Learning styles were developed by Peter Honey and Alan Mumford based upon the work of Kolb and they identified four distinct learning styles: Activist, Theorist, Pragmatist and Reflector. Activists: Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. They have an open-minded approach to learning, involving them fully and without bias in new experiences. Theorists: These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. They also prefer to analyse and synthesise, drawing new information into a systematic and logical theory. Pragmatist: These people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters try out new ideas, theories and techniques to see if they work. Reflector: These people learn by observing and thinking about what happened.
They may avoid leaping in and prefer to watch from the side lines. They also prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. In Brickhill Lower School, the learning theory was used to help children explore their knowledge on basic skills that they would require before going into higher education such as Middle School. These vital skills include being able to use hand-eye co-ordination, talking openly to teachers, learning basic and advanced key stage 2 Numeracy and literacy. They learning theory allows us to understand the different learning styles that these children may inhabit and so once we know their own learning style we can elaborate and be able to help them further on their knowledge and learning. Every individual has their own way of learning which may differ from others within the class and so by covering all of the different aspects we are able to teach the children the basic skills in which they will be able to use in the near future. Argyle- Communication- Putnoe Library
Argyle believed that communication was a skill that is able to be learnt and developed. He created the communication cycle which contains 6 stages: Stage 1- idea occurs, Stage 2- message coded, Stage 3- message sent, Stage 4- message received, Stage 5- message decoded and Stage 6- feedback on what is understood. Stage 1- you have to come up with an idea of what you want to communicate across to another individual. Stage 2- you think of what you would like to say and how you are going to say, you then have to put your thoughts into a language or into another communication method such as sign language. Stage 3- you speak or sign, write or send the message in any form. Stage 4- the other individual has to sense the message through hearing or seeing. Stage 5- the other individual has to decode the message which can be interpreted wrong through body language.
Stage 6- if the message has been understood then the individual will reply. In Putnoe Library, communication is a big factor within the provision as it helps us to communicate with members of the public what exactly is being said. Talking is a major part of learning and we are able to communicate thoughts, opinions, ideas and information. Without talking most importantly without communication we would not be able to explain things. The message was created in my mind and was then put into a form of communication, the most obvious one being talking. I knew how to say it then the information about the Summer Reading Challenge was sent via conversation. The children and their families would receive this information and would reply saying that they understand what the Challenge involves and would be happy to let their children take part. If they didn’t reply it would mean that they didn’t understand my message and would therefore have to go through the communication cycle again. Bandura- Social Learning theory- Bedford Charter House
The social learning theory is a cognitive process which occurs through observations of behaviour or instruction of others. An example of this theory in practice is the Bobo doll experiments carried out by Bandura. This experiment consists of carious adults aggressively and non-aggressively playing with a bobo doll. The adults are observed by children and are left to play in the same room independently. When playing, a child displayed the same behaviour they had witnesses previously which shows they were influenced by social behaviour. I saw the social learning theory occur in Bedford Charter. As some of the residents had suffered or were suffering from dementia or other illness, they all had different behaviours and did not understand socially acceptable behaviours. To improve some of the negative behaviour some of the residents presented, the carers showed good behaviour or positive ways to get along with each other by singing songs or playing board games together.