Learning Styles PowerPoint


Slide three

A reminder

 Slide four

A summary of the current version of the Objects and Principles (full version available to down load from the national website

Slide five

U3A is a concept based upon the notion that learning, in the widest sense, is a life-long experience and that third-agers can direct their own learning. This academic definition endorses that notion, it includes MOTOR, (voluntary muscle activity), COGNITIVE (the mental acts by which knowledge is acquired), PSYCHODYNAMIC (emotional motivational or attitudinal) and SOCIAL applications of learning. All U3A activities fall within this definition of learning to some extent.

Slide six

Jacques Delor put it more simply but it boils down to the same thing in the end!

Slide seven

There is any number of models for the “types of intelligence” theory. I’ve included Howard Gardner’s model as being representative of the variety that exists.  We cannot plan to accommodate all of these types on the off chance they might appear in our interest groups, but an AWARENESS can encourage a variety of approaches and maximise the potential. As you can see some will be easier to accommodate than others EG MUSICAL

If we plan our interest group for just one type of person (ourselves) we could be failing the majority. Many participants will bring their own agenda to the interest group. We can never be sure but  we can become more aware of the variations our potential members can bring to the group.

It is important to remember that we all have more than one type of “intelligence” but usually have a preferred learning model.

Slide eight

This is a convenient summary of learning styles. Most learners have a preference for one of the VAK styles .........SO


Learners like charts, diagrams and mind maps etc


Learners like to recite, to listen, and to have music in the background or as a learning aid


Learners like to write lists, walk about, change where they learn certain subjects/aspects etc etc

If we try to include these elements in our interest groups we stand more chance of carrying the day.

Slide nine

Ideally speaking these levels could be equated to our life in education.

Cumulative or mechanical learning is prevalent up to the age of five or so

Assimilative or additive learning goes on until we are about thirteen

Accommodative or exceeding learning takes us to about eighteen

Transformative or expansive learning is our university, workplace and lifetime learning.

OF COURSE THE TRUTH IS THAT THESE TYPES OF LEARNING ALL GO ON ALL OF OUR LIFE to a greater or lesser extent.  Different types of learning are appropriate to different aspects of a topic. Is it important that we try to strive for Transformative Learning where appropriate?

Slide ten

The Third Age Trust published a book called TIME TO LEARN, and very popular it turned out to be! 2014 saw the publication of MORE TIME TO LEARN and these categories are examined in some detail in that volume. An “At a Glance” reference  for each category in your folder.

(You can go through these if you wish)

Slide eleven

Being aware of learning styles can be helpful but there are other influences that can have an effect upon the learner

Slide twelve

(5 personality types)

Again, awareness of variety will enable the interest group planner to meet the maximum number of needs. Personalities take a lot of handling. The EXTRAVERSION types can dominate but can be useful as to maintain the focus and draw together the ideas, the INTRAVERSION types can be dominated but contribute ideas and are often a catalyst. We need to structure as many opportunities to participate as the topic allows


Slide thirteen

One of the key notions has to be COMMUNICATION and so we need to consider some aspects of communication.


Not only the obvious but: specialist language (handouts /glossary to reinforce learning,  levels of formality, idiomatic language etc etc


Essentially, body language; Eyes, who do you look at whilst you are speaking (rolling up cast e.g.) open or closed body posture/ stand or sit (e.g. sitting behind a desk) invading the space bubble, building rapport etc


The silent messages: The setting, what you wear, ease of movement for everyone (especially regarding disability). Do we have a cup of tea?

Slide fourteen

Elizabeth Kuber Ross proposed that we communicate with all of our senses (think of our sensitivity to an atmosphere when we enter a room) and that all of these elements (on screen) can be a barrier to communication. Even Quantum Physics has started to investigate this area of communication. ( Professor Jim Al-Khalili)

How many ways can we think of to illustrate these barriers to communication??????????

Slide fifteen

Our old friend Maslow and his hierarchy of needs can sound a bit hippy-ish these days but, essentially, the structure of the group sessions should not take away from any of the illustrated needs

(Go through model, basic to higher. Progress impeded if each level is not satisfied).

You will see that this model reinforces much of what has gone before

Slide sixteen

How does this apply to your interest group? Are we teacher directed –PEDAGOGY or student directed – ANDRAGOGY  ?????????

Eric Midwinter, one of our founders, said:

“Each u3a meeting is a statement about the ability of older people to manage their own affairs.” 

“It reverses the administrative relationship in which, conventionally, others, normally second age professionals did unto older people.”