Learning Styles Review

Welcome to your presentation on learning styles, how do people learn or how to most effectively teach In this presentation? We’Re going to learn why it’s important to understand learning styles, identify the three components of learning, explore the multiple facets of learning and then will synthesize the components and facets of learning to understand how you most effectively learn and how you can hope. You help your clients. Most effectively learn, So why do we care?

This is the first thing you know: why are we even watching this? You learn every day when you read or watch the news when you develop a new skill or hobby or just walking around and observing your kind of like a sponge and you’re, seeing things you’re learning, even if you don’t know you’re learning in order to change a Behavior, you need to learn the function of the old behavior, learn why the old behavior is not needing your needs, learn about alternate behaviors and then develop that knowledge into skills. So there’s a lot of learning that goes on in the client partnership model.

The client and coach identify learning goals and methods together we help the client brainstorm and figure out what they want to learn or where they want to go, and then we help them identify the specifics about what they still need to learn and how to best accomplish Those tasks in the client partnership model, new information is linked to prior learning, so we’re going to take whatever we teach and we’re going to compare it to either what worked in the past or will contrast it with what didn’t work in the past and talk about. Why this might be different? The client will also undergo an unloading process for new information is implemented, so there’s something that they used to do that. They want to not do anymore they’re, going to sort of have to break that habit or unlearn in that behavior and learn a new way of acting and reacting.

So, if you’re working with a client who, for example, has anger management issues and when, in the past, when they got upset, the first thing they would do is put their fist through a wall. We need to have them unlearn that and we’re going to put a different behavior in that place in that process, their first going to have to figure out or understand what makes them angry and why they react the way they react in addition to learning whatever the New skill is and developing it, so it’s effective in this model. Information is also given over time. We don’t just dump stuff on a client in one session and go okay. You know what you need to know move on great, knowing you will present the information. They’Ll come they’ll practice it for a week.

They’Ll come back in the next week, we’ll talk about how it felt practicing it. What they may need to know more about what they may need to practice, what they may need to change a little bit they’ll practice again for another week and they’ll, bring it back and we’ll talk about it again and go. How did it feel this time? Did this help at all think about if you’re trying to learn golf or tennis, you learn the basic stroke and then you practice it.

And then you go back in your you review game tapes. You review practice tapes, you look at what your swing looked like and you identify what you need to do more of what you need to do less of maybe learn a few new techniques. In order to improve upon that skill, you go out and practice it again and repeat that scenario until you’ve mastered it.

So information is given over time and tailored to the needs of the individual. Not everything is going to work for everyone. So when the client comes back in and you go, how did that work and they say well, let’s talk about what worked well and then, let’s talk about what didn’t work so well or what felt odd or felt weird or felt hard and then we’ll figure out How to adjust so the intervention works for the person and learning is a affective, cognitive, social and behavioral, which means there’s an emotional motivation. It makes you feel happy it makes you feel good.

It makes you feel confident, there’s a cognitive, you understand the who. What when, where and whys of whatever it is you’re doing, there’s a social component, you observe other people doing it, you get reinforcements from other people for doing it and there’s a behavioral component, usually when we learn something we’re learning to do something new, whether it’s to Think a new way or to act in a different way. So what are some of our assumptions about learners?

Learners want to know why they should learn it. This is their motivation, so, before you start trying to launch into a whole bunch of detail about something help, people get motivated to learn about it. Sometimes it’s by presenting a problem.

Sometimes it’s by presenting a story that the person can relate to, or sometimes is by asking you know, presenting what we’re going to talk about and having the person define how it will help you succeed. So we’re going to talk about relaxation skills in group today, then I’m going to have each person tell me how my learning relaxation skills help you in your recovery process. We want them to have a personal stake in it. Most learners are active, responsible and self-directed.

So we want them to identify what is it that they want to get out of this, and how can you apply it to your life? So as we’re talking, I want you to keep asking yourself. How can I apply this to what I’m going through right now and learner’s bring experience to learning?

They have a general idea of most topics that they’re in a room for whether it’s depression, anxiety, addiction relationship skills, codependency. They have a general idea, so we want to know what they know about it and what their experiences have been. We also want to know what their biases are about it. You know what are your opinions and attitudes about this particular topic that way we can address them in the learning process and address them when we’re trying to increase motivation.

Learners are ready to learn when the need arises. So we need to think about how we can make mandatory learning more relevant. My kids are home-schooled and when we go to do math, it’s always the same fight. Well, I’m never going to use this. So one of the challenges to me is a homeschooling parent is to constantly bring whatever we’re learning in the classroom back to real life. How are fractions useful in real life?

