Community Learning Development Resource 100 – 08
HOW PEOPLE LEARN BEST
SUMMARY
Much has been written about the individuality and the complexity of learners and how they deal with experiences and learning, as individuals and within groups. This resource (100 – 08) identifies some general examples of the characteristics of learners and how they learn best, that have been researched and written about.
Recognising and understanding how individual learners learn best is crucial in being able to connect with and reach them, to encourage, enable and support them to learn and understand and value how they did it.
1. Learning styles and approaches
Individual learners have different learning styles and learn best in a variety of ways – educational theorists have observed and tested learners, and have developed models to describe learning styles, by observation and analysis, e.g.,
- Based on the analysis of sensory responses within learning
- Visual Learners – relate to visual communication of ideas and information
- Auditory Learners – relate to the spoken word
- Kinaesthetic Learners – learn best by ‘hands-on’ experiences.
- Based on the analysis of observed success of learning activity:
- Sequential learners – learn step-wise in a logical planned way
- Holistic learners – like to have the big-picture, learn by making connections and jumps
- Individual learners – express a preference to learn on their own.
- Collaborative learners – like to learn interactively with other learners
Most individuals can learn across the full range of sensory experiences and via a range of different learning activities – our concern is to recognise how someone learns best and to work with them in ways that support their learning, whilst positively reinforcing their success, particularly with inexperienced learners.
2. HOW INDIVIDUALS BEST LEARN FROM EXPERIENCE
(Ref: David Kolb – Experiential Learning)
Activists – tend to take on board or solve problems simply on the basis of their experience of the new learning inputs they receive – information, ideas, concepts, models and questions, etc., they are presented with.
The activist – experiencer – ‘‘I’ll try anything once’’
‘’Give me problem and I’ll give you an answer’’
Reflectors – tend to review any new learning inputs they receive – information, ideas, concepts, models and questions, etc., against what they have already experienced, know and understand
The reflector – reviewer – ‘’I’d like time to think about this’’
‘’Give me the problem and I’ll think about what I know and if I can find an answer’’
Theorists – tend to think about, share, discuss , tease out, examine in the light of what is already known in the wider world, any new learning inputs they receive – information, ideas, concepts, models and questions, etc.,
The theorist – thinker – ‘’ How does this fit with that – and everything else?’’
‘’Give me the problem and I’ll think about the possible answers & further questions’’
Pragmatists – tend to explore, practice and test things out , pursue by ‘trial and error’, explore by experiment any new learning inputs they receive – information, ideas, concepts, models and questions, etc.,
The pragmatist – experimenter: ‘’ How can I apply this in practice?’’
‘’Give me the problem and I’ll try some possible solutions’’.
Experiential Learning – individuals have the ability to learn in all of these ways, and use all of them, whilst learning, but it can be shown that they can also be strong or weak in any of the four areas and therefore have a preferred way of learning – which inexperienced learners may not be able to recognise or identify. We can support and encourage them as learners by first confirming their learning success and identifying what appears to work for them.
3.MULTIPLE INTELLIGENCES – LEARNING CAPACITY
‘’Intelligence is not seen only as an academic characteristic and measurement……..
…….. Specific intelligences are recognised – mental skills and abilities – hidden talents to be discovered’’. (Howard Gardner)
- Logical – knowledge, understanding, reasoning, analysis
- Linguistic – communication
- Spatial – awareness of shapes and connections
- Kinaesthetic – physical doing skills, e.g., sports performance
- Musical – understanding, appreciation and performance
- Interpersonal – relationship skills, building relationships, participating
- Intrapersonal – self-awareness, self-management and self-development
- Environmental – conscious awareness & interaction with surroundings
It is important in our work with inexperienced adult learners with low learning self-esteem, that we recognise ‘hidden talents’ and can confirm success in them. Their experience in formal or academic education and training may well have left them believing that they can’t learn. We have a job in enabling them, discover that they ‘can’, to value their skills & abilities and rediscover their ‘learning soul’.
4. EMOTIONAL INTELLIGENCE
- The ability to understand and deal with our own emotions, the emotions of those around us, and with the consequences flowing from our emotions.
- Silencing or changing the message of one’s critical voice is a step towards a higher emotional intelligence.
- Our ability to empathise is an expression of our emotional intelligence.
Emotional intelligence may be a ‘luxury’ that individuals with low self-esteem and poor quality life experiences cannot afford! Enabling them to build their individual capacity towards self-empowerment and independence, includes them recognising and valuing emotional intelligence.
5. WHAT HELPS PEOPLE TO LEARN?
If we want the individuals we work with to learn from their experience with us and change then it may help us to understand how the learning is best transferred and put in place. Here is one analysis of how well learn might transfer (William Glasser 1998). They take on board:
- 10% of what they read
- 20% of what they hear
- 30% of what they see
- 50% of what they see and hear
- 70% of what they talk over with others
- 80% of what they use in real-life
- 90% of what they teach someone else.