C11. Facilitating Learners with Specific Learning Styles

C11. Facilitating Learners with Specific Learning Styles | 1

C11. Facilitating Learners with Specific Learning Styles

What are learning styles?The term ‘learning styles’ is used as a description of the attitudes and behaviours that determine a learners preferred way of learning. Most learners are unaware of their learning style preferences, they just know vaguely that they feel more comfortable with some activities than others, and learn from them.

Learning is such a fundamental process that many people take it for granted, conveniently assuming that by the time they are adults they have learned how to learn and need no further assistance with the process.

There are four, commonly identified Learning Styles.

Introduction

Ensuring equality and diversity perspectives is an integral part of a trainer’s day to day practice and is key to the inclusive design and delivery of learning events.

This section identifies the diversity of learning styles that people have and what helps them learn best. It explores some of the key equality and diversity considerations that can be taken into account to ensure that no learner is disadvantaged.

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The Four Learning Styles

Activists

Activists like to take direct action.

They are enthusiastic and welcome new challenges and experiences. They are less interested in what has happened in the past or in putting things into a broader context. They are primarily interested in the here and now. They like to have a go, try things out and participate.

They like to be the centre of attention.

So, in summary, Activists like:

• tothinkontheirfeet

• tohaveshortsessions

• plentyofvariety

• theopportunitytoinitiate

• toparticipateandhavefun

Reflectors

Reflectors like to think about things in detail before taking action. They take a thoughtful approach. They are good listeners and prefer to adopt a low profile.

They are prepared to read and re-read and will welcome the opportunity to repeat a piece of learning.

So, in summary, Reflectors like:

• tothinkbeforeacting

• thoroughpreparation

• toresearchandevaluate

• tomakedecisionsintheirowntime

• tolistenandobserve


Theorists

Theorists like to see how things fit into an overall pattern. They are logical and objective ‘systems’ people who prefer a sequential approach to problems. They are analytical, pay great attention to detail and tend to be perfectionists.

So, in summary, Theorists like:

• conceptsandmodels

• toseetheoverallpicture

• tofeelintellectuallystretched

• structureandclearobjectives

• logicalpresentationofideas

Pragmatists

Pragmatists like to see how things work in practice. They enjoy experimenting with new ideas. They are practical, down to earth and like to solve problems. They appreciate the opportunity to try out what they have learned/are learning.

So, in summary, Pragmatists like:

• toseetherelevanceoftheirwork

• togainpracticaladvantagefromlearning

• crediblerolemodels

• proventechniques

• activitiestobereal


The four stages in the process of learning from experience are mutually dependant on one another. No stage makes sense or is particularly useful, in isolation from the others. You can start anywhere on the cycle because each stage feeds in to the next.

It is important to ensure that when delivering learning, all styles are catered for and that learners are encouraged to explore each of the styles.

How Learning Styles Fit With the Learning Cycle

The Learning Cycle is a continuously recurring process

More Active Experimentation

Abstract Conceptualisation

(Theory)

ReflectionPlanned

Implementation

Leading to… Leading to…

Leading to… Leading to…

Learning…

How to Choose Learning Activities to Suit your Learners’ Learning Style

Just as some learners have a preference for one learning style, so some learning activities are strongly geared to one style of learning. Where learner preferences and activities match, learning is more likely. If there is a mismatch learners are much less likely to learn effectively.

The use of a simple checklist illustrates how the trainer can choose activities that are likely to reflect the diversity of learning styles within the group.

Each checklist is followed by key questions you should ask before designing any learning activity.


Find it more difficult to learn from activities where• Learning involves a passive role e.g. listening

to lectures, monologues, explanations, statements of how things should be done, reading, watching

• They are asked to stand back and observe

• They are required to engage in solitary work i.e. reading, writing or thinking on their own

• They are asked to repeat essentially the same activity over and over again, e.g. when practising

• They have precise instructions to follow with little room for manoeuvre

• They are asked to do a thorough job, e.g. attend to detail, tie up loose ends, dot i’s and cross t’s

• Will they be likely to learn something new, i.e. that they didn’t know/couldn’t do before?

• Will there be a wide variety of different activities?

• Will it be OK for the learners to have a go/make mistakes?

• Will they encounter tough problems and challenges?

• Will there be other like-minded people to mix with/have fun with?

• Will there be lots to do/lots of opportunities to participate?

