Learning styles in a justice environment

1. Learning StylesLearning Styles
Communications In A JusticeCommunications In A Justice
EnvironmentEnvironment
Bradley W. DeaconBradley W. Deacon
20142014

2. Learning ObjectivesLearning Objectives
 IntroductionTo Learning StylesIntroductionTo Learning Styles
 IdentifyTheThree Predominant Learning StylesIdentifyTheThree Predominant Learning Styles
 Overview Of Visual, Auditory and Kinesthetic (VAK) LearningOverview Of Visual, Auditory and Kinesthetic (VAK) Learning
StylesStyles
 Establish Individual Learning Style Preference (Quiz)Establish Individual Learning Style Preference (Quiz)
 StudyTips ForVAK Learning StylesStudyTips ForVAK Learning Styles
 Overview Of Social Media How It Can Assist Learning StylesOverview Of Social Media How It Can Assist Learning Styles
 Digital Delivery Of Course Materials & Learning StylesDigital Delivery Of Course Materials & Learning Styles

3. Learning Styles DefinedLearning Styles Defined
 An individual's mode of gaining knowledge, especially aAn individual's mode of gaining knowledge, especially a
preferred or best methodpreferred or best method
 Example:Example: Learning style is an individual's unique approach Learning style is an individual's unique approach
to learning based on strengths, weaknesses, and preferences. to learning based on strengths, weaknesses, and preferences.
(Dictionary.Com 2014)(Dictionary.Com 2014)

4. Visual Overview Of Learning StylesVisual Overview Of Learning Styles

5. TheVAK Learning Styles ModelTheVAK Learning Styles Model
 Most people can be divided in to one of three preferredMost people can be divided in to one of three preferred
learning styleslearning styles
1.1. VisualVisual
2.2. AuditoryAuditory
3.3. KinestheticKinesthetic
 There is no right or wrong learning styleThere is no right or wrong learning style

6. Preferred Learning StylesPreferred Learning Styles
 Some people have a main preferred learning styleSome people have a main preferred learning style
 Some have a very strong preference to a learning styleSome have a very strong preference to a learning style
 Other people have a more even mixture of two or lessOther people have a more even mixture of two or less
commonly three learning stylescommonly three learning styles

7. Establishing Learning StyleEstablishing Learning Style
 By determining your learning style you will understand theBy determining your learning style you will understand the
type of learning that best suits youtype of learning that best suits you
 You are then able to choose the learning style that worksYou are then able to choose the learning style that works
best for youbest for you
 Remember there is no right or wrong learning styleRemember there is no right or wrong learning style

8. Learning Style Self AssessmentLearning Style Self Assessment
 30 Questions Multiple Choice30 Questions Multiple Choice
 Select A B or CSelect A B or C
 Add UpYourTotal Of A’s B’s or C’sAdd UpYourTotal Of A’s B’s or C’s
 Self AssessmentTest is not a scientifically testedSelf AssessmentTest is not a scientifically tested
instrument it is just a tool to give you an indication of yourinstrument it is just a tool to give you an indication of your
possible preferred learning stylepossible preferred learning style
Complete QuizComplete Quiz

9. Police Academy &Police Academy &
Identifying Learning StylesIdentifying Learning Styles
Assists you inAssists you in
1. Developing a study method and routine1. Developing a study method and routine
2. How to take the information in2. How to take the information in
3. How you SWOT (Study WithoutTears)3. How you SWOT (Study WithoutTears)
4. How you achieve best ‘Output’ (Exam Performance)4. How you achieve best ‘Output’ (Exam Performance)

10. Police Academy &Police Academy &
Identifying Learning StylesIdentifying Learning Styles
Assists Academy Instructors & Curriculum DevelopersAssists Academy Instructors & Curriculum Developers
in developingin developing
1. Courses1. Courses
2. Engaging lectures2. Engaging lectures
3. Scenario based training activities3. Scenario based training activities
4. Study assistance packages and support4. Study assistance packages and support

11. Visual Learners IntakeVisual Learners Intake
 Underlining, different colors, highlightingUnderlining, different colors, highlighting
 SymbolsSymbols
 Flow charts, graphsFlow charts, graphs
 Pictures, videos, posters, slidesPictures, videos, posters, slides
 Varying spatial arrangements on pageVarying spatial arrangements on page
 Textbooks with diagrams or picturesTextbooks with diagrams or pictures
 Lecturers who use gestures and picturesque languageLecturers who use gestures and picturesque language

12. Visual SWOTVisual SWOT
(Study WithoutTears)(Study WithoutTears)
 Convert lecture notes into a learnable packageConvert lecture notes into a learnable package
 Convert notes to page pictures (Adopting ‘Intake’Convert notes to page pictures (Adopting ‘Intake’
methods)methods)
 Reconstruct images in different ways (spatialReconstruct images in different ways (spatial
arrangements)arrangements)
 Redraw pages from memoryRedraw pages from memory
 Replace words with symbols or imagesReplace words with symbols or images

