1. Learning Styles and Strategies Vinod Patel Bernadette O’Hare

2. 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

3. 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

4. Curriculum Teaching methods Assessmen t methods Clinical Settings Learning Experience Knowledge Skills Attitudes Best Clinical Practices Improved patient outcome Current or Future Patients Teachers, Facilitators & Teaching Environment Student Outcome Medical Education From Theory to Practice Modified David M Kaufman 2003

5. 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 learn 2.Discover what the trainee needs to learn 3.Negotiate the content, methods and priorities of the session 4.Use appropriate methods and techniques 5.Plans for further learning 6.Example of good practice that reinforces learning 7.Establish a relationship with the trainee 8.Evaluate the teaching.

6. Two Gogies!: Peda and Andro Pedagogy and Androgogy: Schön stressed the distinction between the teaching of children (pedagogy) and adult learning (androgogy).

7. What is your teaching style? Pedagogy. Androgogy. Occupation:

8. 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:

9. 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

10. 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

11. 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

12. 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.

13. Learning Styles Activists 1.Activists involve themselves fully and without bias in new experiences 2.They enjoy the here and now and are happy to be dominated by immediate experiences 3.They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new 4.Their philosophy is: "I'll try anything once". They tend to act first and consider the consequences afterwards. 5.Their days are filled with activity 6.They tackle problems by brainstorming 7.As soon as the excitement from one activity has died down they are busy looking for the next 8.They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation 9.They are gregarious people constantly involving themselves with others 10.In doing so, they seek to centre all activities around themselves.

14. Learning Styles Reflectors 1.Reflectors like to stand back to ponder experiences and observe them from many different perspectives 2.Prefer to think about “it” thoroughly before coming to any conclusion. 3.A thorough analysis of data about experiences and events is really important 4.The above can lead to postponing reaching definitive conclusions for as long as possible 5.Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move 6.They prefer to take a back seat in meetings and discussions 7.They enjoy observing other people in action 8.They listen to others and get the drift of the discussion before making their own points 9.They tend to adopt a low profile and have a slightly distant, tolerant, unruffled air about them 10.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.

15. Learning Styles Theorists 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.

16. Learning Styles Pragmatists 1.Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. 2.They positively search out new ideas 3.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

17. 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 own Step 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)

18. The Kolb Cycle The 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' approach are well equipped for …….. Reflector preferences, with their predilection for mulling over data are well equipped for …….. Theorist preferences, with their need to tidy up and have answers are well equipped for …….. Pragmatist preferences, with their liking for things practical are well equipped for New Actions ……..

19. The Kolb Cycle The 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' approach are well equipped for Experiencing. 1.Reflector preferences, with their predilection for mulling over data are well equipped for Reviewing 1.Theorist preferences, with their need to tidy up and have answers are well equipped for Concluding after theorising 1.Pragmatist preferences, with their liking for things practical are well equipped for New Actions

20. Learning Strategies Each style 'connects' with a stage on the continuous learning cycle. Pragmatist Theorist Reflector Activist

21. 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.. : : : : :

22. Stages of Self-directed Learning Not 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

23. Stages of Self-directed Learning Stages of Self-directed Learning StudentTeacherExamples Stage 1DependentAuthority, Coach Coaching with immediate feedback Drill Informational lecture Overcoming deficiencies and resistance Stage 2InterestedMotivator, guide Inspiring lecture plus guided discussion Goal-setting and learning strategies Stage 3InvolvedFacilitator Discussion facilitated by teacher who participates as equal Seminar,Group projects. Stage 4Self- directed Consultant, Delegator Dissertation Individual work or self-directed study- group.

24. 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.

25. 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

26. 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

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

28. Kahlil Gibran 1883 - 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.

29. Kahlil Gibran 1883 - 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.

30. Characteristics of Adult Learners Brookfield 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 intentions 4.They bring expectation about the learning process 5.They have competing interests - the realities of their lives 6.They already have their own set patterns of learning