Learners with a preference for the Activist style will:

Learn most easily from activities where• They are involved with other people e.g.

bouncing ideas off them, solving problems as part of a team

• They can engross themselves in short ‘here and now’ activities

• There are new experiences/ problems/opportunities from which to learn

• They are thrown in at the deep end with a task they think is difficult/challenging

• They have the opportunity to generate ideas

• There is excitement/drama/crisis

• It is appropriate to ‘have a go’

• Things change and there are diverse activities to tackle

Key Questions for Trainers/Tutors when designing a learning event:


Find it more difficult to learn from activities where• They are ‘forced’ to act as leader, e.g. to

role-play in front of onlookers

• They are involved in situations that require action without planning

• They are pitched into doing something without warning, e.g. to produce an instant reaction, to produce an off-the-top-of-the- head idea

• They are given insufficient information on which to base a conclusion

• They are given cut and dried instructions of how things should be done

• They are worried by time pressures or rushed from one activity to another

• They are not given time to do a thorough job

• Have you given learners adequate time to consider, assimilate and prepare?

•Will there be opportunities/facilities for the learners to gather relevant information?

•Will there be opportunities for the learners to listen to other people’s points of view?

•Will the learners have adequate time to prepare and not be under pressure to make immediate unrehearsed responses or to think on their feet?

•Will there be useful opportunities for the learners to watch other people in action?

Learners with a preference for the Reflector style will:

Learn most easily from activities where• They are allowed or encouraged to watch/

think/chew over activities

• They are able to stand back from events and listen/observe, e.g. take a back seat in a group activity, watch a film or video

• They are allowed to think before acting, e.g. time to prepare, a chance to read background information in advance

• They can carry out some research, e.g. investigate, gather information, probe to get to the bottom of things

• They have the opportunity to think about what has happened, what they have learned

• They are asked to produce carefully considered analyses and reports

• They can reach a decision in their own time without pressure and tight deadlines



Find it more difficult to learn from activities where• They are hurried into doing something

without enough information or an apparent purpose

• They doubt that the subject matter is methodologically sound, e.g. where questionnaires haven’t been validated, where there aren’t any statistics to support the argument

• They feel themselves out of tune with other participants, e.g. when with lots of Activists are participating or there are people of lower or higher academic ability

• They are faced with a mixture of alternative/contradictory techniques/methods

• They have to participate in situations emphasising emotions and feelings

• They are involved in unstructured activities where uncertainty is high

• They are asked to act, or decide, without proper guidelines

• Will there be lots of opportunities for the learners to ask questions?

• Will there be clear objectives and a plan/structure for the learners to achieve them?

• Will the learners encounter complex ideas and concepts that are likely to stretch them?

• Will the approaches used and concepts explored be ‘respectable’, i.e. sound and valid?

• Will this experience give the learner the chance to develop a general view or model?

Learners with a preference for the Theorist style will:

Learn most easily from activities where• They have time to be methodical and

to explore the associations and inter-relationships between ideas, events and situations

• They have the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. taking part in a Q&A session, by checking a newspaper for inconsistencies

• They are intellectually stretched, e.g. by analysing a complex situation, being tested in a tutorial session, by working with people who ask searching questions

• They can listen to, or read about, ideas and concepts that emphasise rationality or logic and are well argued/watertight

• They are offered interesting ideas and concepts, even though they may not be immediately relevant

• They are in structured situations with a clear purpose

• They are required to understand and participate in complex situations



Find it more difficult to learn from activities where• The learning event seems distant from

reality, theory and general principles.

• The learning is not related to an immediate need the learner will recognise. They cannot see immediate relevance or practical benefit.

• Learners can’t see sufficient benefit from the learning activity. e.g. harmonisation, shorter meetings , greater efficiencies etc

• There are no practice or clear guidelines on how to do something

• Learners feel that they are going round in circles and not getting any where

• Learners feel there are political, managerial or personal obstacles to implementation.

• Will there be ample opportunities for the learners to practice and experiment?

• Will there be lots of practical tips and techniques?

• Will the session be addressing real problems and will it result in action plans to tackle some of the learner’s current problems?

• Will the learners be exposed to experts who know how to/can do it themselves?

