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1. MKNCC
Module 1:
Theories, Principles and Models of Education and
Training
Chapter 1: Learning
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Level 8 Higher Diploma in Education

2. Introduction
• Module 1: Theories, Principles and Models in Education and Training
• In this chapter we will examine some of the key contributors and influencers in the field of Educational research. We will
examine how scientific research and studies evolved in the 20th Century to formulate the methods and key ideas on which
we base our 21st Century teaching and learning.
• As a practitioner, you may be familiar with some of the key theories and approaches to learning and education, and you
may also be although may already be familiar with the application of models. One of the main aims of this module is to
help you to build on these experiences and learn to ‘walk in the shoes’ of teachers or educators, sand to reflect on some
of the main theories and approaches to education and training. In this module, you will explore
• As you work through this module, you will have access to a range of teaching materials, including PowerPoint slides,
articles and handouts which will provide an overview of the key content and approaches you will need in preparation
towards your formative assessments. There are also videos, activities, multiple-choice questions and discussion board
activities that will enable you to test your own knowledge and understanding as well as sharing your thoughts with your
peers. It is important that you work through all the material, and fully engage in the activities, because this will prepare
you for all assessments contained within Module 1.
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3. Learning Outcomes for the Module
• Chapter 1: Learning:
• 1.1 Analyse theories, principles and models of learning.
• 1.2 Explain ways in which theories, principles and models
of learning can be applied to teaching, learning and
assessment.
• 1.3 Analyse models of learning preferences
• 1.4 Explain how identifying and taking account of
learners’ individual learning preferences enables inclusive
teaching, learning and assessment.
• Chapter 2: Communication
• 2.1 Analyse theories, principles and models of
communication
• 2.2 Explain ways in which theories, principles and models
of communication can be applied to teaching, learning
and assessment
• Chapter 3: Assessment
• 3.1 Analyse theories, principles and models of
assessment
• 3.2 Analyse ways in which theories, principles and models
of assessment can be applied to assessing learning
• Chapter 4: Curriculum Development
• 4.1 Analyse theories and models of curriculum
development
• 4.2 Explain ways in which theories and models of
curriculum development can be applied in developing
curricula in own area of specialism
• Chapter 5: Reflection and Evaluation
• 5.1 Analyse theories and models of reflection and
evaluation
• 5.2 Explain ways in which theories and models of
reflection and evaluation can be applied to reviewing
own practice
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4. Learning Outcomes: In this chapter you will cover the
following learning outcomes
Learning:
1.1 Analyse theories, principles and models of learning.
1.2 Explain ways in which theories, principles and models of
learning can be applied to teaching, learning and
assessment.
1.3 Analyse models of learning preferences
1.4 Explain how identifying and taking account of learners’
individual learning preferences enables inclusive teaching,
learning and assessment.
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5. Behaviourism-Key ideas
• Activity 1
• Click on the image below to watch a video summary and
answer the following questions:
• One of the reward and punishment examples provided in the
video involve punishment for late arrival, what are the ethical
considerations of this approach?
• How can behaviourism be used in classroom and behaviour
management?
• What are the implications for learning with behaviourism?
The research and focus of Behaviourism stems from the
STIMULUS-RESPONSE model
• Learner as passive recipient of the ‘stimulus’ or information
• Stimulus can be positive (application of stimulus) or negative
reinforcement (withdrawal)
• Learning is measured by a change in behaviour
• Can be measured easily
• Does not take into account prior learning, experiences,
environment, emotions
Famous claim which summarises the key ideas behind
Behaviourist ideology:
"Give me a dozen healthy infants, well-formed, and my own
specified world to bring them up in and I'll guarantee to take any
one at random and train him to become any type of specialist I
might select -- doctor, lawyer, artist, merchant-chief and, yes,
even beggar-man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestors."--John
Watson, Behaviourism, 1930
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6. The Research and Origins of Behaviourism
• Pavlov (1903) Conducted experiments on dogs involving
specific stimulus (bell) and reward (food) which produced a
specific response (salivation). He found that the bell
produced the response even in the absence of the reward
(anticipation). This was coined as ‘classical conditioning’.
