Presentation on theme: "Incorporating Adult Learning Styles Practicum Instructor Training September 17, 2008."— Presentation transcript:
Incorporating Adult Learning Styles Practicum Instructor Training September 17, 2008
Competency Objectives 1) Describe the impact of learning styles on the supervisory relationship 2) Define the characteristics of different learning styles 3) Identify strategies for adapting participants’ learning styles to meet the needs of students..
Research Findings on Adult Learning Theory and Styles Learning style differences have an influence on both students’ and field instructor’s perceptions of the field placement Adults have specific learning needs that differ from the learning needs of children The relationship between field instructors and students can be enhanced by recognizing and responding to learning style differences early in the placement.
Principles of Adult Learning Adults have a need to be self-directed Adults prefer to learn through experience rather than passively Adult learners are motivated to learn what they perceive to have real value and applicability in their lives Adult learners must have immediate opportunities to practice
LEARNING STYLE CHARACTERISTICS Each student will have a different orientation to learning: a learning style Learning styles refer to different ways individuals receive & process information Learning styles differ among individuals and among cultures Several models follow to illustrate different ways of thinking about learning
Learning Style Models VARK: -visual, auditory, reading, kinesthetic Myers-Briggs Type Indicator / Paragon – introversion or extroversion – intuition or sensation – thinking or feeling – judging or perceiving
Learning Style Models Kolb’s Learning Theory: –Abstractness or Concreteness –Reflection or Activity Abstract Conceptualization (AC) - learning by thinking Active Experimentation (AE) - learning by doing Concrete Experience (CE) - learning by feeling Reflective Observation (RO) - learning by reflection, watching, and listening
Visual Learners Learn best from information they can see or read Prefer written instructions; remember information they read Prefer visual aids to accompany verbal instructions Learn how something is done through the observation of others Enjoy information that is presented visually
Auditory Learners Need to hear information to retain it Prefer verbal instructions over written materials Remember information through verbal repetition Prefer to discuss ideas aloud in order to further process information Enjoy group discussions and activities
Kinesthetic Learners Prefer to learn through experience Obtain the greatest benefit by participation in an activity Remember information that they experience directly Enjoy acting out or recreating situations, such as role playing Enjoy hands-on activities that involve active, practical participation
Adapting Your Learning Style What kind of learner and teacher are you? Incorporate characteristics of different learning styles in your teaching; recognize and respond to the learning needs of each individual student, particularly when your student has a different learning style than your own.
Teaching Strategies for Visual Learners Variety of visual materials to facilitate learning process. –reading materials about the agency, client population, and interventions Demonstrate how something is done, rather than telling; Visual learners prefer to learn by observation before performing the task independently. –Allow students many opportunities to observe others. Provide written instructions and encourage students to take notes during supervision sessions. Visual learners are easily distracted by noise. –find a quiet place for students to work; keep the environment quiet
Teaching Strategies for the Auditory Learner Rephrase important points to increase understanding. Ask students to discuss in their own words their understanding of the information being addressed. –Processing information and instructions aloud increases understanding and retention of the information. Encourage discussion and invite questions. –Students may not initially indicate that they do not understand Provide students with opportunities to talk to others about their job functions and responsibilities.
Teaching Strategies for the Kinesthetic Learner Students need to be involved in agency activities quickly. –Provide early opportunities for students to have client contact or meaningful projects. Kinesthetic learners prefer to learn by doing. – Use role plays to act out potential client or project scenarios. Kinesthetic learners may become frustrated with continued observation and want to begin practicing. – assess student readiness for practice and provide adequate supervision. Develop assignments that will be interactive. –to learn agency policies and procedures, have the student develop a presentation to be given during a staff meeting.
Adapting Your Teaching Style Review Teaching Styles handout Determine if you use a predominant style –Expert or formal authority –Demonstrator or Personal Model –Facilitator –Delegator Consider how to adapt your style to different learners