13. Visual Output (Exam Preparation)Visual Output (Exam Preparation)
 Recall ‘pictures’ of pagesRecall ‘pictures’ of pages
 Draw by using diagrams where appropriateDraw by using diagrams where appropriate
 Write exam answers (turn visuals back into words)Write exam answers (turn visuals back into words)
 By adopting your natural ‘holistic’ approach you naturallyBy adopting your natural ‘holistic’ approach you naturally
look at the ‘big picture’look at the ‘big picture’

14. Aural Learners IntakeAural Learners Intake
 Attend lectures & tutorialsAttend lectures & tutorials
 Discuss topics with other studentsDiscuss topics with other students
 Discuss topics with lecturersDiscuss topics with lecturers
 Explain new ideas to other peopleExplain new ideas to other people
 Record yourself describing overheads, pictures and visualsRecord yourself describing overheads, pictures and visuals
 Replay recordings to a fellow studentReplay recordings to a fellow student

15. Aural SWOTAural SWOT
 Expand your notes by talking with othersExpand your notes by talking with others
 Record notes and listen to themRecord notes and listen to them
 Ask others to ‘hear’ your understanding of the topicAsk others to ‘hear’ your understanding of the topic
 Read your summarized notes aloudRead your summarized notes aloud
 Explain your notes to another ‘aural’ personExplain your notes to another ‘aural’ person

16. Aural Output (Exam Preparation)Aural Output (Exam Preparation)
 Talk with examinerTalk with examiner
 Listen to your voices and write them downListen to your voices and write them down
 Spend time in quiet places and recall ideasSpend time in quiet places and recall ideas
 Practice writing answers to old exam questionsPractice writing answers to old exam questions
 Speak your answersSpeak your answers

17. Kinesthetic Learners IntakeKinesthetic Learners Intake
 Use all sensesUse all senses
 Scenario based trainingScenario based training
 Prefer real life examplesPrefer real life examples
 Hands on approachesHands on approaches
 Exhibit samplesExhibit samples
 Previous exam papersPrevious exam papers

18. Kinesthetic SWOTKinesthetic SWOT
 Lecture notes may be poor as they were not ‘concrete’Lecture notes may be poor as they were not ‘concrete’
 You will remember the real things that happenedYou will remember the real things that happened
 Put plenty of examples in your summaryPut plenty of examples in your summary
 Use case studiesUse case studies
 Talk about your notes with a Kinesthetic personTalk about your notes with a Kinesthetic person
 Use pictures that illustrate an ideaUse pictures that illustrate an idea
 Recall scenario trainingRecall scenario training

19. Kinesthetic OutputKinesthetic Output
(Exam Preparation)(Exam Preparation)
 Write practice answers, paragraphsWrite practice answers, paragraphs
 Role play exam as you want to experience the exam soRole play exam as you want to experience the exam so
you understand ityou understand it
 You need to do things to understandYou need to do things to understand

20. Social Media & Learning StylesSocial Media & Learning Styles
 Students are referred to as ‘digital natives’Students are referred to as ‘digital natives’
 Tech SavvyTech Savvy
 Social Media engages in a range ofVAK activitiesSocial Media engages in a range ofVAK activities
 Justice is adopting ‘field mobility’ by adopting digitalJustice is adopting ‘field mobility’ by adopting digital
devices to deliver various servicesdevices to deliver various services
 Social media embraces ‘field mobility’Social media embraces ‘field mobility’

21. Twitter InThe ClassroomTwitter InThe Classroom
Twitter In The Classroom 2014

22. PinterestPinterest
Pinterest As AVisual Learning ResearchToolPinterest As AVisual Learning ResearchTool

23. Digital Delivery &VAKDigital Delivery &VAK
DavidWiley’s Keynote On ‘Open Education’DavidWiley’s Keynote On ‘Open Education’

24. ReferencesReferences
Deacon, B, (2014)Twitter InThe Classroom, SlideshareDeacon, B, (2014)Twitter InThe Classroom, Slideshare
Dictionary.Com, (2014) accessed on 17 July 2014 atDictionary.Com, (2014) accessed on 17 July 2014 at
http://dictionary.reference.com/browse/learning+stylehttp://dictionary.reference.com/browse/learning+style
Swinburne, (2014) VAK Learning Styles, accessed on 17 July 2014, atSwinburne, (2014) VAK Learning Styles, accessed on 17 July 2014, at
http://www.swinburne.edu.au/stuserv/workshops/onlinematerials/Web%20Effectivehttp://www.swinburne.edu.au/stuserv/workshops/onlinematerials/Web%20Effective
%20Study%20Skills_files/1VAK%20assessment.pdf%20Study%20Skills_files/1VAK%20assessment.pdf
Wiley, D, (2012) Openness, Disaggregation and the future of education, accessed atWiley, D, (2012) Openness, Disaggregation and the future of education, accessed at
http://youtu.be/VcRctjvIeyQ on 1 April 2012http://youtu.be/VcRctjvIeyQ on 1 April 2012