• Thorndike (1905) formalised behaviourism through
experiments in which required behaviours were rewarded
and
• Watson (1920) Conditioned phobia into an infant, further
research into classical conditioning. This time a human
subject was used. This experiment raises some serious
ethical concerns, raising questions on the validity and
reliability of the research. See http://psychyogi.org/watson-
and-rayner-1920-little-albert-behavioural/
• Skinner (1936) Introduced the concept of Operant
Conditioning and Shaping by building on the work of
Thorndike and the stimulus, response, reward and
punishment model.
• Bandura (1963) Social learning theory, Bobo doll studies
revealed that children learned emotional responses from
modelling others.
Activity 2
• Click on the image below for a summary of theories of
Behaviourism.
• Answer the following questions in relation to the video:
• Explain the difference between traditional views of learning
and psychology's definition of learning.
• Reflect on how classical conditioning may impact on
learning. Think about prior learning experiences and barriers
to learning
• The video provides several examples of operant
conditioning. How can these ideas be used in the classroom
behaviour management, and in encouraging learners to
examine and critically reflect on their key learning?
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7. Pedagogy
Definition
Pedagogy
“The method and practice of teaching, especially as an
academic subject or theoretical concept”
https://en.oxforddictionaries.com/definition/pedagogy
Key ideas:
• Instruction-based teaching
• Teacher-centred
• Depends on teachers’ behaviour, knowledge and
understanding and beliefs
• Builds on students’ prior learning and experience, known
as ‘scaffolding’
• Click on the image to read about some key best practice
pedagogical approaches and answer the following
questions. We will cover each of the sections in more
detail later in the programme.
Teacher-
centre
Pupil Voice
Considers
long and
short term
goals
Range of
Techniques
Scaffolding
Develop higher
order learner
Embed
assessment
Inclusive
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8. Reflection
Activity 3
• Make a note of at least 3 of these approaches to add to/
improve in your teaching practice. Explain how you will
do this.
• Are there any areas you already do well? Explain how this
works well for you in terms of teaching and learning.
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9. Why Pedagogy is still relevant today and in the future
• With the high emphasis on learner-centred approaches, critics
have argued that pedagogy does not develop 21st skills such as
creativity, critical thinking and problem solving.
• However, the policy advice paper (click opposite) in line with
UNESCO 2030 education targets explains that Pedagogy is vital in
meeting the key Education and Sustainability targets stating:
“Pedagogy interacts with and draws together beliefs about learners
and learning, teacher and teaching, and curriculum.” (page 7)
• Furthermore, research indicates that with correct training and
development for teachers, a consistent pedagogical approach
which is globally recognised can emerge.
• This Pedagogy would allow teachers to be aware of their own
cognitive and experiential factors influencing their instruction.
And also provide appropriate best fit learning instruction and
curricula which aligns with sociocultural norms and wider
environmental factors impacting upon the learners.
https://www.unesco.org.uk/wp-content/uploads/2017/06/pedagogy.pdf
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10. 21stCentury Pedagogy
• Click on the image opposite and watch this
brief 2 minute video for an overview of
pedagogy and 21st Century skills.
• Make some brief notes on key ideas which
you can implement into your own teaching
practice.
https://www.youtube.com/watch?v=dMUevRYZgSA
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11. Cognitivism
• Developed, as a response to behaviourism, in the
1960s Cognitivism overcame the popularity of
behaviourism. Cognitivism considers the human
mind and individual behaviours to be complex.
Thus rejecting the notion of human beings being
‘programmable’ to respond to stimuli and
instruction.
• It focusses on the learners’ inner mental activities
and aspects such as thinking, memory, knowing,
and problem-solving are explored. Cognitivism
seeks to explore how the human mind processes
information. The metaphor commonly used is of
the brain as a ‘computer’ where information is
processed and leads to certain outcomes.