How is algebra useful in real life, and it is useful, it’s just a matter of helping people see why it’s useful and how it’s useful, and how can you increase, rewards for learning because some things are hard in for me, I am NOT great at math, you Know I know it’s useful and it’s relevant, but I am not the best at it. So when I do math related things, I try to incorporate extra rewards or make the day a little bit shorter in order to give them credit for staying focused on something that was a little difficult for them. At least for my daughter, my son is great, with math, provide task and problem oriented learning instead of talking about hypotheticals, have people apply it to their life, identify something they need to learn about in order to improve their recovery or happiness.

So what is it that you need to learn about that you want to learn about that? We can learn about. The context of learning is also important.

If you have a positive learning climate people are going to learn more. If people are afraid to ask questions or if it’s a. I had a professor one time who had power points and he literally would sit there for the entire class and do nothing but read off the power points. It wasn’t bullet points for talking off of it was prose and it was just an exhausting class. I’M like just give me the power point. Let me home so creating a positive learning climate where people are energized they’re excited they want to get their creative juices flowing.

Looking at how the learning climate differs between people what’s positive, for one person may not be for another going back to math. When I was taking statistics in college, the professor would put a problem upon the board and he’d go through it and he’d do a step and he’d be like in the next step is, and somebody would holler out what the next step was and so on, and So forth me I’m sitting in the back going. Please don’t call on me because I need to do about 15 practice problems before I can actually go at it that quickly, so some people do better if they have a chance to shine if they have a chance to apply and really get their hands in and Manipulate the material in class, other people prefer to sit back absorb and then reflect on. It so think about examples of negative learning climates that you’ve been in and why it was negative or why you had a hard time. Learning in that environment be aware that that may not be negative for other people, but it was for you. So it highlights how a positive learning climate can really make it easier to learn and retain things, personal characteristics, people’s personal characteristics such as whether they believe they can learn.

It is going to have a huge impact. My daughter, for example, will say I can’t learn math. I stink at math and I’m like no, it doesn’t come as easy to you as writing, but you are actually quite good at math for your age level and grade level and everything else. It’S a matter of sitting down and working through it.

She hates it and she expects it to be hard. So she creates this situation where she just dreading doing her math every day and working with her to identify things that she can do well, working with her to identify um when she’s, creating negative expectations and have our work on trying to focus on positive expectations and Also, looking at vulnerabilities and compounding issues if someone is in crisis, if they are clinically depressed, if they’re detoxing, they are not going to learn as well as someone who is well nourished, well-rested and there and ready to learn, not distracted by anything else. Take that into consideration when I was in working in a residential situation, people would come to us after 35 days of detox, and they would still be in a fog for me. If they showed up to groupon time, they stayed awake, they attempted to participate, you know and that could even be nonverbal behaviors, not necessarily, you know, being all up raising their hand for every question, but if they came, they stayed awake, they seemed to be trying to Pay attention that was all i could ask and i would provide information and hand out, so they could review it later and then come asking me questions because everybody had their own stuff going on.

I wasn’t egocentric enough to think that they were going to put aside life to focus on my group at that particular point in time. Peers peers also affect learning by their stage of readiness for change. If you’re doing a group and there’s 15 people in the group, but there’s four who are in pre contemplation, they think it’s stupid to be there they’re goofing off. They are heckling, they are just doing whatever they’re doing it’s going to make it harder to learn, whereas if everybody in the group is really focused and really excited about, what’s going on in the group, it’s going to be easier for everyone to learn. Co-Occurring issues also will affect what’s going on if the peers in the group have something going on.

If you’ve got one person over in the group, that’s crying they’re not going to be able to focus and they’re going to distract the focus from the group. So you need to pay attention to what’s going on in the environment in the community when you’re talking about what’s important, to learn. Some people will be more motivated to learn things if the community is positive about it.

But if the community stigmatizes it like bullying or suicide awareness, and they want to try to make it a contentious topic, then people are going to be less likely to want to learn about it and the availability of peer support in the community. People learn when they’re in group or when they’re in session, but the majority of their learning and actually taking that information in and making it part of who they are, takes place outside of the session. So there needs to be peer support. There needs to be people who have those same skills who can reinforce those skills in the environment and significant other expectations if a significant other is always identifying your client as the patient and asking them well, why aren’t you fixed yet identifying everything as that person’s problem?

It’S going to be harder for the person to learn because, ultimately, most of the time, addiction and even mental health issues are family issues. So we need to look at the system in itself, but if that person is not willing to change, then your client may hit a roadblock because they’ve changed as much as they can and something else has to give at this point being aware of that, you know Significant others may not change, however, helping your client understand when they’ve done everything they can do and they’re working a good clean program is what’s really important, motivating the adult learner, six factors, social relationships. Some people enjoy learning because they can make new friends and socialize and improve current relationships with friends and family external expectations if they think it will help them improve at JA in their job or at school or meet another authorities. Requirements like their doctor or probation officer. They’Ll be more motivated to be there. Some people are motivated by social welfare if, whatever they’re learning is going to improve their ability to serve the community or improve the community that they and their children live in, they may be more motivated to learn personal improvement.

