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This information sheet will look at how we can support learners and increase the effectiveness of our playwork training.
Our approach to teaching is based on the idea that learners learn best when being active participants in their own learning discussing, interpreting and discovering. The trainer both instructs and facilitates and designs experiences to encourage the learning of new knowledge skills and attitudes. This approach emphasises deep learning and understanding over the memorisation of facts and rote learning. In recent years neuroscience has revealed much about how we learn and process information. Advances in scanning technology have allowed us to see the brain in action and what it has revealed is a dynamic and flexible organ that continually grows and reconfigures itself in response to stimulus1. What this new field is uncovering is confirming the holistic approach of humanistic psychology. In this information sheet, drawing on the work of Paul Ginnis and others, we highlight seven key principles behind effective learning. These principles are embedded in the Play Wales Playwork: Principles into Practice (P3) qualifications and all their training. The principles behind effective learning are remarkably similar to those behind childrens play. Active engagement, curiosity, self-directed learning and use of all the senses are all some of the features that apply to both effective learning and childrens play. Adopting an active problem-solving based approach simply allows the brain to operate in its natural, pattern detecting state. Deep learning the kind that incorporates real understanding occurs when we are directly involved in the process rather than passively receiving information. As playwork trainers we can encourage this deep learning by reversing the normal procedure and have learners sometimes ask us questions. And if we need to give learners chunks of information then we make them work for it with information that must be searched for, deduced or rationalised. As trainers it is very likely that at one time or another we have given learners printed notes, photocopies or completed exercises. These are often warmly greeted and then filed away often never to be seen again! This ready-made learning is unlikely to help learners grasp the deeper meaning of what has been taught. Of course learners need to record information but this should be an active process with them recording their own meanings. When we introduce a new topic we need to employ a whole range of methods and techniques that meet different learning styles. Doing so makes it much more likely that learners will make connections and get it. For example, learners are more likely to grasp a playwork theory if they can see it and physically engage with it rather than just read about it. Another advantage of tackling key ideas in different ways is that it allows for small breaks between the methods. Far from being wasted time these breaks are vital for the brain to consolidate learning and generate meaning. Amazingly this process continues even after we are aware of it.
function. Third, movement can stimulate the production of dopamine - a mood enhancer4. The mind and body are not separate; learning, thought, creativity and intelligence are not processes of the brain alone, but of the whole body5. In practice Ginnis suggests this could mean: Asking learners to take small risks Getting learners to try new things Using stories and devices that stimulate the imagination Creating tension and suspense Mixing in light physical activities to liven things up Design activities that involve moving around or changing positions Making learning active where learners physically engage in the experience
Finally, as trainers we should consider our own demeanour and body language and the We bring out emotional states from learners emotional state that we convey to our learners. with humour, enjoyable activities, care, We know that much of communication is non attention and support verbal and that this affects both learners own We allow them time to deal with strong feelings and how they view us. For example, if we are tired and downbeat in our training it emotions such as stress is likely that learners will feel less motivated, We consider learners feelings to be just as creative and likely to contribute. important as their mastery of new knowledge and skills Learners who have some control of We encourage learners to reflect on their feelings We establish positive rituals in the learning environment (such as friendly greetings, celebrating and recognising achievements, music, games and friendly competition.
If we want learners to be self-motivated then we must give them the opportunity to exercise some control over their learning. Excessive trainer control will simply lead to resentment. In practice enabling learners to feel self-directed means involving them in the learning process including: Meeting different learning styles Having a say in the pace of the course Contributing towards start/stop/break times Of course, the amount of trainer control should be dependent on the familiarity and complexity of the material and the experience and ability of the learners, but as a rule it should decrease as the course progresses and learners become more confident. We can increase the amount of control we give learners by: Asking for their opinions and listening to what they say Offering a choice in how they learn Valuing everyones contribution Providing an environment that feels safe and encourages new ideas without excessive fear of failure Providing information on how and why the learning material is important and relevant.
Our emotions are our personalities and it is this emotional response that animates us and not the logical one9. While emotions are essential for our thinking there is a negative side for the learning process. When humans are faced with serious risk our emotions take over and the most ancient part of our brains (sometimes referred to as the reptilian brain) is flooded with blood at the expense of other areas of the brain. Survival behaviours take over such as the well known fight or flight or freeze response. Although serious physical threats are unlikely in the learning environment, significant emotional threats can be all too common. Fear of being ignored, belittled, left out, embarrassed, or being thought stupid are all very real fears that can seriously damage learning and motivation. Rules and norms Rules made up with learners are important in establishing a shared consensus on how we should behave. Rarely is there any need for them to be complicated, rather they should be based on an ethos of listening and mutual respect. As well as conscious rules there are unspoken rules or norms that emerge early on. Time keeping, openness and friendliness are all strongly influenced by our behaviour as the trainer.