Learners with a preference for the Pragmatist style will:

Learn most easily from activities where• There is an obvious link between the

subject matter and a current problem or opportunity at work

• They are shown techniques for doing things with obvious practical advantages eg how to save time, how to make a good first impression, how to deal with awkward people

• They have the chance to try out and practise techniques with coaching from someone they trust, who is successful and can do the techniques themselves

• They are shown techniques that apply to what they are trying to achieve

• They are given immediate opportunities to implement what you have learned

• They can concentrate on practical issues, e.g. by drawing up action plans with an obvious end product, suggesting short cuts, giving tips



Key learning point – Trainers be aware! Whatever the general nature of the organisation, within the context of a learning event, learners will get more or less support from particular trainers within it. It is important to recognise that Trainers own learning style must not be reflected disproportionately in the design of a learning event.

Key Learning Point – Inclusive learning practice! An inclusive learning event will ensure that all learning styles are catered for and that from an equality and diversity perspective no one is disadvantaged in their learning due to any aspect of their social identity such as gender, race, disability sexuality, religion/belief etc. The inclusion of equality and diversity as a core dimension of the Knowledge and Skills Framework means that trainers will need to provide evidence that equality and diversity considerations are an integral part of their learning practice. This includes being able to demonstrate that equality and diversity perspectives have been incorporated in to all aspects of the learning cycle.

Understanding how diverse

people think and solve problems enables

us as educators and trainers to tap into the most effective modes

of delivery


• Has the design of the learning included a lesson plan that caters for a range of different learning styles?

• Are the learning strategies within the lesson plan inclusive of all or do they exclude anyone? E.g. are there physical activities that would exclude someone with a sensory or mobility impairment?

• If required, are the learning materials available in a range of different formats e.g. large print, Braille, audio cassette, on disk etc?

• Do you let potential learners know in advance that learning materials are available in alternative formats?

• Have you considered access issues when booking your learning venue?

• Have you recognised the need to make any ‘reasonable adjustments’ to ensure everyone has the opportunity to participate regardless of disability, e.g. Do you need to borrow a portable induction loop for anyone within the group who uses a hearing aid?

• Is the language you’re using in the delivery of your session inclusive of all or have you made stereotypical assumptions that could alienate group members? E.g. assuming that all group members are heterosexual?

• Are opportunities provided prior to the session for individuals to discuss with the trainer any particular requirements they may have and to discuss how these can best be met?

• Are the images used in your learning materials reflective of a diverse community?

• Do you demonstrate respect for the Welsh language by commencing all learning events with a bilingual greeting and ensuring translation is available throughout the session, if required?

• Do you take account of any religious festivals when choosing a date for your event, which may make it difficult for some individuals to attend?

• Where refreshments are provided have cultural considerations been taken in to account in the choice of food available. E.g. have you catered for those who require halal food?

• Have you considered any religious obligations that people attending the session may have and how you will accommodate these. E.g. During the lunch period, provision of a separate room for those who may be fasting?

• In the evaluation of your learning do you seek specific feedback in relation to equality & diversity issues? E.g. by including a question that asks trainees if the session was designed and delivered in a non-discriminatory way?

Diversity Checklist

The following questions are not exhaustive, but may be useful for trainers to reflect on in relation to the design, delivery and evaluation of their training:


Case Study The Cardiac Rehabilitation Team at Gwent Healthcare NHS Trust provide both patient and staff education programmes. All team members have undertaken both equality & diversity learning and disability equality training. Learning sessions are designed with the needs of a diverse group in mind. Teaching strategies ensure that no one is excluded and that different learning styles are catered for. All learning venues used are checked for their accessibility. Learning materials are available in a range of accessible formats and languages. A portable induction loop is available for hearing aid users if required. Feedback is actively sought on the inclusiveness of all learning events and improvements built in to subsequent events to ensure continuous improvement.

Useful ResourcesCultural Competence CD Rom – NHS Wales Centre for Equality & Human Rights

Jill Evans RGN, OBE, FRCN, BA (Hons) Diversity Manager at Gwent Healthcare NHS Trust

Bethan Johnson Head of Education Policy Development and Commissioning, Welsh Assembly Government

For further information contact:Workforce Development UnitNational Leadership and Innovation Agency for HealthcareInnovation HouseBridgend RoadLlanharan CF 72 9RP

Tel: 01443 233333Direct Line: 01443 233464Fax: 01443 233331

www.nliah.wales.nhs.uk

ReferencesHoney, P. and Mumford, A. The manual of learning styles. Maidenhead: Peter Honey, 1982

Kolb, D. Experiential learning: experience as the source of learning and development. London: Prentice Hall, 1984

NHS Wales Centre for Equality and Human Rights. Delivering culturally competent health services. Mamhilad: NHS Wales Centre for Equality and Human Rights, 2004


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C11. Facilitating Learners with Specific Learning Styles

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