1. The Learning process www.worcester.ac.uk

2. Learning styles It is helpful to reflect upon learning styles and how these affect communication. Although most people learn in a variety of ways there can be preferences. Honey and Mumford suggest: Activists- enjoy active learning and trying new things Reflectors – like to stand back and think before trying something Theorists – tend to be rational, logical and analytical Pragmatists – take the common sense approach www.worcester.ac.uk

3. Learning styles Most people have a preferred learning style although often it is a mix of more than one. When working with young people, help them to understand their preferred learning style. Adapt your approach and presentations to allow for the different preferences. www.worcester.ac.uk

4. Learning styles Gardner suggested different kinds of intelligence – visual-spatial, bodily kinaesthetic, musical, interpersonal, intrapersonal, linguistic, logical, mathematical. Becoming aware of these can help you understand those you are working with and the best approaches to take. www.worcester.ac.uk

5. This can be linked with intelligences www.worcester.ac.uk

6. Blocks to Learning You will be working with some people who may have difficulties with learning even though they have potential. This may seem unusual to you especially if you have always enjoyed and been successful in education. You can recognise such blocks when people say: I can’t do this, this isn’t for me, I’m not good enough, It’s not for people like me www.worcester.ac.uk

7. Blocks to Learning This may be a result of many issues but it is usually to do with previous failure. Learners may Be disorganised, leading to stress, confusion and failure Have behavioural problems Lack confidence Lack self esteem Have had previous negative experiences www.worcester.ac.uk

8. Helping overcome the barriers If you recognise such ‘limiting beliefs’ and ‘learned helplessness’ some good strategies are: Listen and help clarify. Show a genuine interest. Ask for their thoughts and opinions and gradually build confidence. Use praise where due and help them see the best of themselves. Encourage them to dream – nothing is as exciting as hearing school students talk about their life ambitions. Have all the information available to answer questions. Tell your story – inspire. www.worcester.ac.uk

9. Helper and Rescuer www.worcester.ac.uk HelperRescuer Listens for requestsGives when not asked Presents offersDoesn’t check to see of offers are welcomed Gives only what is neededGoes beyond what is needed Checks with the person being helped Omits feedback Checks resultsDoesn’t check results – feels good if accepted and bad when turned down

10. Any Questions? www.worcester.ac.uk