If it’s going to make them feel better, if it’s going to help them advance professionally or if it’s going to help them stay ahead of competitors, people will be motivated to learn if it’s going to help them escape boredom or change the routine. If it’s going to provide new stimulation, people may be motivated to learn or if it’s just something that they’ve always wanted to know about, and they’re learning. For the sake of learning some of us love to learn.

I love going to the library and chicken checking out books. You know I don’t claim to be a master of landscaping, but I love to learn about it. I don’t claim to be a master of needle arts, but I love to learn about it and I like to practice because there’s the cognitive interest of what’s out there, that I don’t know about that, I might be able to learn about.

That might be something I can add to my repertoire, so the components of learning our cognition, conceptualization and effective. I need to find another C for that, but I just don’t have one cognition is how you get the knowledge in your head. Conceptualization is how you process it. Do you think about it in abstract terms or specific terms, and what do you relate it to, for example, if, if I’m planning dinner, I think in abstract terms, I think I need a protein. I think I need a green vegetable and I need some sort of a grain now.

Other people may think I need chicken. I need broccoli and I need rice when we’re talking about conceptualization. We need to know how people think, whether they think about specifics or they think in general general terms and effectively. If they don’t care about it, they’re not going to remember about it.

They need to have a positive in interested attitude in order to figure out or decide that it’s worth making room in their mental storage to file this information away and keep it cognition is your knowledge acquisition when you process information, whether it’s in the moment active learners, Like we talked about or taking in that information and having an aha moment when its assimilation without reflection, can lead to trouble, that means somebody’s processing and acting as they go and they’re, not stopping to say, okay in the big scheme of things, am I going down The right path, if you’ve ever been out driving with somebody who doesn’t like to use a map and they’re just like yeah, I think I’m going in the right direction. I’Ll take a left here and yeah. I think, to get back there. I may need to turn.

Take a right – and they just keep doing that you’re like stop and look at a map. Please that’s action without reflection. Reflection without action is somebody who just sits there and thinks about it. The whole time and plans, but never actually gets out and does anything either way either extreme is a problem in the recovery process for active, reflective learners for reflective learners. They like to think it through first and prefer working alone so present the information give them something to apply it to give them something to manipulate it with. So they can have that aha moment and then call on them, so maybe break up into group activities or individual activities and have them manipulate it and then bring them back and say: okay now, what did you figure out from that activity?

Active learners have a difficulty sitting quiet through lectures, they love group work and they need discussion or problem-solving activities. You will have both types of learners in any group. You do so if you’ve got active learners, ask questions that are not rhetorical. Throughout the presentation. Incorporate group work because group work is also the time when the reflective learners can kind of chill out and put stuff together and always have activities for the active and the reflective learners that make them apply it to themselves.

Knowledge acquisition, auditory, hearing, visual, seeing and kinesthetic doing it’s how you receive information. People who learn best by hearing will learn best in lecture discussion, listening to podcasts or even talking to themselves so sometimes they’ll go into a room and they’ll just talk it out or give them a dog. Let them talk to their dog, but they need to hear the information.

People who learn best visually will do best by reading, seeing displays and taking notes. Kinesthetic learners learn best by doing it, role-playing paraphrasing or writing it out, and then speaking it when you paraphrase you’re. Taking a concept that somebody’s presented and you’re, manipulating it usually into a shorter form and in your own words, which means you’ve had to work with the information and understand the underlying concept, so kinesthetic learners can do well with paraphrasing. Sometimes you can’t have all of these, or some of these when I was in when i was in college, we would have these lecture halls filled with 700 people, so the teacher is not going to be able to stop and go okay, let’s all break into small Groups and apply this not with 700 people, so figuring out how to work around that breaking out into study groups. Having a couple people in my class that I could do a study group with role playing, etc.

That always helped in order to meet different learning needs. Information needs to be presented as many ways as possible. Notes, graphs and text always include a visual component. It doesn’t mean you have to have a dissertation, preferably if you’re presenting something visually with notes. Just get to the point bullet points verbally, you want to be able to hear it and talk about it. Manipulative ly, you want to ask questions, have group activities or have scenarios roleplay if it’s just you and your client asked questions and give examples throughout the session or throughout the class, and take frequent processing breaks for the reflective learners.

