Inspiring learners

Inspiring learners

– how to be a more effective trainer

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 all of Play Wales training and qualifications and form a key part of the Award in Delivering Dynamic Playwork Training (ADDaPT) qualification that we have developed with Agored Cymru.

The principles behind effective learning are remarkably similar to those behind children’s 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 children’s play.

Learners need to work things out for themselves Our brains our primed to find connections in the environment and to make sense of what we encounter. When we face new information the brain recalls past experiences and references it to the new information.

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. 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, breaks are vital for the brain to consolidate learning and generate meaning. Amazingly this process continues even after we are aware of it.

The best remembered experiences are multi-sensory, dramatic or emotionally strong Neophilia or attraction to novelty is a mechanism in children well known to many playworkers but its effects are also apparent in adults. Our brains are wired to pay particular attention to anything that is unusual or emotionally powerful. Similarly stimuli that are routine and less critical are likely to be ignored, for example, you leave the house and can’t remember locking the door. Learners achieve a deeper sense of understanding when there is a climate of surprise, uncertainty, and disorder2. A chaotic and disordered environment is ideal for a brain that likes to sort things out for itself and make sense of them.

Of course a diet of continuous novelty would be exhausting for everyone and ultimately selfdefeating. In practice, as trainers we intersperse it with bouts of more predicable learning which increases the contrast between the two approaches.

Another reason for adopting methods that are multi-sensory and dramatic is that the strength of our memories seems to depend on the strength of the initial input. Dramatic events (whether positive or negative) cause hormones and neurotransmitters such as adrenaline, noradrenalin and vasopressin to be released which act as memory fixatives. The more senses that are originally involved the more processes are involved and the more likely we are to remember.

For example, it’s common to find that a particular smell or sound can conjure up a whole host of associated memories often from many years ago.

Although dramatic events are the most memorable fortunately for us, even relatively ordinary emotions can be used to improve memory – they don’t have to be death defying feats!

The final point about how experiences are remembered concerns the importance of movement. Exercise does several things for the brain. It enhances circulation so that brain neurons receive more oxygen and it may encourage the production of the protein nerve growth factor (NGF) that enhances brain function. Movement can also stimulate the production of dopamine – a mood enhancer3.

The mind and body are not separate: ‘learning, thought, creativity and intelligence are not processes of the brain alone, but of the whole body’4.

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 • Designing activities that involve moving around or changing positions • Making learning active where learners physically engage in the experience.

Learners need to feel emotionally safe and secure More recently we have come to realise the importance of our emotions in learning. ‘Emotions drive attention, create meaning, and have their own memory pathways’ says Joseph LeDoux5.

The outdated view that the mind, body and emotions are separate is not supported by recent research. Leading neuroscientist Professor Antonio Damasio argues that they are a linked system and that emotions are indispensable for rational thought6. Of course, excessive emotions can harm our clear thinking but an absence of emotions is equally damaging.

As trainers we should encourage learners to recognise, describe and manage their emotions, promoting self-awareness, self-regulation, motivation and empathy. This has become known as ‘emotional intelligence’7.

What does this mean for trainers in practice?

• We bring out emotional states from learners with humour, enjoyable activities, care, attention and support • We allow learners time to deal with strong emotions such as stress • We consider learners’ feelings to be just as important as their mastery of new knowledge and skills • 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.

Our emotions are our personalities and it’s this emotional response that animates us and not the logical one8.

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 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.

Finally, as trainers we should consider our own demeanour and body language and the emotional state that we convey to our learners. We know that much of communication is non-verbal and that this affects both learners’ own feelings and how they view us. For example, if we are tired and downbeat in our training it’s likely that learners will feel less motivated, creative and likely to contribute.

Learners who have some control of their learning are more motivated and engaged 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 and 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 everyone’s 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.

Trainers must recognise and accommodate different learning styles A learning style is ‘an individual’s natural or habitual pattern of acquiring and processing information’9. 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 Mumford’s experiential model is based on how learners process information, Myers-Briggs’ based on personality, and Grasha-Reichmann’s based on a cognitive approach. However, for the sake of simplicity we will look at just two models – Fleming’s visual, auditory and kinaesthetic (VAK) model and Gardner’s 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.

Auditory learners • Learn through listening • 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 it’s presented. On the other hand, there are some learners, (up to 20 per cent), that will only take on information if it’s presented in their preferred style10. 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 (intelligence quotient) has been common for many years. Today it’s 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 Gardner11.

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 first-hand concrete learning experiences.

6. Interpersonal – learners understand and communicate well with others and are able to perceive different perspectives and influence others.

Gardner outlines eight distinct areas of intelligence:

7. Intrapersonal – learners are aware of their feelings and sense of self, they are independent and intuitive.

1. Linguistic – learners will learn through listening, reading, writing and discussing.

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 can we use these intelligences as a basis for learning activities? Here are 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 or 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 or colour code the process • Musical – write lyrics for, sing, rap or use music to enhance learning • Interpersonal – participate in a group, teach someone else or give feedback • Intrapersonal – reflect on, write a personal journal entry or self assess your work • Naturalistic – observe, use the natural environment or classify and explain patterns in nature.

Using Gardner’s 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 it’s essential we recognise learners’ learning styles we should remember that there is no one definitive model. Consequently, it’s 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 didn’t we wouldn’t 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 wellbeing’12.

Passion cannot easily be faked. Playwork trainers who are enthusiastic about their subject inevitably inspire others. When asked about their own learning, many of our trainers give examples of being inspired by dynamic and exciting 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’re 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. 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.

Trainers endeavour to provide a conducive physical environment Put simply learners who are tired, hungry, hot or too cold are unlikely to be very receptive to learning. Learners who are sitting too close to each other will feel uncomfortable and as though their space is being invaded. Too far apart and they will feel remote and less likely to engage.

Of course some aspects of the environment may be difficult to change but lighting, seating and ventilation are all normally within the trainer’s power.

Much of what impacts upon learning are not in a trainer’s lesson plan. Our brains are able to take in considerable amounts of information without us consciously realising it. Our unconscious minds are engaged up to two seconds before any concrete activity occurs13. 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 weren’t 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 that learners can often learn in ways that suit them most of the time • 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.

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References 1

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Ginnis, P. (2002) The Teacher’s Toolkit.

Carmarthen, Wales: Crown House Publishing Limited The Teacher’s Toolkit Jensen, E. (2000) Brain-Based Learning (revised edition). San Diego, CA: The Brain Store Publishing The Teacher’s Toolkit LeDoux, J. (1999) The Emotional Brain. London: Orion Books Ltd Damasio, A. (1994) Descartes’ error: emotion, reason and the human brain. London: Vintage

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Goleman, D. (1995) Emotional Intelligence.

New York, NY: Bantam Books

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Brain-Based Learning

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Wikipedia

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The Teacher’s Toolkit

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Brain-Based Learning

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The Teacher’s Toolkit

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Brain-Based Learning

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Brain-Based Learning

Bibliography 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 Teacher’s 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. London: Orion Books Ltd Siddons, S. (1997) Delivering Training. London: Institute of Personnel and Development

June 2018 © Play Wales

This information is funded by the Welsh Government.

www.playwales.org.uk

Play Wales is the national organisation for children’s play, an independent charity supported by the Welsh Government to uphold children’s right to play and to provide advice and guidance on play-related matters.

Registered charity, no. 1068926 A company limited by guarantee, no 3507258 Registered in Wales