Learning StylesLearning StylesJo Swallow/Peter Searle-BarnesJo Swallow/Peter Searle-Barnes

Objectives

To consider how we learn. To use honey/mumford to analyse your

own learning style. To be able to appreciate other styles. To consider adapting your own style in the

future.

Learning refresherLearning refresher

At induction, we talked about methods of learning.At induction, we talked about methods of learning. We talked about your memorable learning We talked about your memorable learning

experiences.experiences.

Now consider: How did you prepare for your last Now consider: How did you prepare for your last exam? exam?

Do you know of any odd techniques amongst Do you know of any odd techniques amongst colleagues/friends?colleagues/friends?

Surface/Deep learningSurface/Deep learning

SurfaceSurface

SurfaceSurface learning of facts and learning of facts and

ideasideas Focusing on task Focusing on task

components in components in isolationisolation

Little real interest in Little real interest in contentcontent

Deep learningDeep learning

DeepDeep Interest in the subjectInterest in the subject Vocational relevanceVocational relevance Personal Personal

understandingunderstanding Relate ideas to Relate ideas to

evidenceevidence Identifying general Identifying general

principlesprinciples

What is your style?What is your style?

There are no right/wrong types.There are no right/wrong types.

Summary of learning styles Summary of learning styles

Preferred learning activitiesPreferred learning activitiesActivistActivist

Excitement, role-playExcitement, role-play

Team games, presenting at Team games, presenting at meetingsmeetings

Chairing meetingsChairing meetings

Group work/discussionsGroup work/discussions

ReflectorReflector

LecturesLectures

Background readingBackground reading

ResearchResearch

AuditAudit

TheoristTheorist

Systems/modelsSystems/models

Statistical/mathematical Statistical/mathematical processesprocesses

Well established concepts Well established concepts grounding the activitygrounding the activity

PragmatistPragmatist

‘‘See one, do one’See one, do one’

SimulationSimulation

Problem solvingProblem solving

Tasks currently applicable to Tasks currently applicable to jobjob

Honey and Mumford- ExampleHoney and Mumford- ExampleACTIVISTSACTIVISTS

Dynamic learnersDynamic learners

EnthusiasticEnthusiastic

Challenge ‘chasers’Challenge ‘chasers’

Seeks to influenceSeeks to influence

Likes new thingsLikes new things

REFLECTORSREFLECTORS

ThoughtfulThoughtful

Seeks meaning Seeks meaning

MethodicalMethodical

Good listeners/observersGood listeners/observers

THEORISTS THEORISTS

Logical and rationalLogical and rational

Concept lovingConcept loving

Likes certainty and Likes certainty and effectivenesseffectiveness

PRAGMATISTSPRAGMATISTS

PracticalPractical

Problem solvingProblem solving

‘‘how does this work’how does this work’

VAK model

Visual-Auditory-Kinaesthetic (VAK) Model VAK was a model originally devised in the 1920s

to help teach dyslexic children. The model is based on our senses: that we

represent information in terms of three modalities – visual, auditory or kinaesthesia.

Each of us has all three representation systems but usually one dominates; some people may be evenly balanced in all three.

Choose the learning which you prefer.

ConclusionsConclusions

Learning in an effective way will save you Learning in an effective way will save you timetime

Ask your trainer what type of learner they Ask your trainer what type of learner they are, are,

?they may wish to adapt their teaching ?they may wish to adapt their teaching style?style?

Thought for the dayThought for the day

Always walk through life as if you have Always walk through life as if you have something new to learn and you will.  something new to learn and you will.  ~Vernon Howard~Vernon Howard