do with perceptions rather than a lack of ability.   Activity 2: Helping overcome barriers www.worcester.ac.uk

Helper and Rescuer Helper Rescuer Listens for requests Gives when not asked Presents offers Doesn’t check to see of offers are welcomed Gives only what is needed Goes beyond what is needed Checks with the person being helped Omits feedback Checks results Doesn’t check results – feels good if accepted and bad when turned down Explore the role of helper and rescuer. There is always the danger for the mentor that they are put in the position of being the rescuer. If you become aware of this operating, try to empower the mentee to take action for themselves. You are not there to do everything for the young person. They will gain far more from the experience if you help them to identify what they want and support them in achieving it. www.worcester.ac.uk

Any Questions? www.worcester.ac.uk