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Learning Styles and Strategies Vinod Patel Bernadette O’Hare

Learning Styles and Strategies Vinod Patel Bernadette O’Hare

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Learning Styles and Strategies Vinod Patel Bernadette O’Hare. Aim. To help you understand your preferred learning style To improve your understanding of how a knowledge of learning styles can facilitate effective teaching and learning. Objectives. - PowerPoint PPT Presentation

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Page 1: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning Styles and Strategies

Vinod Patel Bernadette O’Hare

Page 2: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Aim.

• To help you understand your preferred learning style

• To improve your understanding of how a knowledge of learning styles can facilitate effective teaching and learning

Page 3: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Objectives.• To appreciate the benefits of a learning styles

analysis in forming an effective teaching faculty

• To persuade teachers that consideration of the learning styles is important to effective teaching

Page 4: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Curriculum

Teaching methods

Assessment methods

Clinical Settings

LearningExperience

Knowledge

Skills

Attitudes

Best ClinicalPractices

Improved patient

outcome

Current or FuturePatients

Teachers , Facilitators &Teaching Environment

Student

Outcome

Medical EducationFrom Theory to Practice

Modified David M Kaufman 2003

Page 5: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Elements of Effective Learning and Teaching

General principles of effective learning and teaching which apply to any learning encounter:

1. Discover what the trainee wants to learn2. Discover what the trainee needs to learn3. Negotiate the content, methods and priorities of the session 4. Use appropriate methods and techniques 5. Plans for further learning6. Example of good practice that reinforces learning7. Establish a relationship with the trainee 8. Evaluate the teaching.

Page 6: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Two Gogies!: Peda and Andro

Pedagogy and Androgogy:

Schön stressed the distinction between the teaching of children (pedagogy) and adult learning (androgogy).

Page 7: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

What is your teaching style?

Pedagogy • .• .• .• .• .

Androgogy

• .• .• .• .• .

Occupation:

Page 8: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

What is your teaching style?Pedagogy 

• Compulsory• teacher-centred• minimal control by the

learner• training for life• encourages convergent

thinking• rote learning• dependency on educator's

learning• imparting of information

Androgogy

• Voluntary• learner-orientated• education as freedom• assimilation of learning with life

experience• encourages divergent thinking• active learning• learning and teaching roles are

blurred• opens vistas for continuing

learning and peer learning• Uncertainty about the outcome,

whatever the curriculum content

Occupation:

Page 9: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Characteristics of Adult Learners• Adult education is therefore most productive when:

– The learners are engaged in the design of learning – The learners are encouraged to be self-directed – The educator functions as a facilitator rather than a didactic

instructor – The individual learners' needs and learning styles are taken

into account – A climate conducive to learning is established – The learner's past experiences are used in the learning

process – Learning activities seem to have some relevance to the

learner's circumstances Rogers

Page 10: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Adult education

The purpose of adult education is to help them to learn, not to teach them all they know and thus stop them from carrying on learning.

Rogers

Page 11: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Characteristics of Adult Learners

Brookfield identified six main ones:

• They are not beginners, but in a continuing process of growth

• They bring a unique package of experiences and values• They come to education with intentions• They bring expectation about the learning process• They have competing interests - realities of their lives• They already have their own set patterns of learning

Page 12: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning Styles

Honey & Mumford 1992

• Learning styles evolved as people repeated successful strategies and tactics and discontinued those that were not

• Certain behaviour patterns can develop and become habitual

• People gravitate towards careers that are compatible with their preferred modus operandi. 

Page 13: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning StylesActivists 

1. Activists involve themselves fully and without bias in new experiences2. They enjoy the here and now and are happy to be dominated by

immediate experiences3. They are open-minded, not sceptical, and this tends to make them

enthusiastic about anything new4. Their philosophy is: "I'll try anything once". They tend to act first and

consider the consequences afterwards. 5. Their days are filled with activity6. They tackle problems by brainstorming7. As soon as the excitement from one activity has died down they are

busy looking for the next8. They tend to thrive on the challenge of new experiences but are bored

with implementation and longer term consolidation9. They are gregarious people constantly involving themselves with

others10. In doing so, they seek to centre all activities around themselves. 

Page 14: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning StylesReflectors 1. Reflectors like to stand back to ponder experiences and observe them

from many different perspectives2. Prefer to think about “it” thoroughly before coming to any conclusion.3. A thorough analysis of data about experiences and events is really

important4. The above can lead to postponing reaching definitive conclusions for as

long as possible5. Their philosophy is to be cautious. They are thoughtful people who like to

consider all possible angles and implications before making a move6. They prefer to take a back seat in meetings and discussions7. They enjoy observing other people in action8. They listen to others and get the drift of the discussion before making their

own points9. They tend to adopt a low profile and have a slightly distant, tolerant,

unruffled air about them10. When they act it is part of a wide picture which includes the past as well

as the present and others' observations as well as their own. 

Page 15: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning StylesTheorists 1. Theorists adapt and integrate observations into complex but logically

sound theories. 2. They think problems through in a vertical, step by step, logical way.3. They assimilate disparate facts into coherent theories.4. They tend to be perfectionists who won't rest easy until things are tidy

and fit into a rational scheme.5. They like to analyse and synthesise. They are keen on basic

assumptions, principles, theories, models and systems thinking.6. Their philosophy prizes rationality and logic. "If it's logical it's good".

Questions they frequently ask are; "Does it make sense?" "How does this fit with that?" "What are the basic assumptions?"

7. They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous.

8. Their approach to problems is consistently logical.9. This is their 'mental set' and they rigidly reject anything that doesn't fit

with it.10. They prefer to maximise certainty and feel uncomfortable with

subjective judgements, lateral thinking and anything flippant.