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12. Key contributors to the work of cognitivism include:
Marriner David Merill (1937 – ) developed First
Principles of Instruction and Instructional Transactional
Theory
• https://upclosed.com/people/m-david-merrill/
• The key ideas which can be derived from Merrill’s
work include:
• Learning is most effective when applied/ related to
real-world scenarios/ applications
• Previous learning needs to be re-enforced and new
learning is most effective when learning is clearly
structured, allowing the learner to organise their
learning
• When learning can be demonstrated in real-world
tasks and integrated into everyday life.
• Instructional transactional theory forms the basis of
computer-based instructional design and is concerned
with algorithms and patterns of learning.
Charles Reigeluth (1946 – )
• Elaboration theory;
• Learning should be organised from ‘simple leading to
complex’ information.
• Information/ topics which link together should be
grouped and taught together.
• This information should be arranged into “learning
episodes”/ units/ modules which are not too large/
small
• Learners can choose and control which units/
modules they will study first (help to sequence the
learning)
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13. Key contributors to the work of cognitivism continued:
Robert Mills Gagné (1916 – 2002)
• Similar to Reigeluth’s Elaboration Theory, Gagné also
believed in organising learning content in simple-complex
formats. His research led to three areas of instruction
which need to be carefully planned in order for successful
learning outcomes. He considered ‘Planning, Instruction
and Evaluation
• The key principles of his research we can interpret:
• The instruction should be tailor-made to the outcome
desired
• The conditions or learning and the learning environment
is just as important as the learning itself.
• Different learning outcomes will require specific
conditions, leaning methods, resources, teaching
strategies and assessments
• The amount of prior knowledge and the level at which
the learning takes place determines the outcome
Jerome Bruner (1915-2016)
• Building on the work of Jean Piaget and Seymour Papert. Bruner’s
work comprised of the key ideas as below:
• We learn best through discovery
• Discovery happens through: Problem solving and inquiry-based
learning where we draw on our past experiences to raise questions
and experiment
• We are more likely to remember/ retain concepts and knowledge
which we have discovered on our own.
• Examples could be: Case studies, guided discovery, problem based
learning, simulation based learning (role plays, interviews, scenarios)
amongst others.
• As with most theories of learning there are advantages and potential
disadvantages. One positive factors in line with 21st Century learning
initiative is that it “develops creativity and problem solving skills” But
critics have argued that the learner-centric nature of the process
makes it “difficult for teachers to detect problems and
misconceptions” . More detail can be found here:
https://www.learning-theories.com/discovery-learning-bruner.html
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14. Humanism
• Humanism gained popularity in the 1960s with the
rejection of behaviourist and cognitive models.
Humanism focusses on freedom, dignity, potential and
looks at the person as a whole as they grow and develop
over time. Learner motivation and actualisation is the
key goal of Humanism.
• Key ideas consist of a supportive and co-operative
learning environment where the teacher is a facilitator
and learners are encouraged and motivated to develop
themselves within the framework of the learning.
• Key assumptions include that:
• Human Beings have free will
• People are innately good
• All people have an innate need/ desire to better
themselves and improve the world around them.
• People are motivate to reach Self-Actualisation, which
constitutes personal growth fulfilment and satisfaction in
life.
• Activity 6
• Do you agree with all of the above?
• How do you think Self Actualisation can be reached
through learning?
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15. The main contributors of Humanism include:
Abraham Maslow (1943)
• In response to conditioning theories, behaviourism and
cognitivism, Maslow developed a 5 level hierarchy of
motivational needs (Maslow’s hierarchy of needs).
• He believed that the complex nature of human behaviour
is linked to attainment of physical, social, psychological
goals/needs. In the hierarchy the lower level needs must
be satisfied first in order to progress to the higher ‘order’
needs. However multiple needs can be satisfied together
when participating in an activity.
• An example of this may be studying a learning
programme where praise is given for a group project
which was completed with teamwork and collaboration.
