Routes to Work was born
It was vital from the outset that we needed to identify a broad range of learning styles.
Theories of learning
Objectives:
- Consider a variety of theories of learning
- Identify several principles of learning
- Understand how individual differences affect the learning process
There are many different theories of how people learn. What follows is a variety of them, and it is useful to consider their application to how our students learn and also how you teach in educational programs. It is interesting to think about your own particular way of learning and to recognise that everyone does not learn the way you do.
Burns (1995, p99) ‘conceives of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.’ It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place.
Sensory Stimulation Theory – (Laird, 1985)
Reinforcement theory – (B.F. Skinner)
Holistic learning theory – (Laird, 1985, p.121)
Cognitive-Gestalt approaches – (Burns 1995, p.112)
Facilitation theory (the humanist approach) – (Laird 1985.)
After lots of debate and discussion we decided that the Facilitation theory (the humanist approach) was well suited to meet our client group’s needs, the course and tutors needed to create a warm non threatening experience…
Carl Rogers and others have developed the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors (Laird 1985.)
Once we had considered the learning style delivery we know had to put the course together to produce a scheme of works and a set of lesson plans to match, we all agreed that day one was crucial on the programme, we needed to get the balance right, and the pace must be carefully timed. The induction also must have a clear message of what the course objectives are (why are they there).
Classroom Management
The biggest debate we had was deciding the codes of conduct on the programme, our learners are mandated clients who initially do not want to be there, within the team the were clear divisions, while some trainers were happy to ease the codes in to the group such as ‘all learners must remove hats and coates’ while others were adamant no learning should take place till everyone removed hats and coats, we tried both over the first couple of months of delivery and it became very apparent that easing in the rules had a better response.
I was pleased that we adopted a lighter approach, while appreciate that students must have clear boundaries, but by removing them on day one we would never know what they would be like on day 10.
Putting pen to paper
It was now time to decide was going to be in our scheme of work, we decided to remove the more academic tasks and replace them with fun activities that would hopefully suit all, this proved difficult as not one size fits all. We needed to consider our audience; we needed a variety of delivery methods
Planning for Variety
Information Sheet (Bloom’s taxonomy of learning – cognitive domain)
Dimensions of variety
Variety in the thinking process
Teaching Aids
As a team we decided that a team week programme can be a long time in class, the course must incorporate a variety of delivery aids i.e.
- Video
- PowerPoint
- DVD
- Overhead Projector
There are many different ways in which a trainer can make the learning experience more interesting and memorable for learners. One technique is to use teaching aids. These are things used in the classroom to aid teaching and training. They fall into two main categories: visual aids such as overheads; and interactive tools such as a video programme or resource pack. It is good to bear in mind that too much material and too many different themes can serve to confuse the class. It is best to stick to a few techniques and, perhaps, follow one theme, example or case study.
Videos, DVDs and audio tapes can be useful ways of reinforcing, introducing or filling in detail on the subject being taught. These can be shown to the class as substitute for a lecture or presentation and used exactly the same way with the participants free to take notes as they choose. They can also be used more interactively as follows:
They can be used in conjunction with an exercise sheet which requires the class to fill in details from the visual/aural experience time is allowed for discussion before and/or after the showing
Part 2 – Evaluate how this might have been different if the scheme was to be delivered in a different educational context
Routes to Work has now been in delivery for 7 months, over these months through self evaluation and learner feedback the course has been tweaked several times, teaching is always ‘ work in progress’ we as a team are very proud of this course, its ours, we put it together and we deliver it. From recent observations from managers and staff from our offices in other areas of the UK it is now going to be delivered and rolled out there.
I mentioned earlier in this report how this could have all gone very wrong, it was key that we worked as a team and considered all the facts:
- Who are our learners
- Time in class
- Our Objectives
- Codes of conduct
- Breaks
- Variety of delivery styles
Introduction
“Who are our learners?” Again as a team we thought back to the last time we were in a new situation in order to learn something. How did we feel? Were we full of confidence, eagerly looking forward to the opportunity? Or did we have a few doubts and anxieties lurking at the back of our mind? Did we wonder whether we would match up to your fellow learners? Were we wondering whether you would find sufficient challenge to keep you interested?
There will be very few of us who approach learning without experiencing some mixture of these feelings. And if we – who are in the business of learning – feel like that, think how it must be for learners coming to our classrooms or workshops for the first time. They bring with them diverse back grounds and experiences. Some may need support with basic skills; others may find it hard to express themselves. There may be those with a disability whilst some may feel apprehensive about working in a group. Maybe there will also be one or two confident learners who may want to work more quickly than some of their peers
Summary
If we had not considered all of these areas I do believe the course would have failed, if we had tried to include lots of writing for example some students would not be able to join in. We considered the fact all our learners were mandated learners, day one was crucial, he needed to light and easy going.
The Routes to Work had to pitch at level that was not patronising to higher level students and at a level that everyone would understand, I believe we have successfully created a programme that meets the overall needs of clients who are unemployed and seeking work.
Bibliography
Page 2 – What is a Scheme of works - 28/04/2009 09.20
Page 4 - conceives of learning / Burns (1995, p99)
Page 5 - Sensory Stimulation Theory – (Laird, 1985)
Reinforcement theory – (B.F. Skinner)
Holistic learning theory – (Laird, 1985, p.121)
Cognitive-Gestalt approaches – (Burns 1995, p.112)
Facilitation theory (the humanist approach) – (Laird 1985.)
Page 5 - Theory of facilitative learning - Carl Rodgers 1970
Page 7 - Bloom’s taxonomy of learning – cognitive domain - Bloom's Taxonomy 1956
Appendix
Monday
Tuesday
Wednesday
Thursday
Friday