Even if that’s just time to okay, I want everybody to take a minute and think about how this applies to them or take five minutes to take a bathroom break. Whatever works in your situation. That way, people have time to reflect if they need that time. Sensing versus intuitive people – you know we talked about this. When we talked about temperament the snap T, sensing people pay attention to details, they don’t need the big picture as much to be happy, but it works better.

When you’re presenting to a group a mixed group of learners, if you give an overview of the topic, present the details concisely and then summarize again with another overview, global versus specific learners, you know the global person is going to need that overview. Outlines and meeting agendas are always helpful, even if it’s just a one-on-one session with you and your client. A meeting agenda is extraordinarily helpful for a lot of them and it’s also helpful to keep everything on track. You also have to consider whether people want the big picture or the details and you’ve got to find balance. If you present too much of the big picture and get caught up in meta concepts, people will start to fade out and get lost in daydream. If you present too many details, they may get overwhelmed so present the big picture and the bay six.

Then let participants ask questions bottom up or top down. I’Ve talked about puzzles before when you do a puzzle. If you use the box to guide how you’re going to put the puzzle together, you’re probably going to be one of those top down people, because you start out with the big picture the end goal. And then you work down from there. If you get a DVD or you’re getting ready to watch a movie on Netflix, do you have to read the synopsis of what it’s going to be about first, or do you just turn it on when presenting information again always start out with a general overview, provide An outline or agenda for direction and always answer the question very, very early on. Why do I care, and that means why do your students care about what you’re presenting so a lot of this is repetitive between the different types of learning styles.

The whole present an overview then give some details and apply it, make it meaningful, so, hopefully you’re getting the idea. That is not overly difficult, but there are a few things that we need to pay attention to. Caring is their effective dimension. Some people care more about stats. I love stats other people care about how it makes people feel when i’m looking at a problem. You know sometimes I’m motivated to address the problem, because it makes me sad or it makes me angry, but then I want to know what is the logical, most efficient, most effective way to solve the problem.

So then, I get down into the numbers. People who tend to learn attitudinally, prefer facts and compelling objective arguments. People who learn emotionally prefer to learn what will make them feel the best you know when we’re talking about. I do a lot with animal rescue when we’re talking about no kill shelters. I look at the objectives.

How many stray and abandoned animals are out there? How many adopters are there annually? How can we make this happen? What other facts may present prevent somebody from adopting an animal people who learn emotionally just want to figure out how that these animals are not going to get killed, and sometimes they loss over the facts, but it will keep them engaged if they keep their eye on The fact that the end goal is to keep the animals out of high kill, shelters tips for learning success, provide enough information, but not too much work collectively.

This is a collaboration between you and your client. This isn’t just you lecturing emphasize immediate benefits. Learning is not always its own reward, so what is the benefit of learning this information this week?

Small group activities or role plays, provide learners and opportunity to share, reflect and generalize their learning experience, and we want to promote autonomy and innovation in our clients. So we don’t always want to be giving them the tools and saying okay. This is what you need to do. Sometimes we want to give them a problem and say tell me three different ways you could solve this problem stress order through consistency, fairness and respect.

I want to be consistent about what I’m telling people I want to be fair and opinions, and I want to respect there’s. I want to promote involvement in group governments through shared values, needs and goals. Even if that group is just me and my client it’s important to differentiate between the behavior and the person, if somebody makes a mistake, you know they’re human, they made a mistake, they’re not stupid. They made a mistake.

They chose the wrong behavior and there’s a big difference in there when we’re talking about maintaining motivation, regularly, assess attribution statements if someone is attributing failure to them being not effective to them being stupid to them being lazy. That is a global, stable internal attribution, which is not helpful, so we want to look at what are some other possibilities of why this could have happened, that don’t have anything to do with you model a positive attitude, empathy and acceptance and continually reinforce the inherent worth Of all of your students, clients or participants whatever you want to call them, because they’re good people they’re trying to do the next right thing and sometimes there’s a little process to figure out how to make that happen. It doesn’t mean they can’t do it. It just means we haven’t, found the most effective way for them to do it yet develop a collaborative and cooperative learning activity, ceased learning, opportunities to teach conflict resolution and stress management, so regularly talk with your clients about conflicts and stress in their life and how they Could use the tools that you’re working on in session to address those things, teach how to accept and learn from mistakes demonstrate how to build on strengths and help. Others view family members positively to encourage future learning.

So we want those significant others out there to not. Just always viewed John as the black sheep or the identified patient. We want them to view John as John who happened to have made some choices that were not as helpful as other choices he could have made, but those were choices and those are in the past. So, let’s encourage him to learn how to prevent relapse and live a happy healthy, sober life. Adult learners are more likely to retain relevant information. Learning is an emotional, cognitive and situational process.