Theory of learning & learning styles

Learning & Occupational Therapy

  • OT practice relies heavily on teaching and learning processes (patients, families, health professionals, community).

  • Teaching must be intentionally planned to ensure success.

  • Consider client’s learning style, health literacy, and whether true learning (transfer) has occurred.

  • Performance in one context ≠ generalisation of skill.

Learning Theory & Principles

Human Information Processing

  • Rehearsal: rote repetition

  • Coding: linking new info to meaningful past knowledge

  • Imaging: turning verbal info into visual form

Controlled vs Automatic Processing

  • Controlled: flexible, attention-demanding, limited capacity (used in new tasks).

  • Automatic: develops through repetition, requires less attention, triggered by context.

Errorless Learning

  • Avoids guessing/trial & error.

  • Each correct performance strengthens recall cues.

  • Errors risk faulty learning.

  • Transfer to other contexts = limited.

Memory

  • Short-term (working) vs Long-term memory.

  • Declarative (explicit, conscious, facts/events).

  • Non-declarative (implicit, habits, skills, context-dependent).

Principles for OT

  • Reduce attentional demands early.

  • Build habits & routines to reduce fatigue.

  • Link new info to past knowledge.

  • Create consistent environment with frequent practice.

  • Use errorless learning to support long-term retention.

Adult vs Child Learning

  • Children: dependent learners.

  • Adults: self-directed, life experience = learning resource.

  • Adult readiness linked to social role.

  • Adults are problem-centred, internally motivated, need to know why they are learning.

Learning Style, Preference & Strategies

  • Learning style = stable, habitual way of learning.

  • Learning preferences = flexible, task/context dependent.

  • Learning strategies = most flexible, plans of action to gain knowledge/skills.

  • OT role:

    • Identify client’s learning style.

    • Present info in preferred format.

    • Encourage expansion of preferences.

    • Support use of varied strategies.

Theories of Learning Styles

VARK Model

  • Visual – diagrams, charts, symbols, colour, gestures.

  • Aural – spoken info, discussion, listening, talking out loud, recordings.

  • Read/Write – lists, notes, glossaries, rewriting notes.

  • Kinaesthetic – hands-on, real-life, role play, case examples, movement aids focus.

Kolb’s Experiential Learning Cycle

  1. Concrete Experience – doing/feeling.

  2. Reflective Observation – watching/reviewing.

  3. Abstract Conceptualisation – thinking/theorising.

  4. Active Experimentation – applying/doing.

Kolb’s Styles:

  • Converger (Think & Do) – problem-solving, practical application.

  • Diverger (Feel & Watch) – imaginative, brainstorming, socio-emotional focus.

  • Assimilator (Think & Watch) – logic, reasoning, theoretical models.

  • Accommodator (Feel & Do) – practical, adaptable, new experiences.

Gardner’s Multiple Intelligences

Eight intelligences:

  • Verbal-Linguistic (word-smart).

  • Logical-Mathematical (number/logic-smart).

  • Musical (music-smart).

  • Visual-Spatial (picture-smart).

  • Bodily-Kinaesthetic (body-smart).

  • Naturalistic (nature-smart).

  • Interpersonal (people-smart).

  • Intrapersonal (self-smart).

Key points:

  • Individuals hold varying combinations of intelligences.

  • Learning style often reflects dominant intelligences.

  • Interests/talents strongly linked to intelligence pattern.

Relevance to Occupational Therapy

Working with Individuals

  • