5. Theorist: - relate how different theories /
observations relate to each other. Tidy
and well-organised mindsâŚand e-mail
inboxes. Canât relax until they get to the
bottom of situation in question and can
explain their observations in basic terms.
Uncomfortable with anything subjective
or ambiguous. Usually sound in their
approach to problem-solving â take a
logical, one step at a time approach.
2d Developmental theory
and learning styles
May like to:
⢠Explore how different Bible Stories
releate to each other
⢠Explore different theological views on
the same topic
⢠Like working through a series of logical
questions about a topic.
6. Pragmatist: Seek out and make use
of new ideas. Look for the practical
implications of any new ideas or
theories before making a
judgment. If something works â all
is well and good. If doesnât work â
little point in spending time on the
analysis of its failure. Strength â
confident in use of new ideas and
will incorporate them into their
thinking. Most at home in problem-
solving situations.
2d Developmental theory
and learning styles
May like to...
⢠Search for now ideas for your
Christmas nativity
⢠Help plan and implement any new
ideas for your youth group
⢠Think through new ways to share
familiar bible stories in your family
services
7. Activist: - learn by doing. Novelty; will
âgive anything a goâ. Get on with things â
not interested in planning. Immerse
themselves in a wide range of things and
experiences, and to work in groups so
ideas can be shared and tested. Bored by
repetition â most often open-minded
and enthusiastic.
2d Developmental theory
and learning styles
May like to:
⢠Direct the Churchâs Christmas Nativity
⢠Volunteer at a Christian festival â
potentially a different one each year.
⢠Undertake a sponsored event to raise
money for a Christian charity...even if it
means missing Church on a Sunday...
8. Reflector: - stand back and observe.
Collect as much info as possible before
making decision; âlook before they
leapâ. Look at big picture, inc. previous
experiences. Strength â will
painstakingly collect data and
subsequent analysis before they reach
any conclusion. Slow to make up their
mindsâŚbut when they do, decisions
based on sound consideration,
knowledge and opinions.
2d Developmental theory
and learning styles
May like to...
⢠Undertake a SWOT analysis of
the youth group and present their
findings to the leadership team.
⢠Be part of a group which
undertakes a community profile
and make recommendations for
services which the Church might
like to set up.
9. 2d Developmental theory
and learning styles
Chapter from Pritchardâs book on
Learning Styles is on the Portal
under âFilesâ for todayâs session
and explores all of these in more
depth.
10. 2d Developmental theory
and learning styles
Do Learning Styles really exist?
Video: https://www.youtube.com/watch?v=bYyVWBJn59g
Ted Talk: Learning styles & the importance of critical self-reflection
https://www.youtube.com/watch?v=855Now8h5Rs
http://www.bbc.com/future/story/20161010-do-we-have-a-preferred-
style-of-learning
11. Portfolio 2 Tasks: Need to complete at least 1 of the following tasks on Learning
Styles
1) Learning Styles â Ask a handful of your young people and fellow leaders to
complete the Learning Style questionnaire you completed at Cliff College. Produce a
reflection upon the learning styles of your youth team and the learning styles of your
young people. The Questionnaire can be found in the Files section of Portfolio 2. This
should be roughly 250-300 words
2) Put some ideas for activities in your portfolio which meet different learning styles
and help young people explore their faith and / or the issues they face. You should
look to include 3 or 4 different activities.
2d Developmental theory
and learning styles
In groups, start to brainstorm different activities you could include for
question 2.
12. Erikson, like Freud, was
largely concerned with how
personality and behaviour is
influenced after birth - not
before birth - and especially
during childhood. In the
'nature v nurture' (genes v
experience) debate, Erikson
was firmly focused on
nurture and experience.
2d Developmental theory
and learning styles
14. Psychosocial Crisis Stage Life Stage
age range, other
descriptions
1. Trust v Mistrust Infancy
0-1½ yrs, baby, birth to
walking
2. Autonomy v Shame and Doubt Early Childhood 1-3 yrs, toddler, toilet training
3. Initiative v Guilt Play Age 3-6 yrs, pre-school, nursery
4. Industry v Inferiority School Age 5-12 yrs, early school
5. Identity v Role Confusion Adolescence 9-18 yrs, puberty, teens
6. Intimacy v Isolation Young Adult
18-40, courting, early
parenthood
7. Generativity v Stagnation Adulthood 30-65, middle age, parenting
8. Integrity v Despair Mature Age 50+, old age, grandparents
http://www.businessballs.com/erik_erikson_psychosocial_theory.htm
2d Developmental theory
and learning styles
15. Reflection...
- Can you see any of these âcrisisâ in yourself?
Or in any of your young people?
- How have other people helped you through
these crisis?
- Do you think any of your young people have
struggles today because they havenât passed
through a previous stage successfully?
2d Developmental theory
and learning styles
16. Identity v Role Confusion
â˘Identity - how a person sees themselves in
relation to their world. Sense of self or
individuality in the context of life and what lies
ahead
â˘Role Confusion is the negative perspective -
an absence of identity - meaning that the
person cannot see clearly or at all who they
are and how they can relate positively with
their environment.