This may satisfy several needs such as ‘Belongingness,
Esteem and Self-Actualisation’
https://www.simplypsychology.org/maslow.html
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16. Malcolm Knowles (1913 – 1997)
• Known for popularising the term ‘Andragogy, Malcolm Knowles focussed on Adult
learning theory and outlined the key features of the Adult learner: Self-Concept:
The gradual shift from being a dependant personality to being self-directed in
one’s own life, learning and choices.
Adult Learner Experience
The body of information through life experience into adulthood provides the
necessary foundations on which to make sense of and build new knowledge.
• Readiness to Learn
As in Maslow and Rogers’ research and conclusions, adults actively participate in
new learning to develop themselves in order to cater for the tasks they need to
perform in their social roles/ to reach self-actualisation.
• Orientation to Learning
Into adulthood the knowledge gained from new learning becomes applicable
immediately, or we only seek knowledge that we need to solve a problem which
already exists for us. Therefore orientation in less subject-centred and more
problem-centred.
• Motivation to Learn
Adult learners become internally motivated to learn. In relation to the above
Adults are expected to develop themselves holistically to satisfy their self-concept
and social roles, and also to solve problems which may require additional
knowledge in order to find creative solutions.
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17. From Knowles’ work we can apply the following into our teaching
practice
• Plan curriculum and schemes of work which facilitate
application or simulation to a real-life scenario
• Ensure initial diagnostic assessments/ discussions/
feedback are recorded and used to allow learners to
participate in the design of their lessons and activities
• Plan lessons which are learner-centred and focus on
using/ relating to prior knowledge, learning and
experiences as a foundation to make sense of new
learning
• Start new learning with a problem-centred approach.
You may start with the assignment/ assessment questions
and requirements and then build you lessons and
resources around what learners need to know in order to
succeed.
• https://www.simplypsychology.org/carl-rogers.html
• Activity 7
• How does a teacher's self-concept affect their ability to
reflect constructively on their experiences?
• Reflect on your own self-concept and what you will need
to be aware of?
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18. Self-Concept
Carl Rogers
• Consistent with Maslow’s hierarchy of needs Rogers’s
work focussed on the notion and personality theory of
‘self-concept’. The self-concept theory reveals that the
‘self’ is our ‘inner personality’ which is constructed by
our childhood experiences and evaluation by others.
How we interpret our sense of self determines how we
behave with the goal of reaching our ‘ideal self’. This
is tied to our feeling of ‘self-worth’, or how we feel
about ourselves. This is further broken down into
‘Self-worth, Self-image and Ideal Self’. All of these
features contribute to the way in which we perceive
our experiences, behave in response and what we
synthesise and learn as a result.
Key areas to consider in our teaching practice:
• From Rogers’ work we can see the importance of
praise, recognition, learner centred approaches,
belonging, relationships, rapport, teambuilding and
tailor made approaches which allow the learner to
relate to and interpret the learning.
• Activity 8
• Reflect and make notes on how you can build in
more praise and recognition into your teaching
practice.
• What activities have you carried out or currently
using to increase a sense of belonging and team-
building.
• How can you encourage the learner to relate to the
leaning in a personal/ individual way in order to
make sense/ interpret key concepts.
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19. The Learner Centred Classroom
• Gives learners control over their learning rather
than providing instruction. The teacher provides
the framework, support and guidance whilst the
learner discovers their learning through problem-
based scenarios.
• The teacher provides clear ‘learning skills’
instruction to help learners ‘learn how to learn’.
Skills such as: how to think, solve problems,
evaluate evidence, analyse arguments, generate
hypotheses. These skills are taught most
effectively when taught alongside the learning
content.
• Learners are encouraged to reflect upon content.
They are taught ‘how to reflect’ in order to reflect
upon what they are learning and how they are
learning it. This allows them to reflect, and
critically analyse what they are learning. This level
of ownership aims to empower learners to feel in-
control and promote ownership of their own
learning and development
• The teacher shares control of the learning
process with the learners. This could be in the
form of transparency over learning outcomes
and assessment criteria, in which learners may
be able to negotiate how they are assessed, or
when they are ready to be assessed (within a
given timeframe).
