3.5 Learning Styles

3.5 Learning Styles

What are learning styles?

Learning styles are natural or habitual patterns of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn, and being aware of these different ways can significantly increase the positive outcomes of outdoor learning for your participants. The two main researchers in this area are Fleming and Mills (1992), who suggested three learning styles, and Honey and Mumford (1982) who have documented four learning styles.

Summary of Neil Fleming’s Vak/Vark Model

Example based on Fleming and Mills Vak/Vark model[1])

Kristy is demonstrating to a group the safe use of a bow saw. Having already spent a day with the group she has become aware of some of the children’s learning styles. Whilst demonstrating how to use a bow saw she is firstly aware of the kinaesthetic child who is not really listening and can’t wait to get their hands on the saw and have a go.  As soon as the demonstration is finished, she asks an assistant to work one-to-one with the kinaesthetic child to assist them to learn by practically doing the activity.

During the demonstration she was making sure that all the children, including those with a more visual learning style, could clearly see her demonstration.

The more visual learner would notice details and observe more rather than acting or talking or would ideally prefer reading and writing, but would make mental notes if they can’t physically write things down. Making sure this child can see clearly what is going on will help them greatly with their learning.

Similarly, all the children, including those that have adopted a more aural learning style, should be able to hear her verbal instructions, and by using a combination of practical, visual demonstration and talking through the process, a range of learning.

Summary of Honey and Mumford learning styles

Peter Honey and Alan Mumford have identified four main learning style preferences:

Activist, Reflector, Theorist, and Pragmatist.

Activists

Activists like to be involved in new experiences and are enthusiastic about new ideas. They enjoy doing things and tend to act first and consider the implications afterwards. They are unlikely to prepare for the learning experience or review their learning afterwards.

Activists learn best when:

  • involved in new experiences, problems and opportunities
  • working with others in team tasks or role-playing
  • being thrown in the deep end with a difficult task
  • chairing meetings, leading discussions

Activists learn less when:

  • listening to lectures or long explanations
  • reading, writing or thinking on their own
  • absorbing and understanding data
  • following precise instruction to the letter

Reflectors

Reflectors like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own.

Reflectors learn best when:

  • observing individuals or groups at work
  • reviewing what has happened and thinking about what they have learned
  • producing analyses
  • Doing tasks to tight deadlines

Reflectors learn less when:

  • acting as leader or role-playing in front of others
  • doing things with no time to prepare
  • being thrown in at the deep end
  • being rushed or worried by deadlines

Theorists

Theorists like to adapt and integrate observations into complex and logically sound theories. They think problems through step- by-step. They tend to be perfectionists who like to fit things into a rational scheme.

Theorists learn best when:

  • put in complex situations where they have to use their skills and knowledge
  • they are in structured situations with clear purpose
  • they are offered interesting ideas or concepts even though they are not immediately relevant
  • they have the chance to question and probe ideas

Theorists learn less when:

  • they have to participate in situations which emphasis emotion and feelings
  • the activity is unstructured or briefing is poor
  • they have to do things without knowing the principles or concepts involved
  • they feel they’re out of tune with the other participants, for example people with different learning styles

Pragmatists

Pragmatists are eager to try things out. They like concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth.

Pragmatists learn best when:

  • there is a link between the topic and job
  • they have the chance to try out techniques
  • they are shown techniques with obvious advantages such as saving time
  • they are shown a model they can copy

Pragmatists learn less when:

  • there is no obvious or immediate benefit that they can recognise
  • there is no practice or guidelines on how to do it
  • there is no apparent benefit to the learning
  • the event or learning is ‘all theory’

Source: Mumford, A. (1997) How to manage your learning environment. Peter Honey Publications.

We all often use a mixture of learning styles, however having a general awareness of our client’s dominant style when planning sessions is another way of playing to everyone’s strengths and achieving success!

It is important that learning theories do not inhibit the natural flow of sharing information and experiences between you and your participants. General instinct and sensitivity to your clients needs can’t be replaced with academic ideas, but ideally are complemented by it.

Kolb Educator Role Profile (KERP)

Understanding how we, as leaders, teach our subject matter is just as important as understanding how our students learn. The Kolb Educator Role Profile (KERP) aims to help educators clarify their own teaching styles and approaches. This enables the educator to better understand how their teaching style and focus may suit some learners better than others, as well as how they can adapt their teaching styles to include a greater variety of educational and interpersonal approaches in their lessons.