My First Year At University

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Learning style theories are perspectives to determine how and why people learn like they do. There are many theorists who have a view on how people develop and understand learning, such as Honey and Mumford (Peter Honey and Alan Mumford, 1985), David Kolbe (1984), Howard Gardner (Multiple intelligence, 1983), Neil Fleming (VARK, 2001) and Edgar Dale (Cone of experience, 1954). I will talk about some of these and apply them to practice when working with young people, I will also demonstrate that I have knowledge and understanding of these theories by applying them to what I have learnt in year one at Nottingham University.
In my first year at university I have undertaken situations that have allowed me to progress both as an academic
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Activists tend to get fully involved with no influenced opinions, they learn by doing and need to “dive in feet first” (Honey and Mumford, 1985). To have an activist mind set, you need to be open minded, get involved in brainstorming, problem solving, competitions and role play. Being a hands on person I feel I fit well into the role of being an activist as I tend to be the one of the group to think about how to solve a certain problem similarly, when it comes to challenging activities I am competitive in a friendly nature. The other three learning styles help me to understand that even though I am an activist learner, to be an effective learner all three have to be incorporated so I get a little aspect of each which will allow me to have an insight to how the youth I will be working with, think and understand. I understand that by watching a demonstration visually, I will have a better thought process as I can see how that person has done it and how I would do it differently.
When working in practice it will be essential for us as practitioners to recognise that each individual will have a different style of learning and by offering them a range of tests to see where they stand will be effective as you’re not relying on one source but a variety. This will give you a more accurate results. Once you’ve witnessed that everyone has different learning styles, you can then help to tailor to the young person’s needs. This could be by offering one to one support or asking
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