Auditory learners Trainers must recognise and accommodate different learning styles Learn through listening A learning style is an individuals natural or habitual pattern of acquiring and processing information10. Individuals have different likes and dislikes and respond differently to the same situations and learn in different ways. Everyone has a learning style or preferred way of learning. For the trainer this is a daunting admission, but fortunately, there are a number of models that can simplify and streamline the process. Some of these models are well known Honey and Mumfords experiential model is based on how learners process information; Myers-Briggs based on personality; and Grasha-Reichmann cognitive approach. However, for the sake of simplicity we will look at just two models Flemings visual, auditory and kinaesthetic (VAK) model and Gardeners theory of multiple intelligences. VAK preferences The idea of this model is that everyone has a dominant sense through which they prefer to deal with new information. Some learners will prefer to watch, some to listen, while others prefer hands on actively. Information is processed most effectively through the dominant sense. Visual learners Learn through seeing Think in pictures and create mental images to help their thinking Enjoy pictures, films, graphics and charts Think in words Have developed auditory skills and enjoy speaking, listening, writing and using words Kinaesthetic learners Learn through doing Express themselves through interacting with the environment Have developed coordination, and enjoy physical activities and using their bodies Many learners preferences are sufficiently balanced to allow them to take in information however its presented. On the other hand, there are some learners, (up to 20 per cent), that will only take on information if it is presented in their preferred style11. Unless we are able to meet their learning style these learners will quickly become frustrated, bored and likely to drop out. In practice this means that we must present information in all three styles at some point during a session. Sometimes this will be difficult (kinaesthetic play policies anyone?) but with some creativity we should be able to offer a range of methods to learners or better still negotiate different styles with our learners. Multiple intelligences Dissatisfaction with the traditional idea of IQ has been common for many years. Today it is recognised that there are many different features to how we acquire learning and that individuals have different strengths and learning styles. This multifaceted view of intelligence has notably been popularised by Professor Howard Gardner12.
Gardner outlines eight distinct areas of intelligence: 1. Linguistic. Learners will learn through listening, reading, writing and discussing. 2. Logical and mathematical. Learners will learn through abstract ideas, concepts and patterns. 3. Spatial. Learners will learn through seeing and observing and think in pictures and images. 4. Musical. Learners will respond to music and sounds, remember tunes and have a good sense of rhythm. 5. Bodily/kinaesthetic. Learners will learn through exploration, movement, and firsthand concrete learning experiences. 6. Interpersonal. Learners understand and communicate well with others and are able to perceive different perspectives and influence others. 7. Intrapersonal. Learners are aware of their feelings and sense of self. They are independent and intuitive. 8. Naturalistic. Learners notice and classify the natural world and are interested in how systems change and evolve. The great strength of this approach to intelligence is that it recognises competencies in areas outside the traditional academic confines. It says to learners that they are capable in their own way and that they learn most effectively through their most developed intelligence. How could we use these intelligences as a basis for learning activities? Here are just a few suggestions: Linguistic: use storytelling, write a letter, lead a discussion, or give a presentation Logical: create a timeline, use a Venn diagram to explain, categorise facts, make up analogies to explain Kinaesthetic: build or construct, make a model, role play or simulate Visual: create a map or graph, design a poster, invent a game to illustrate, colour code the process Musical: write lyrics for, sing or rap, use music to enhance learning
Interpersonal: participate in a group, teach someone else, give feedback Intrapersonal: reflect on, write a personal journal entry, self assess your work Naturalistic: observe, use the natural environment, classify and explain patterns in nature Using Gardners theory also allows us to scrutinise our approach to providing learning opportunities. Do we really provide a full range of opportunities or is what we offer biased towards one or two intelligences? Inevitably we tend to teach in the ways we feel most comfortable with (our own preferred learning style), however, using these styles can reveal that bias. For trainers planning learning these multiple intelligences can provide numerous opportunities for all learners in ways that meet their needs. Of course not every style will be relevant or feasible during every session but over a longer course it should be possible to cover them all. While its essential we recognise learners learning styles we should remember that there is no one definitive model. Consequently it is probably a mistake to slavishly stick to a particular type. The important point is that we are prepared to offer lots of variety and mix it up. A simple way to achieve this is to work with new colleagues who have different learning styles to our own.
