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"Very early on, I get [the students] to figure out their learning
style by giving them examples and then we negotiate what
approach will work best for them." J.Copley, OT clinical educator,
multiple-mentoring model (personal communication, May 24, 2007)
There are various classifications of learning styles that you may like to
become more familiar with.
www.qotfc.edu.au/resource/index.html?page=65376 1/2
"Conflict can occur when the supervisor has an 'activist' style to
teaching, whilst the student has a 'theorist' style to learning" OT clinical
educator, PA Hospital (personal communication, May,25, 2007)
Flexibility and adaptability is the key to learning. There may be times
when you need to adjust your teaching style to accommodate student
needs, as in turn the student will need to accommodate your teaching
style and the expectations of the context and situation in which they
are learning.
"It is important to recognise that you can't always cater to the learning
styles of each student, but you can try to accommodate them as much
as is reasonable. For instance, if a student likes demonstration and
practice prior to implementing an interview or assessment then, rather
than you providing that demonstration all the time, you could encourage
them to practice sometimes with the other students first. You can try
to meet them in the middle ground" S.Bartholomai, OT clinical educator,
Ipswich hospital (personal communication, May 31, 2007)
Difference of Approach
Here is a possible example of two different student learning approaches
to delivering a staff in-service and suggestions on how teaching
approaches could be modified to accommodate differences in learning
style:
Active Learner : May write brief notes to self as prompts and then
elaborate more spontaneously through active thinking on spot during in-
service. 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 (with or without note-taking).
Possible teaching approach : 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, background knowledge as
it is happening. Encourage immediate reflection and feedback.
Reflective Learner : 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; and 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 or may not be used "in-
action"). 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
approach : 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 -
assists student to avoid overwhelming themselves with too much
information. Encourage time for quiet reflection prior to providing
feedback or joint reflection session.
(Sample, 1999)
Key points
Adults have preferred learning styles
www.qotfc.edu.au/resource/index.html?page=65376 2/2