learning styles & how to use them

Ramesh Mehay Programme Director (Bradford)

2011

Aim

To introduce the participants to the concept and the use of learning

styles

and linking it to the e-portfolio

Objectives

At the end of the sessions the participants will have: been introduced to the Honey & Mumford

Learning Styles seen the variety of styles amongst their

fellow colleagues related their learning styles to themselves

and their own lives some awareness of the implications for the

e-portfolio

Perceptions

What do you see? Demonstrates the

value in working with others

On to Honey & Mumford…

Honey & Mumford Learning Style Learners

4 axes:

Activists

Involve themselves fully & without bias in new experiences

Open minded & not sceptical, enthusiastic about anything new

Days are filled with activity When one activity is dying down,

they’re on the look-out for another

“I’ll try anything once”

Activists

But: Act first & consider the consequences

after Centre all the activities around

themselves! Thrive on challenge, but bored with

implementation and long term consolidation

Reflectors

stand back and ponder about experiences

enjoy observing other people, adopt a low profile

act on the past, the present and the opinion of others

= a more ‘rounded’ reflection

“Do you mind if I think about it more first?”“We need to be cautious”

Reflectors

But: thorough collection and analysis of

data can delay reaching a definite conclusion

Theorists

observe and make theories analyse and synthesise go back to basic assumptions,

principles, theories, models and systems

“If it’s logical, it must be good”“Does it make sense?”

“How does this fit in with that?”

Theorists

But: perfectionists tend to be detached Analytical feel uncomfortable with subjective

judgments, lateral thinking and anything flippant

Pragmatists

keen on trying out ideas, theories & techniques to see if they work

return from management courses brimming with new ideas that they want to try out

essentially practical down to earth people & get on with things

“There is always a better way”“If it works it is good”

“How can I apply this to practice?”

Pragmatists

But: impatient with ruminating and open-

ended discussions

The graphs

Whats the NORM = “all rounded”

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REFLECTOR

PRAGMATIST

ACTIVIST THEORIST

Reflector Theorist

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REFLECTOR

PRAGMATIST

ACTIVIST THEORIST

Reflector - Theorist

Commonest variant style “ANALYSIS TO PARALYSIS”

Activist - Pragmatist

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REFLECTOR

PRAGMATIST

ACTIVIST THEORIST

Activist - Pragmatist

2nd commonest variant style but they do things too quickly!!!

Activist - Theorist

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REFLECTOR

PRAGMATIST

ACTIVIST THEORIST

Activist - Theorist

Not a common style jump to conclusions

Activist - Reflector

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REFLECTOR

PRAGMATIST

ACTIVIST THEORIST

Activist - Reflector

uncommon But depending on the proportions,

have the ability to reflect before they act = a good thing

How does all of this tie in with the

e-portfolio?

Activists - Pros

Enthusiastic about anything new

You need to capture this in your e-portfolio. Love projects and new experiences

Why did you engage in an activity? etc. Act first, consider consequences later

Capture the consequences and reflect later. What have you learned?

Activists - Cons

Days are filled with activity/Bored with long term consolidation

Will you have time for the e-portfolio? (schedule it in because when one activity is dying down, you’ll already be onto another).

Will you get bored with the activity by the time it needs logging on?

End up with lots of incomplete PDPs (long term consolidation).

Might end up overwhelming the e-portfolio (with all the activities)

Be selective – what is useful & what shows curriculum coverage.

Reflectors - Pros

Very good observers

Capture what you’ve seen, heard or feel. Capture an ‘all rounded view”

Act on the past, the present and opinions. Good at exploring ‘feelings’

As well as the mechanics of an issue.

Reflectors - cons

Can postpone reaching a definite conclusion

And may end up adding entries too late. Capture the views of everyone and

everything around them

May result in long entries – think about those who have to read them!

Theorists - Pros

The e-portfolio might complement their learning style

Because it helps provide a structure for their learning.

eg what did you learn from the event, what will you do differently, how will you do this, by what time?

Often add entries in a logical way

Starting from first principles and basic assumptions.

Therefore, the flow is often good.

Theorists - cons

Theorists are perfectionists and the e-portfolio isn’t

E-portfolio may not accommodate all real life situations.

Where do you put what? Tend to be detached and analytical

You need to show your ‘humanistic’ side.

Subjectivity and ambiguity are just as important as objectivity.

For that, you need to get comfortable with lateral thinking + ruminating/open ended discussions.

Pragmatists - pros

Return from courses brimming with pragmatic ideas

Capture them in the e-portfolio, may help you keep a log of them so you don’t forget.

Practical people

Placing learning events in context. See problems and opportunities as

challenges

And the ARCP panels like that attitude.

Pragmatists - cons

Practical down to Earth people

May ignore the e-portfolio as they might not see how it can help them with their day to day work.

Concentrate on the mechanics rather than people and feelings

Be careful, you need to capture both – a balance. Impatient with ruminating and open ended

discussions

And sometimes you need that to help things progress.

If you were the norm:

The ideal for the e-portfolio IS the NORM: all rounded no extremes to stop them from using the e-

portfolio in a skewed way

…and something about how we run our scheme

How else can you use learning styles to your advantage?

Putting it all together

When learning, use learning styles to: Complement your preference style Use methods to boost weaker areas

We use them to: Design courses to appeal to a set of

different learning styles Learning styles can be used to achieve a

balance of skill mix within a team/group

Methods of Instruction

the lecture the modified

lecture the

demonstration Practical sessions Readings group discussion conferences seminars workshops, clinics the fishbowl

role-play simulation games videos/films brainstorming programmed instruction field trips question and answer

Things we do on our scheme:

Multi-modality learning

We remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we say 90% of what we say, hear and do

(Rigg)

So don’t dismiss the exercises

Close

HDR exercises, tasks and games are carefully designed to:

Explore new avenues, so don’t just dismiss them

We often put a lot of thought into them Don’t mock them until you’ve tried

them So :

Close

Go out there and PLAY!