Active learning

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 include the use of role plays, simulations, demonstrations, team activities or games (Herod 2002).

Some people are believed to me more receptive to these active learning strategies, in particular those who are tactile or kinaesthetic learners. Tactile learners learn best when they are physically engaged in a 'hands on' approach (that is learn by actively 'doing' as opposed to more passively listening to a speaker or reading a book/manual) (Linda Walsh 2006).  See 'acquiring skills' for more information on different learning styles.

• acquiring skills

People with cognitive impairment, particularly that which affects learning such as an intellectual disability or specific learning disability, 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 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 for tactile learners

• 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 also includes role playing.
• Try to make written material (for example a procedures manual) as tangible as possible (for example for factory workers include a model of the various stages of the product during production).
• Allow workers access to large white boards and chalk boards for drawing symbols or pictures etc. that enable them to make their own interpretation of new information, such that it is more meaningful for them.
• Ensure that 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 be involved in team activities.
• Establish a buddy program with a co-worker to provide extra support for workers who experience learning difficulties (Linda Walsh 2006).

Supports

Australian Government employment service providers, such as the Disability Employment Network and Vocational Rehabilitation 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. 

• Disability Employment Network
• Vocational Rehabilitation Services

For other support options, visit:

• job coaching services 

References

Herod 2002, Adult Learning From Theory to Practice, Family Literacy Events Committee, Brandon, viewed 17 June 2007, <http://www.nald.ca/adultlearningcourse/glossary.htm>.

Linda Walsh 2006, Introduction to the DVC Learning Style Survey for College, University of Northern Lowa, Cedar Falls, viewed 17 June 2007, <http://www.metamath.com/lsweb/dvclearn.htm>.

Linda Walsh 2006, The Four Learning Styles in the DVC Survey, University of Northern Lowa, Cedar Falls, viewed 17 June 2007, <http://www.metamath.com/lsweb/fourls.htm>.