1. Learning Needs and Styles
Peer Facilitation of Learning
Diane Tofts

2. 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

3. Learning
Knowing something not known before or doing something could not do before

4. Learning Needs

5. Learning Needs
All learners will have different needs from learning experiences
Influenced by many factors
Maslow’s Hierarchy of Needs

6. 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

7. How to evaluate learning needs
Nature of the learning
Adult learning
Stages of professional development
Elements of facilitation
Learning environment

8. 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

9. Prerequisites Knowledge of the student Knowledge of educational needs
Knowledge of learning opportunities
Knowledge & skills related to role & responsibilities of facilitator

10. Levels of professional practice
Novice
Advanced beginner
Competent
Proficient
Expert
(Benner)
Novice
Supervised
Competent
Independent
Unsafe
(PLP)

11. Learning Styles

12. 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.

13. 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

14. 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)

15. 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

16. 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

17. 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

18. 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

19. Hypothesis
Everyone starts off as an ‘all rounder’ but then influenced by socialisation and training

20. 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

21. Honey & Mumford Learning style:
‘Description of the attitudes & behaviours which determine an individual’s preferred way of learning’
Honey & Mumford p1.

22. 4 Learning Styles
ACTIVIST
REFLECTOR
THEORIST
PRAGMATIST

23. 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

24. 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

25. 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

26. 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

27. 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.

28. 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

29. 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.

30. 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

31. 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:

32. 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.

33. 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?

34. 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

35. 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

36. 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)
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