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This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
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Anita Hamilton, School of Health and Social Development, Faculty of Health, Medicine, Nursing and Behavioural Sciences
Understanding learning styles to enhance the experience
of being a first year occupational therapy student
Typical profile of an OT student at Deakin
• Two thirds are school leavers, aged 17-18 at start of course
• 90% are female • About 1/3 are from Geelong and district, 1/3 from
Melbourne and 1/3 from country areas
A comprehensive learning styles summary activity, based on:
Honey, P. & Mumford, A. (1986) Using‑your Learning styles.
De Bono, E. (1986) Six Thinking Hats.
French, J. R. P. and Raven, B (1959) The Bases of Social Power.
Today we have time to look at one aspect of the learning style profile activity…
Activist
PragmatistTheorist
Reflector
Understanding yourself as a learner
The results of the inventory give information about
learning style preferences.
(Honey & Mumford, 1992)
This is used to participate in a significant first semester group learning task.
Profiles of Honey & Mumford’s learning styles
My philosophy is... if it's
logical, it's good!
Theorist
My philosophy is... it's good to
be cautious!
Reflector
Activist
My philosophy is... I'll try anything
once!
Pragmatist
My philosophy is... there is
always a better way!
Pragmatist
Theorist
Reflector
Understanding others as similar learners
Students meet others in their tute-group with the same learning style preference
Activist
ActivistPragmatistPragmatist
Pragmatist Reflector
Theorist
Reflector
Learning Styles HSO102 (Honey & Mumford, 1992)
10
25
1815
0
5
10
15
20
25
30
Number 10 25 18 15
ACTIVIST PRAGMATIST REFLECTOR THEORIST
Understanding others as different learnersStudents move to small work-groups which comprise the four learning styles…They discuss how their style could be a strength and a weakness at University…
Activist
Pragmatist
Theorist
Reflector
…they will stay in these groups for the semester to
complete a significant assessment activity
This activity has a range of outcomes!
Students finish their first OT tutorial in first semester with the knowledge of:
• An idea of learning their own style strengths• Knowledge of others with a similar learning style • A work group of about 5 students with whom they will
complete a significant assessment task• Time spent getting to know their group• Q&A time on the assessment task!
The task they will complete includes:
1. Creating a tutorial designed to meet the learning styles of students in the tute group
2. Creating a tutorial designed to demonstrate understanding of group work process
3. Creating a tutorial that demonstrates emerging knowledge of the role of group work in OT practice
4. Developing a reflective journal that discusses the above issues plus reflections on working together as a team
Types of groups the students ran•Relaxation techniques•How to juggle life and juggling balls!
•Scrap booking•Goal setting
•Therapeutic pot plants•Healthy eating•Balloon animal making•Pilates •Leadership and teamwork games
Student Reflections
Students complete a group reflection journal on working with people with different learning styles. How they found it and what they learned…
It was great working in a
team… I could never achieve
that on my own
I really love leading a group!
Student reflection is important
Students who are aware of their own learning strengths, preferences and limitations can more effectively participate in and influence their learning outcomes.
When working with a theorist I
need to be patient
It was great to know how to work with others, knowing
their learning style really made sense
This knowledge and skill is then available as graduates
(Activist learner)
I am a pragmatist and need to be careful
about my style when trying to engage all my
students
Teacher Reflection
Teachers who continually review and reflect upon their teaching style and practice, are more likely to provide a range of approaches to learning & assessment, leading to facilitation of learning through student-centered learning environments (Biggs, 2003).
Attitudes
Reasoning
Theory
Investigation
Skills
Thinking
Can we use knowledge of learning style to progress from student of occupational therapy to artist of occupational therapy?
Attitudes: towards health, disability, disadvantage, person-centered, strengths-based
Reasoning: explaining clinical decision making
Theory: models, conditions, anatomy, physiology, psychology
Investigation: conducting/understanding research, using evidence, critiquing
Skills: discipline specific skills in assessment/ intervention/ individual & group communication/ management/
Thinking: problem solving & critical reflection
ARTIST