Trainers should communicate optimism and passion, and enhance learners self-esteem
We believe in our learners and we believe in our ability to help them; if we didnt we wouldnt be trainers. Our enthusiasm directly affects learners levels of motivation and enjoyment on a course. Indeed encouragement, positive feedback and acknowledgement all seem to release serotonin an essential neurotransmitter that aids neural interconnection and thought to be an important contributor to feelings of happiness and wellbeing13. Passion cannot easily be faked. Playwork trainers who are enthusiastic about their subject inevitably inspire others. Experience shows that a straw poll of inspirational trainers reveals that a surprising many had as learners, inspirational trainers themselves.
Being passionate creates energy, motivation and commitment (and even obsession when taken too far). Passion is also essential as a shield for the trainer against the inevitable knocks and difficulties they will likely come across. It fuels long-term commitment and resilience. As trainers one of the most effective ways we can reinforce learning is through feedback. If learners have to ask us how they are doing it is an indication that they need more feedback. To be effective feedback needs to be specific, focused, positive and immediate. (The brain thrives on immediate feedback as any computer gamer will tell). Of course with many learners this can be a challenge but feedback can come from peers as well as written. Finally we enhance learners self-esteem by marking their successes and achievements but avoiding excessive praise.
occurs14. This automatic process makes up the majority of how we learn. For example, can you remember a time when you felt uncomfortable in a particular situation but werent aware of why at the time? Perhaps later you were able to think about it consciously, and realise that you were picking up information unconsciously or as many call it through your intuition. What does this mean for the playwork trainer? Since we cannot help but give off unconscious signals and learners cannot help but receive them, we need to be aware of how we say things and that our body language matches what we say. To optimise the level of non conscious learning Jensen15 suggests that we: Model the kind of positive attitude and atmosphere we want to encourage Counter negative stereotypes with positives Incorporate a mixture of visual, auditory and kinaesthetic methods Encourage learners to talk about their feelings and concerns Provide sufficient resources so learners can often learn in ways that suit them Be receptive to questions Generate an atmosphere where all learners feel accepted and respected The key message is that all learners need to be active participants in their own learning and not passive recipients. For the playwork trainer providing this level of learner control along with the variety and choice of opportunity are at the heart of effective learning.
References
1. Ginnis, P. (2002) The Teachers Toolkit.Carmarthen, Wales: Crown House Publishing Limited 2. Hart, L. (1983) Human Brain and Human Learning. White Plains, NY: Longman Publishing. In Jensen, E. (2000) Brain-Based Learning (revised edition). San Diego, CA: The Brain Store Publishing 3. The Teachers Toolkit 4. Jensen, E. (2000) Brain-Based Learning (revised edition). San Diego, CA: The Brain Store Publishing 5. The Teachers Toolkit
7. Damasio, A. (1994) Descartes error: emotion, reason and the human brain. London: Vintage 8. Goleman, D. (1995) Emotional Intelligence. New York, NY: Bantam Books 9. Brain-Based Learning
10. Wikipedia 11. The Teachers Toolkit 12. Brain-Based Learning 13. The Teachers Toolkit 14. Brain-Based Learning 15. Ibid
6. LeDoux, J. (1999) The Emotional Brain. (Paperback edition) London: Orion Books Ltd
Bibliography
Campbell, L. (1999) Teaching and Learning through Multiple Intelligences (second edition). London: Allyn and Bacon Damasio, A. (1994) Descartes error: emotion, reason and the human brain. London: Vintage Gardner, H. (1983) Frames of mind The Theory of Multiple Intelligences. New York: Basic Books Ginnis, P. (2002) The Teachers Toolkit. Carmarthen, Wales: Crown House Publishing Limited Goleman, D. (1995) Emotional Intelligence. New York, NY: Bantam Books Jensen, E. (2000) Brain-Based Learning (revised edition). San Diego, CA: The Brain Store Publishing LeDoux, J. (1999) The Emotional Brain. (Paperback edition) London: Orion Books Ltd Siddons, S. (1997) Delivering Training. London: Institute of Personnel and Development
March 2013
Play Wales
www.playwales.org.uk
Registered charity, no. 1068926 A company limited by guarantee, no 3507258 Registered in Wales
Play Wales is the national organisation for childrens play, an independent charity supported by the Welsh Government to uphold childrens right to play and to provide advice and guidance on play-related matters.