Active learning is a broad term used to encompass learning strategies which focus on acquiring skills and knowledge through doing, performing and taking action. Such strategies can include the use of role plays, simulations, demonstrations, team activities, ‘hands on’ doing or games.
Some people are believed to me more receptive to active learning strategies, in particular those who are tactile or kinesthetic learners. Tactile learners learn best when they are physically engaged in a 'hands on' approach, that is they learn best by actively 'doing' as opposed to more passively listening to a speaker or reading a manual. More information on different learning styles can be found at the following link:
People with cognitive impairment which affects learning such as intellectual or specific learning disabilities, often experience some degree of difficulty with language and as a result, are generally not strong with interpreting the spoken or written word. Consequently they tend to develop skills and knowledge most effectively by 'doing', that is they are often tactile learners rather than auditory or visual learners. There are specific strategies and supports available that best suit these types of learners in the workplace.
Workplace solutions and adjustments
On the job active learning strategies
- Provide a demonstration of the skill to be acquired (perhaps more than once) and then allow the worker the opportunity to practice for themselves, providing appropriate feedback—this can also include role playing
- Try to make written material such as procedures manuals as tangible as possible, for example for factory workers also include a model of the various stages of the product during production to allow replication and checking for completeness
- Allow workers access to large white boards and chalk boards for drawing symbols or pictures etcetera that enable them to make their own interpretation of new information in a way that is meaningful for them
- Ensure there are regular breaks during training sessions and opportunities for workers to walk around, feel and explore the workplace if they are being newly inducted
- Allow workers to learn new skills by shadowing other workers on the job or by being involved in team activities
- Establish a buddy program with a co-worker to provide extra support for workers who experience learning difficulties (Herod 2002; Jester 2000; Smith & Dalton 2005).
Supports
Australian Government employment service providers, such as Disability Employment Services, provide a range of assistance and support such as coaching, mentoring and support on the job. They offer a valuable service to people who experience learning difficulties, such as people with intellectual disability, in the development of work skills.
For other support options, visit:
References
Herod 2002, Adult Learning From Theory to Practice, Family Literacy Events Committee, Manitoba, viewed 17 April 2009, <http://www.nald.ca/adultlearningcourse/glossary.htm>.
Jester, C. 2000, Introduction to the DVC Learning Style Survey for College, Diablo Valley College, California, viewed 17 April 2009, <http://www.metamath.com/lsweb/dvclearn.htm>.
Jester, C. 2000, The Four Learning Styles in the DVC Survey, Diablo Valley College, California, viewed 17 April 2009, <http://www.metamath.com/lsweb/fourls.htm>
Smith, P. & Dalton, J. 2005, Getting to grips with learning styles, Deakin University, National Centre for Vocational Education Research (NCVER), Australian Government, Adelaide, viewed 16 April 2009, http://www.ncver.edu.au/research/proj/nd3103b.pdf.