Learning Styles

North Carolina State University have created an on-line Learning Style Questionnaire. If students do not know their learning style you may direct them to this site. It is also very helpful for you to understand your own learning style as this may influence your teaching style.

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  • Like to be constantly challenged
  • Can think on their feet
  • Enjoy the challenge of being thrown in the deep end, learning best 'on the job' through practical exposure, trial and error and direct experience
  • May write brief notes to use as prompts and then elaborate more spontaneously through active thinking on the spot during in-service.
  • They may use immediate verbal and non-verbal feedback to adapt and modify performance behaviour during course of in-service - learning on the spot.
  • May reflect on learning and performance through direct discussion immediately following in-service.
Possible teaching approaches
  • Ask student to talk through their plan and rationale prior to action.
  • Direct student to relevant and important resources, information or protocols to ensure attention is given to essential level of preparation.
  • Allow plenty of active hands-on learning and regularly ask student to explain reasoning and background knowledge as it is happening.
  • Encourage immediate reflection and feedback.
  • Need time to plan, prepare, research and to have time to reflect on their learning before being confronted with a new challenge
  • Like to be thoroughly briefed before proceeding
  • May make efforts to feel thoroughly prepared, in order to boost confidence and to accept goal as achievable.
  • May prepare for in-service by collecting and reading large amounts of relevant (or sometimes broadly relevant) information relating to topic to gain a comprehensive understanding of the theme;
  • Will prepare for delivery of in-service through memorising, rehearsing information delivery and preparing extensive or detailed notes (may be word for word) for reference during in-service delivery.
  • May have prepared plan B for aspects of in-service discussions, and considered responses to possible questions.
  • Will appreciate time to reflect on performance and outcomes afterwards and may prefer to take some notes prior to discussing with supervisor.
Possible teaching approaches
  • Allow student time to plan, consult and research information relevant to task - within reason.
  • Monitor student's interpretation of information gathered to ensure that relevance and prioritisation of important information is effectively distinguished from less relevant - assist student to avoid overwhelming themselves with too much information.
  • Encourage time for quiet reflection prior to providing feedback or joint reflection session.
  • Stimulated by abstract ideas and concepts
  • Like to consider numerous viewpoints and theories
  • Analyse situations before selecting options and approaches to a task
  • Learn through observation, discussion, analysis, and enjoy logical and sophisticated reasoning
  • Learn from qualified demonstration
  • Need to see the practical advantage of all that they are doing (i.e. they need to know that what they are doing works)
  • These students will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go.
Possible teaching approaches
  • Use real life examples, applications and case studies in your summary to help with abstract concepts.
  • Utilize pictures and photographs that illustrate your idea.

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