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 www.vark-learn.com 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