UNDERSTANDING LEARNING STYLES
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Transcript UNDERSTANDING LEARNING STYLES
HOW STUDENTS LEARN
HOW SUPERVISORS TEACH
SUPERVISING and EVALUATING
STUDENTS
October
9, 2013
Ramapo College of New Jersey
Social Work Program
Field Instructor Training
Agenda
Introductions
Learning
Contract/Field Liaison/Agency
Contact
Learning/teaching Styles
Students with disabilities
Supervision of social work students
Student evaluation
Ramapo College Social Work
Program Website
http://ww2.ramapo.edu/sshs/social/fieldin
struct.aspx
Completing the Student
Learning Contract
How
to complete it—for TPI students it is
due on Thurs. Oct. 10
How
to match possible agency tasks with
the competencies/practice behaviors
What
are the issues and problems you are
having when attempting to complete it?
Student Learning Contract
A
contract is a written or verbal
agreement between two parties spelling
out each other’s expectations
The field instructor and student will spell
out, in writing, the expectations for the
student in field, and the field instructor’s
role in the student’s education
http://ww2.ramapo.edu/sshs/social/fieldin
struct.aspx
Roles of the Field Instructor
As a Field Instructor you are not only supervisors and mentors
but teachers.
It is therefore important to understand who your students are
and how they learn best.
It is helpful to pay attention to these issues early in the
student’s placement.
Research suggests:
Learning style differences influence students’ and
field instructors’ perceptions of the field placement.
The relationship between field instructors and
students can be enhanced by recognizing and
responding to learning style differences.
THE LIAISON CONTACT
RCNJ
Social Work Program will switch to new model of Field
Liaison Contact.
Visits
will take place with new agencies and/or field instructors or
if a situation warrants a face to face visit.
Electronic
Liaison Contacts will be used as a way to reduce stress
on field instructor’s busy lives in trying to schedule regular visits with
the field liaison each semester.
TOPICS TO COVER
What are the learning goals (what competencies
working on) (review of Learning Contract)
What are the client (individual, family, group,
organization) assignments – what are the learning
experiences from these contacts
What are the other assignments, meetings, recordings,
projects etc – what are the learning experiences from
theses
What are the next steps for the student ? New clients,
meeting, projects
STUDENT/FIELD INSTRUCTOR ISSUES
Mental health counter transference issues—student
can’t separate their issues from those of the clients
Compassion fatigue
Vicarious trauma
Self –care and burnout—how do we handle these
issues? With students, supervisees and ourselves?
Who are our students?
The students in the our program reflect a range of:
Cultures
Practice experience
Socio-economic background
Educational achievement
Age – which may range from 20 year old to students in
their 50’s
We must pay attention to these difference
Student Age
Some
of the students are “returning students.”
Many
are just two – three years from high school.
They have been moving from children to
adulthood. Their forms of learning are also
moving along the continuum.
Recent
discussion on the Millennial Generation
as this young generation is referred to.
Generational Generalizations:
Characteristics of Millennials
1. Special (grew up in a child-focused world)
2. Sheltered (their parents have been fearful for their safety
and strong advocates for their success)
3. Confident and Optimistic (“can-do” attitude)
4. Team-Oriented (used to organized group activities)
5. Achieving (used to high-stakes testing and zero-tolerance
behavior policies)
6. Pressured (many face “trophy” child expectations)
7. Conventional (a return to manners and comfortable with
parents’ values)
Why is it important to
understand learning styles?
Field
instructors teach, not just supervise.
Research suggests:
Learning style differences influence students’ and field
instructors’ perceptions of the field placement.
The relationship between field instructors and students
can be enhanced by recognizing and responding to
learning style differences.
What is meant by the term
Learning Styles?