â˘Young people struggle to belong and to be
accepted and affirmed, and yet also to become
individuals. In itself this is a big dilemma, aside
from all the other distractions and confusions
experienced at this life stage.
Where did we get our identify
from when we going through
this stage?
Where can / do our young
people get their identify from
today?
Are they different places? Do
our young people have more
or less options than we did?
Why / why not?
2d Developmental theory
and learning styles
17. 2d Developmental theory
and learning styles
Adolescence yearsâŚ
From Growing Young: Six Essential Strategies to Help
Young People Discover and Love Your Church by Kara
Powell. Chapter 3 in Portal. Published in 2016
What impact do we see this
having on the young people we
work with? Does it help or
hinder them forming their own
identity?
18. Identity represents a sense of self that includes
a conscious sense of oneâs individual
uniqueness and a sense of solidarity with a
groupâs ideals. It embodies an understanding of
how one is like all other people, like some other
people and not like any other person...â â Kerry
Young, Art of Youth Work, p34
-We all....(in school) have to do homework,
have to go to school, do PE etc...
-Like some people...hobbies, style of clothing,
music, type of social media youâre into...
-Not like any other person...what 1 things
makes you you? What are you known for? Do
you want to be known for anything?
2d Developmental theory
and learning styles
19. Kerry Young â The Art of Youth Work
ââAdolescenceâ represents the first phase of life during which the
individual develops a clear personal and social identity that
persists throughout life. This makes the issue of identity central
to youth work as an age specific activity.â p35
âWithin youth work, the development or preservation of identity
is, therefore, not about judging young people but rather
providing information and supporting them to understand what
(for instance) being [âChristianâ] means to them.â p36
2d Developmental theory
and learning styles
How do we respond if our young people want to form an
identity that we donât agree with?
20. 2d Developmental theory
and learning styles
1. What struggles have you seen your young
people have whilst forming their own
identity?
2. Are there any specific issues which you
think help or hinder young people form
their own identity? E.g. Religious, sexuality,
online affiliations, parental expectations
3. Do we prepare young people for life
outside of the potential Church or
Christian bubble?
4. How can we help the young people in our
care form a positive healthy Christian
identity today in 2017?
Identity issues: Group Discussions
Editor's Notes
Ask if anyoneâs had any experience of Learning Styles before. Do people generally like / agree with it?
Over the next 40-45 minutes, weâre going to be looking at different theories of Learning Styles. In many settings around the world, theyâve become readily accepted, and have been taught on courses such as this, and on teaching degrees etc etc. As a note of caution, Mike and I have become aware of some critical voices of the Learning Style theories over the past couple of years â and weâve got some links to those later on if you want to explore those in further details yourself. However, we still feel that thereâs a good amount of learning which we can take from the Learning Styles theories which we can apply in our work with young people, just so we can be aware of how different people engage in different activities. Like all these things, thereâs a lot of crossover and overlap, with people using a mixture of different learning styles in different situations.
If we have an understanding of how our young people learn, then that can help us tailor how we deliver the teaching within our youth work sessions. If our young people are activists, then we may want to explore issues around creation by going walking in the peaks, or around poverty and justice through doing some litter picks or going on a mission trip overseas. If, however, theyâre reflectors we may want to do something quieter and do some meditations. If we also know the learning styles of our youth leaders, then we could almost pair the activists leaders with the activists young people etc etc.
The young people in your youth group might have struggles which have been established in one of their childhood stages e.g. struggling to trust anyone because they developed a unhealthy sense of mistrust in stage 1.
As parents / youth workers, our own emotional triggers might be set off by the young people in our care when they go through certain stages
This theory is another layer to add on top of all the different layers weâve looked at today. Your young person who struggles to trust what you say may in fact struggle to trust other people because of something she went through as a baby.
A personâs identity will be unique to themselves because each person lives in a different context.
Argument that the Adolescence years are finishing later. People getting married later (me â 30 compared to my parents at 24); having children later (me â 33; parents 27); moving into their own homes later; people staying in education longer; starting first job later
A key part of what we do as youth workers, therefore, argues Young, is helping our young people find out, develop and form their own identity, whatever that might be for them. Do we prepare our young people for life in the âreal worldâ outside of the Church / Christian bubble? Photocopy chapter 2 of âFaith Forwardâ for people to take home. Danger often is that our young people become fantastic Christians when theyâre with us â read the Bible â pray â etc etc â but as soon as they go and see the real world, go to University, go and see poverty close up, and their faith can take a beating. Read bottom of p41-top of p43 if time of Faith Forward book.
Do we prepare our young people for life in the âreal worldâ outside of the Church / Christian bubble? Photocopy chapter 2 of âFaith Forwardâ for people to take home. Danger often is that our young people become fantastic Christians when theyâre with us â read the Bible â pray â etc etc â but as soon as they go and see the real world, go to University, go and see poverty close up, and their faith can take a beating. Read bottom of p41-top of p43 if time of Faith Forward book.