Sex and Relationships Education, Personal, Social and Health Education, Educational Resources and Training
SRE Training Methodology
Hilary Dixon
 
 
First page
My formative influences and opportunities
My philosophy and values on SRE
Three elements that underpin my method
Active Learning
Learning Styles
Groupwork
Rationale for using this approach
Presentation refs.
Methodology refs.

Different Learning Styles

The active learning model takes account of different learning styles (see Anderson and De Silva 5 ). Each stage of the active learning cycle represents a learning style, and each of us will have a favoured mode:
5. See the Presentation References page.
   Do . . . →
represents people who favour a practical approach to learning, and like to learn through relationships with others. They are happy to be involved in an activity and enjoy playing games. They tend not to ask ‘why are we doing this?’
eg in cooking, likes to experiment with whatever ingredients are available
   Review . . . →
represents people who like to learn by reflecting on ideas and issues and observing other people. They may not be keen to join in activity or discussion, and will volunteer quickly for an observing role in an activity.
eg in cooking, likes to watch mama and reflect and learn by observation
   Learn . . . →
represents people who like abstract theories, ideas and generalisations. They often want to know whose research is being quoted and what the experts say. They may also prefer to read a book or listen to a lecture than go on an active-learning course.
eg in cooking, likes to follow a recipe very carefully
   Apply . . . →
represents people who enjoy testing things out, developing practical skills and knowing how things work. They commonly take a practical and methodical approach to learning.
eg in cooking, likes to taste, to experiment and improve on a recipe
You may remember that I mentioned earlier that my own experience of learning at school was not positive. Since discovering this model, I now realise that my schooling was almost entirely delivered in the Learn mode, whereas my learning style is the exact opposite and is in the Do mode. Having had practical experience of teaching, I was ready, when I returned to academic study, to use the theory to make sense of my teaching experience.
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