• Collaboration is key in a learner centres
classroom, peer to peer learning is encourages.
Learners and teachers are viewed as a
community with a shared purpose. Teachers
have the expertise but will be open to learning
from their students.
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20. Video summary, a learner-centred approach
• Watch the following video for a brief
illustration for a summary and recap the some
of the key ideas in the learner-centred
approach.
• Transformation
• https://www.youtube.com/watch?v=e6ieXLVCss4
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21. Tuckman’s Group Development as a useful tool for cohesive
‘learning communities/ groups’
• Bruce Tuckman's (1965/77) research into the
development stages a group of people go through is a
popular tool to manage the behaviours and processes
when forming and developing teams. Applied to the
classroom it is useful to use in conjunction with
Belbin's team roles (below) to facilitate the
development and allow individuals to assume certain
(useful) functional roles within the group/ team.
• It is important to remember that the teacher/
instructor should avoid trying to prevent
uncomfortable/ confrontational stages in Tuckman's
process, but should act as a facilitator to help the
group to move through that phase quickly. If the
group do not go through the processes fully, roles will
not be fully established and the group may 'regress'
back into earlier stages of development instead of
reaching the 'Performing' stage where the group is
ideally working to their full potential.
• It is also important to note that new people joining or
people leaving (the group) can also disrupt the
dynamic and force the group back into the 'forming'
or 'storming' stage.
• Activity 9
1. Watch the video (below) and make some notes on
the role of the teacher/ instructor/ leader at each
stage of the process.
2. Reflect upon instances where groups you have
worked with in the past may have displayed some
of the features as outlined in Tuckman’s group
processes.
3. Examine Belbin's team roles. In a group of
individuals what skills would need to be developed
if there are 2 individuals who fit the 'Plant'
behaviours and 2 individuals who meet the 'Shaper'
profile, but no Resource investigators?
4. What stage of Tuckman's group development may
happen intensively for the above group?
5. What could the teacher do?
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22. Tuckman’s Group Development with Belbin’s Team Roles
• Study the table opposite for a summary of Belbin’s team roles,
which can be considered in conjunction with Tuckman’s group
development theory. The Belbin website provides a detailed
outline of each team role: https://www.belbin.com/about/belbin-
team-roles/ (Links to an external site.)Links to an external site.
• Belbin's team roles are not meant to be used as a personality
profiling test, but more as a 'behavioural tool'. It is worth noting
that these are behaviours can change over time and with
experience. For example, a 'Plant' may gain develop excellent
communication and presentation skills to communicate their
ideas. At the same time; a specialist may learn new skills from
others in the group and gain an interest in a wide range of topics,
learning about them to work more effectively with others as their
team relationships develop.
• Belbin lists 'allowable weaknesses' as these may be a 'side effect'
of the individual being very good at their specialist role. However
in reality we need to work to minimise these weaknesses and
develop the individual.
• The team roles can be used effectively to plan how to resolve to
conflict situations and issue with progress in the group.
• Added to the differentiation document, the teacher could use this
as part of their initial diagnostic assessment.
• However when using any profiling tool, caution is recommended
to avoid bias and inaccurate profiling of individuals.
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23. Individual Learning Preferences
• Introduction
• Building on the work of cognitivists and andragogic
school of thought, learner-centred perspectives have
proven that each individual learner has their own set of
beliefs, experiences, and behaviours which influence their
unique perceptions and the way in which they learn. In
turn each learner will have a preferred way of learning.
This chapter explores the body of research and the
classifications of learning preferences.
• The overall aim is that we can utilise the information
about each learners’ individual preferred learning style in
order to create tailor–made resources, lessons and even
assessments.
• In this section we will explore the research conducted
into learning styles and the tools we can use in our own
planning and teaching.
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24. Models of Learning Preference
• VARK
• Neil Fleming and Christopher Mills identified that with
the different learning modes: Visual, Auditory, Reading
and Writing and Kinaesthetic. Individual learners prefer
to learn in different ways.