Page 16: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning StylesPragmatists 1. Pragmatists are keen on trying out ideas, theories and techniques to

see if they work in practice.2. They positively search out new ideas3. Take the first opportunity to experiment with applications.4. They are the sort of people who return from management courses

brimming with new ideas that they want to try out in practice.5. They like to get on with things and act quickly and confidently on

ideas that attract them.6. They tend to be impatient with ruminating and open-ended

discussions.7. They are essentially practical, down to earth people who like making

practical decisions and solving problems. 8. They respond to problems and opportunities 'as a challenge'.9. Their philosophy is: "There is always a better way" and "If it works it's

good“10. Pragmatists learn best when there is an obvious link between the

subject and their daily job

Page 17: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning Styles Exercise

• Work in pairs with someone you know from the course but a different specialty

Step 1:• Please spend 3-4 minutes looking through the 4

styles on your ownStep 2:• Go through the 4 styles and ring any that apply

to you, add up for each style and overall.Step 3:• Try to assess your partner’s learning style (do

not share)Step 4:• Share data with partner and group (if

comfortable)

Page 18: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

The Kolb CycleThe Experiential Learning Cycle

New Actions

Reviewing

Theorising

Experience

Each style 'connects' with a stage on the continuous learning cycle. 

Activist preferences, with their 'I'll try anything once' approachare well equipped for ……..Reflector preferences, with their predilection for mulling over dataare well equipped for ……..Theorist preferences, with their need to tidy up and have answersare well equipped for …….. Pragmatist preferences, with their liking for things practicalare well equipped for New Actions ……..

Page 19: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

The Kolb CycleThe Experiential Learning Cycle

New Actions

Reviewing

Theorising

Experience

Each style 'connects' with a stage on the continuous learning cycle. 

1. Activist preferences, with their 'I'll try anything once' approachare well equipped for Experiencing.2. Reflector preferences, with their predilection for mulling over dataare well equipped for Reviewing3. Theorist preferences, with their need to tidy up and have answersare well equipped for Concluding after theorising4. Pragmatist preferences, with their liking for things practicalare well equipped for New Actions

Page 20: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Learning StrategiesEach style 'connects' with a stage on the continuous learning cycle. 

Pragmatist

Theorist

Reflector

Activist

Page 21: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Pragmatist• Stands upright• Single vision

The Jigsaw?

Reflector• Has 3 heads• Looks at all angles

Activist• Tries to be a pragmatist• Tendency to confusion

Theorist• Non-active response• Thoughtful repose• 1 head too many

..

: .. ..

:

:

:

:

Page 22: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Stages of Self-directed LearningNot all learners are ready to take responsibility for their own learning. This model proposes four stages of self-direction for the student:

– Dependent learner – Interested learner – Involved learner and – Self-directed learner

It is better if the teacher's style matches the learner's preference.

"The teacher's purpose is to match the learner's stage of self-direction and prepare the learner to advance to higher stages.“

Gerald Grow

Page 23: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

  Stages of Self-directed LearningStudent Teacher Examples

Stage 1 Dependent Authority, Coach

Coaching with immediate feedbackDrill Informational lecture Overcoming deficiencies and resistance

Stage 2 Interested Motivator, guide

Inspiring lecture plus guided discussionGoal-setting and learning strategies

Stage 3 Involved Facilitator Discussion facilitated by teacher who participates as equal Seminar ,Group projects.

Stage 4 Self-directed

Consultant, Delegator

DissertationIndividual work or self-directed study-group.

Page 24: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Stages of Self-directed Learning

What happens if there is a mis-match between the learner's stagle and the teacher's style ?

Match and Mismatch between Learner Stages and Teacher Styles

Applying the Staged Self-Direction Model to a Course Grow,

Gerald O. (1991/1996). "Teaching Learners to be Self-Directed."Adult Education Quarterly, 41 (3), 125-149.

Page 25: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Summary: Learning Styles• To be an effective teacher it is useful to know

your own learning style• An effective teaching faculty should ideally

incorporate members with skills in each of the 4 domains

• As a whole the 4 domains form a learning cycle and are essential in all teachers to greater or lesser extent

Page 26: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Pendleton's Rules (of feedback)

• Briefly clarify any matters of fact. • The doctor on the video goes first and must discuss

first what he/she did well.– Ask: what did you do well?

• Observers then discuss what he/she did well. – Ask: what did he/she do well?

• The doctor on the video then describes what he/she did not do well and recommendations for change.– Ask: how would you have done it better?

• Observers then discuss what he/she did not do well and recommendations for change. – Ask: how could he/she have done it better

Pendleton's rules of feedback for discussing video consultations

Page 27: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Summary• Organised, short sessions• Patient and students briefed• Comfortable environment• Clear focussed learning objective• Use the patient• Feedback on performance• Subsequent discussion

Page 28: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Kahlil Gibran1883 - 1931

Then said a teacher, speak to us of Teaching.And he said: The teacher …gives not of his Wisdom but rather of his faith and his lovingness.If he is indeed wise he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind.

Page 29: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Kahlil Gibran1883 - 1931

The astronomer may speak to you of his understanding of space, but he cannot give you his under-standing.The musician may sing to you of the rhythm which is in all space, but he cannot give you the ear which arrests the rhythm, nor the voice that echoes it.

Page 30: Learning Styles and Strategies Vinod Patel  Bernadette O’Hare

Characteristics of Adult LearnersBrookfield identified six main characteristics of adult

learners.

1. They are not beginners, but are in a continuing process of growth

2. They bring with them a unique package of experiences and values

3. They come to education with intentions4. They bring expectation about the learning process5. They have competing interests - the realities of their

lives6. They already have their own set patterns of learning