Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Option 2 Discussion, introduction to each style using a craft-based activity
Why choose this option? This exercise demonstrates the value of focusing on one simple, common activity to allow tutors the opportunity to clearly see the contrast in learning styles. You may know a simple craft or activity that will work well with this process. Materials and equipment All the items you will be using for your craft or activity Preparation Gather the materials you need for the craft or activity. Prepare the instructions in a written format to either post for all to see or for each individual tutor. STEP-BY-STEP PROCESS Read the instructions or tell your tutors how to make a craft. Do not show them the written instructions yet. Ask them to explain the instructions to a partner or the group. Ask who could start making the craft and let those who feel comfortable with the verbal instructions begin the craft. Give or show tutors the written instructions that describe how to make the craft. Ask tutors to explain to a partner or the group how to make the craft using the written explanations. Let those who feel comfortable with the written instructions begin the craft. Finally, show tutors how to do the craft and walk through each step with them. Once they have finished the craft, ask them to explain how to make it. Ask tutors which method they preferred in learning how to make the craft. State that spoken instructions and explanations work best for those who are auditory learners, written ones work best for visual learners and doing the activity works best for kinesthetic learners.

Option 2 Discussion, introduction to each style using a craft-based activity

Why choose this option?

This exercise demonstrates the value of focusing on one simple, common activity to allow tutors the opportunity to clearly see the contrast in learning styles. You may know a simple craft or activity that will work well with this process.

Materials and equipment

All the items you will be using for your craft or activity

Preparation

Gather the materials you need for the craft or activity.
Prepare the instructions in a written format to either post for all to see or for each individual tutor.

STEP-BY-STEP PROCESS

Read the instructions or tell your tutors how to make a craft. Do not show them the written instructions yet.
- Ask them to explain the instructions to a partner or the group.
- Ask who could start making the craft and let those who feel comfortable with the verbal instructions begin the craft.
Give or show tutors the written instructions that describe how to make the craft.
- Ask tutors to explain to a partner or the group how to make the craft using the written explanations.
- Let those who feel comfortable with the written instructions begin the craft.
Finally, show tutors how to do the craft and walk through each step with them.
- Once they have finished the craft, ask them to explain how to make it.
Ask tutors which method they preferred in learning how to make the craft.
- State that spoken instructions and explanations work best for those who are auditory learners, written ones work best for visual learners and doing the activity works best for kinesthetic learners.

Facilitator note

Some people will have trouble explaining the craft from just hearing or seeing the instructions. They may ask you to repeat different steps or explain the written instructions. Others will be able to complete the craft with either verbal or written instructions. Everyone should be able to complete the craft once you show them how.

Activity B

Determining your learning style

Tutors will have the opportunity to determine their learning style by completing the assessment.

Variation

Ask tutors to cluster in one area of the room for each of the three learning styles and list the style’s characteristics to share with the other two groups. Each person can then complete the Barsch Learning Style Reference Form and determine whether they should have gone to another area to match the assessment. They can discuss why they think their perception differed from the results of their written assessment and whether a completely accurate assessment is possible.

Discussion, completing an assessment
Materials and equipment Flip chart and markers Handout 3.1: Barsch Learning Style Reference Form (2 pages) Handout 3.2: Learning Channels Inventory Preparation Copy handouts.

Discussion, completing an assessment

Materials and equipment

Flip chart and markers
Handout 3.1: Barsch Learning Style Reference Form (2 pages)
Handout 3.2: Learning Channels Inventory

Preparation

Copy handouts.