• The application of this means we identify these preferred
learning styles with a questionnaire such as this free one
online http://vark-learn.com/the-vark-questionnaire/ ,
click the image opposite or download as a Pdf here:
https://www.businessballs.com/freepdfmaterials/vak_lea
rning_styles_questionnaire.pdf
• Fleming and Mills’ research appreciates that learning
preferences are not rigid and learners often have a
variety of learning preferences (multi-modal preference).
In addition to this as we grow and learn, over time, our
learning preferences may change.
• In practice:
• The VARK learning styles questionnaire can be used to
identify learning preferences. The results of the
questionnaires can be collated and recorded on the
teacher's confidential 'differentiation' documentation.
• Used alongside initial diagnostic assessments, this can
help the teacher to design materials and resources which
cater to individual and group learning styles. Ideally a
lesson plan should contain a variety of these activities so
that the overall approach incorporates a variety of
learning preferences. See the table below to explore
different learning and assessment methods which appeal
to different learning preferences
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25. Teaching and Assessment methods
Preferences Learning Assessment
Visual Like to be shown not told Diagrams
Charts
Imagery
Illustrated examples
Process flowcharts
Questions should include images, charts
illustrations.
Assessment set out in an attractive, easy to
access way
Prefer visual cues of achievement such as
a progress chart/ diagram. Maybe a bar
graph to display results
Aural Prefer to listen and speak Verbal explanations
Verbal storytelling
Lectures
Recordings
Podcast and Webinars
Incorporate audio into questions (listen
and respond)
Opportunity to record verbal answers
Presentations
Verbal assessment
Read / Write Like to read and then replicate it. They do
best with traditional teaching approaches
Academic research
Read and respond questions
Case studies
Articles
Case studies
Articles
Written answers
Kineasthetic Learn by doing Demonstration and then completion of a
physical task
Role play
Construction (hands on)
Team-building exercises
Presentation
Demonstration
Performing a task
physical feedback cues
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26. Using Learning Preferences
Activity 10
1. Complete the learning styles questionnaire
opposite and identify your learning preference. Is
there anything that surprised you?
2. How can a teacher's own learning preference
affect their choice of learning/ assessment
methods for students?
3. How can you avoid such issues in your own
professional practice?
4. This podcasts rejects the whole concept of
teaching to individual learning styles and instead
recommends a varied approach. Listen to the
podcast here
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27. Kolb (1974 and 1984)
• Experiential Learning Cycle
• David Kolb’s work on Learning Styles and experiential
learning cycle builds on the work of cognitivism, taking
into account that learning preferences and the way in
which we learn are shaped by individuals’ childhood,
social and educational experiences, and the
individual’s cognitive structure.
• Kolb developed The Experiential Learning Cycle in
which the learner goes through the process of
acquiring new/ different knowledge through
experiencing, reflecting, making sense of what it
means (Abstract Conceptualisation) and then trying
out to see what happens as a result.
• In the ‘Reflective Observation’ part of the process,
particular attention is given to areas where the new
experience does not correlate with what the learner
already ‘knows’.
https://www.simplypsychology.org/learning-kolb.html
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28. Preferred Learning Styles
• In the ‘Reflective Observation’ part of the process,
particular attention is given to areas where the new
experience does not correlate with what the learner
already ‘knows’.
• In 1984 Kolb advanced his work into preferred
learning styles, explaining how individuals prefer to
learn.
• Knowing your own and your learners’ preferences will
enable you to minimise bias when you are planning
and preparing and delivering learning programmes.
• It is also worth noating that Kolb highlighted that
there are two conflicting ‘continuums’ of ‘Thinking’
(how we process something) and ‘Feeling’ (how we
feel about something)
• Ideally teachers will draw upon preferred learning
styles to engage the learner. They will also guide
learners through activities and materials which
successfully go through each stage of the learning
cycle in sequence.
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29. What we can learn from Kolb
• Learning materials and activities therefore need to
engage the ‘whole’ person. They have to be interesting,
engaging and memorable, appealing to opinions and
emotions.
