Learning styles and MHPE Revised October 2015– 9 slides and notes 25 minutes, including 10’ for style test. Adult learning is different to that of school learning. Let’s have a brief look at this issue, and how it might apply to MHPE volunteering. Learning styles and MHPE Tab 7

Principles of adult learning Adults learn best when they: Understand why they need to know Take responsibility for their learning Are treated as individual (unique) learners Are ready to learn See the learning will add to their life skills. This information builds well on ‘Readiness to Change’ (possibly presented prior). We all learn differently, at different pace and in different ways. In our busy lives, why would we take on new information, let alone make changes, if the topic wasn’t relevant and presented in a way that makes sense to us. Some people learn best from books, some from lectures, some from trial and error, and others like to think over things for a long time. When talking to an individual or group about MHPE topics, keep these principles in mind.

Learning style quiz Take a few minutes to do the quiz Don’t spend too long thinking over the questions Only when you are finished, go to the scoring page and complete Allow no more than 10’ for this, probably less. Scoring is easiest if score sheet is handed out when each person completes, on a separate sheet. If anyone not finished, they can complete in their own time. While all are completing, draw 4 columns headed A, P, T, R on the whiteboard. Ask: who has one letter that scored much higher (at least 2 more) than any other letter on their page e.g. A 3, P 3, T 4, R 6 Put a tick on the board under the relevant letter (in this example, R) for each person this applies to. (Or ask participants to come out and tick after explaining scoring). Ask: who has 2 letters that stood out e.g. A 5, P 5, T 3, R 6 Put a tick on the board under each relevant letter (in this example, A, P and R) for each person this applies to. There may be one or two who all apply equally (or within 1 e.g. A 4, P 3, T 3, R 4). Tick all 4 columns. If e.g. A 4, P 3, T 3, R 5, can call it either tick R and A, or R only. Don’t get tied up discussion, mathematical concerns etc. This is just an illustrative exercise, not science. Now let’s look at what the answers mean. The most important thing is that there is variety in the room.

Learning styles Based on the work of education theorist David Kolb, Honey and Mumford identified four basic learning ‘styles’: Activist Pragmatist Theorist Reflector

Activists Learn best when they: Jump in the deep end Are given new challenges Are at the centre of the task. Motto: Been there! Seen it! Done it! Good activities: Problem-solving, group discussion, competitions, new tasks, fun Activists Look for the new, different, variety, fun, ok to make mistakes, like to be centre of attention, flexible, optimistic about change. What could help to get them eating well? Might hear a new diet mentioned on the radio and immediately change their diet accordingly Ask Weaknesses: leap before they look (consequences/risks), take all on themselves, like the limelight, get bored with the implementation of the new learning. What doesn’t work well? Lectures, reading, absorbing, very precise instructions

Pragmatists Learn best when they: Can solve real problems with quick reward Experiment with new ideas, with feedback Are given realistic and practical options Motto: Can we fix it? Yes we can! Good activities: Hands-on problem-solving (with think time), role plays, case studies Pragmatists Look for time to think, practical application, feedback about attempts, like ‘hands-on’ experts who show them how, tips and techniques, advantages of approach What could help to get them eating well? Might like a fast response diet plan with clear rules Ask Weaknesses: not concerned with theory/principles, don’t like approach without application, task is focus rather than people, impatient with waffle, will jump at first useable solution. What doesn’t work well? Models and theories, ideas with no clear and immediate benefits, if no guidelines to help,

Theorists Learn best when they: Can think things through Use knowledge for new/complex challenge Can be systematic, logical, perfectionist Motto: I’ve read all about it! Good activities: Asking probing questions, exploring statistics, working with scenarios Theorists Look for logical approach, science behind the idea, detailed answers, structured and purposeful approach, What could help to get them eating well? Might like to read a well-researched new diet book first Ask Weaknesses: limited lateral/creative thinking, dislike uncertainty/lack of structure, intolerant of subjective/emotional, lots of should/ought/must. What doesn’t work well? Role plays, reflective activities (emotions etc), working with strong activists (“lets just do it”), unclear information

Reflectors Learn best when they: Are given time to digest information Research and listen, with a low profile Have time to analyse, compare, assemble. Motto: Hmmm … I’ll think about it! Good activities: Discussion, questionnaires, observing, reflective diary, homework Reflectors Look for time to be thorough, methodical and careful, cross-section of ideas, great in a group to get background work done What could help to get them eating well? Might like to look up and compare range of options on the internet and at the library Ask Weaknesses: not assertive, may not participate, slow to decide, would rather follow than lead. What doesn’t work well? Leader of activities/role-plays, being rushed, not doing a job properly, risk-taking and new ideas without rationale.

What does this mean for MHPE Don’t try and analyse learning styles! Assume all have a variety of styles, so cover all bases with your approach Your learning style often reflects how you present information (1:1 or group) Challenge yourself to focus on your peer/s, rather than your preferences In this room there are Activists, Pragmatists, Theorists, Reflectors and every combination. Styles vary somewhat according to what the issue is, and how big and important the change involved (see stages of change). Combination styles make us more adaptable as learners (and lessen impact of weaknesses), and many people have a bit of 2, 3 or 4 styles. E.g. Activist-Pragmatist, Pragmatist-Theorist-Reflector Don’t try to work out other people, just make sure you have a wide variety of approaches and materials to cover all possibilities. Quick activity: You are working with a peer who has given up exercising 10 years ago. How might you approach a: Activist: e.g. Did you hear about the vets walk next month? Sausage sizzle at the end. Come along for a laugh. Pragmatist: e.g. There’s a physio who says she has a guaranteed quick way of getting everybody fitter without pain! She’s showing us how at the Men’s Shed next week. Theorist: e.g. I’ve got a copy of the new men’s health exercise fact sheet. There’s an open meeting at the RSL to talk to a physio about the research-you’re good at asking questions about that stuff. Reflector: e.g. I’ve got a copy of the new men’s health exercise fact sheet. Could you have a look at it for me and next week help me with some ideas to get a few more blokes involved. Most importantly, have all these (and more options) at your disposal. If time: John Fewing, Education Consultant, developed some light hearted titles for the combination styles. Ask if anyone was an Activist-Reflector (and so on): Activist-Reflector acts first, then thinks ‘oops’ = Regretter Activist-Theorist has new idea, then action without concern about consequences = Scatterbrain Activist-Pragmatist solves problems with blutac and paperclips= Bodger Theorist-Pragmatist asks ‘what if’ till they account for every means of potential failure = Safeguarder Pragmatist-Reflector finds a solution, then is filled with doubt about better solutions = Tweaker (vs Reflector-Pragmatist (R part more dominant than P) keep getting round to it = Ditherer) Theorist-Reflector perfectionist, never happy, always adding = Double-Checker © Commonwealth of Australia 2015