Learning Style Quiz
In order to understand the learning style of
your student,
You must first know your own style of learning
Lets take a brief quiz for the next five minutes
Add up your A’s B’s C’s
Learning Style Quiz review
Add up your scores
First category A = Visual Learner
Second category B = Auditory Learner
Third category C = Kinesthetic Learner
Hold on to this quiz. When we learn more
about what these mean we can talk about
how it helped you learn something about
yourself
Learning modalities
Different ways individuals receive and
process information
1.
Visual
2.
Auditory
3.
Kinesthetic
Visual learners
Learn
best from information they can see
or read.
Prefer written instructions
Prefer visual aids to accompany verbal
instructions
Learn how something is done through
observing others do it
Enjoy information that is presented visually
Auditory learners
Need
to hear information to retain it
Prefer verbal instructions over written ones
Remember information through verbal
repetition
Prefer to discuss ideas aloud in order to
further process information
Enjoy group discussions and activities
Kinesthetic learners
Prefer
to learn through experience
Obtain the greatest benefit by
participation in an activity
Remember information that they
experience directly
Enjoy acting out or recreating situations,
such as role-playing
Enjoy hands-on activities that involve
active, practical participation
How and when do you teach?
As
field instructors what are the
opportunities for teaching your student?
Teaching opportunities
Unit meetings
Formal classes
Debrief after time in field
Other staff
Editing student written
work
Evaluations
Attend committee
meetings
Supervisory session
Walk – in – open door
modeling
Teaching strategies for differing
learning styles
What
teaching styles would you use for
Visual Learner
Auditory Learner
Kinesthetic Learner
Teaching strategies for visual
learners
Provide
reading materials about the agency
Demonstrate how something is done, rather than
tell
Allow students to observe others
Provide written instructions
Encourage students to take notes
Give students a quiet place to work
Teaching strategies for auditory learners
Rephrase important points to increase
understanding
Ask students to discuss in their own words their
understanding of the information being
discussed
Invite questions
Provide students with opportunities to talk to
other social workers and staff members about
their job functions and responsibilities
Teaching strategies for kinesthetic
learners
Provide
opportunities for students to be involved in
agency activities quickly
Use role plays to act out client scenarios
Provide early opportunities for students to have
client contact
Develop assignments that will be interactive
Teaching the student with disabilities
Ms. Barbara Wexler, Office of
Specialized Services, RCNJ
Ramapo BSW Supervision
Bart Mongiello LCSW
Christian Health Care Center
Mental Health Programs
How students learn
How supervisors prepare
October 9, 2013
Ramapo College of New Jersey
Social Work Program
Field Instructor Training
Agenda
Introductions
Initial Contacts
Company Policies
Students with disabilities
Supervision of social work students
Student evaluation
Interview
Expectations
Give the student expectations at
interview
What to wear
Who and when to follow up with contact
Introduce to other staff
Schedule first day and time
Day One
First Hour
Set Schedule
Check List
Review Everything
Get involved
First Hour Q & A
You don’t want to hear
What should I wear
I don’t know where to go
I don’t know what to say
Can I take notes in group
Safety questions
Supervision–
three main functions
Accountability—be there for student
Educational—teach
Supportive—listen
Students are a large time committment
You and the program are there for the
student the student is not there for the
program
Supervision
Meeting Agenda – to have one or not
How to negotiate it
Process Recording
Keeping notes of supervisory session
In the supervisory session
Fundamentals
Teach skills – interviewing, assessment,
intervention planning
Reflective Therapy - Rogers
Validate student feelings
Provide feedback
Discuss social work values
Integrate theory and practice
What was your experience of being
evaluated?
Field Evaluation
http://beap.utah.edu/secure/router.php?ID=0000
FP0000
Instructions to access this will be emailed
End of each semester
Reviewed jointly by student and field instructor
Completed by Field Instructor on line
Use Learning Contract as a base
Related to competencies and practice behaviors
Signed by field instructor and student
Print out a copy for your records and submit online
Other questions ?
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Thank you for
participating
Please complete an
evaluation form
Pick up CEU certificate