• Problem-based learning, where learners use their own
experience, critical thinking and opinions to form a
response incorporate elements of both continuums as
above. The key is to ensure this process is logical and
consecutive (based on the learning cycle) for the learner.
• For more details of Kolb’s learning styles see
https://www.simplypsychology.org/learning-kolb.html
Activity 11
1. Reflect back on a learning experience you have had or a
lesson you have taught where you can identify that you
followed the sequence in Kolb's experiential learning
cycle.
2. Click on the image and watch this short video for a
summary of what we have covered in this section. Make
notes on additional ideas from the video.
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30. Honey and Mumford 1986.
Peter Honey and Alan Mumford, based upon the work of
Kolb, and they identified four distinct learning styles or
preferences: Activist, Theorist; Pragmatist and Reflector.
• They administered a questionnaire which probed
people’s general tendencies and preferences.
• Knowing your learning preferences can help you to
minimise bias and ensure your learning activities and
resources are inclusive of a variety of preferred learning
styles.
Activists: Activists are those individuals who
learn by doing. Activists need to get their
hands filthy. They have a receptive way to deal
with learning, including themselves
completely and without inclination in new
encounters.
The learning activities can be brainstorming,
problem solving, group discussion, puzzles,
competitions, role-play etc.
Theorists: These learners get a kick out of the
chance to comprehend the hypothesis behind
the activities. They require models, ideas and
truths with a specific end goal to participate in
the learning procedure. Like to break down
and integrate, drawing new data into a
methodical and consistent ‘hypothesis’.
Their choice of learning activities includes
models, statistics, stories, quotes, background
information, applying concepts theoretically
etc.
Pragmatists: These individuals have the
capacity to perceive how to put the learning
into practice in their present reality.
Conceptual ideas and recreations are of
constrained utility unless they can see an
approach to put the concepts practically in
their lives. Experimenting with new ideas,
speculations and methods to check whether
they work is their mode of action.
They learn better through taking time to think
about how to apply learning in reality, case
studies, problem solving and discussion.
Reflectors: These individuals learn by watching
and contemplating what happened. They may
abstain from jumping in and prefer to watch
from the side-lines. They want to remain back
and see encounters from various alternate
points of view, gathering information and using
the opportunity to work towards a suitable
conclusion.
They like paired discussions, self-analysis
questionnaires, personality questionnaires,
time out, observing activities, feedback from
others. coaching, interviews etc.
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31. The Honey and Mumford Questionnaire
• Activity 12
1. You can find an example questionnaire
here: http://resources.eln.io/honey-mumford-learner-
types-1986-questionnaire-online/
2. Complete the questionnaire and record your results in
your reflective log/ diary. Discuss your findings in your
reflections. Explain how knowing your learning style will
help you to avoid bias and promote inclusion
maximising the chances for each individual to learn
effectively.
TAMKEEN

32. Roger Sperry
Roger W Sperry was the first psychologist to be awarded a Nobel Prize for his
lifetime achievements in Physiology and Medicine.
• Unfortunately much of work from which he derived his right-left brain
theory, where different sides of the brain are responsible for different
types of activities (see image below), is no longer relied upon due to the
inconsistent and unreliable nature of the way in which the experiments
were conducted (see http://rogersperry.org/wp-
content/uploads/2018/03/First-Group.pdf )
• However it is worthwhile looking at this popular psychological theory and
noting that in fact the brain does perform different functions in the right
and left side but not in isolation
• Both sides of the brain react simultaneously to stimuli and the brain
cannot be divided in such a lateral way to isolate functions in this way.
• In addition to this, it is incorrect to assume that because a learner excels
in sequencing and maths, it does not mean that they will struggle with
creativity and feelings. This over-generalisation of Sperry’s research has
generated the notion of right/ left brain learning preference.
• As teachers we have the opportunity to create engaging learning
materials using some ideas from Sperry’s research.
• The ‘whole brain’ learning approach attempts to balance processing in
the two hemispheres by including analytical and creative aspects to the
tasks.
• Watch this video for a short overview of what we
covered in this section:
TAMKEEN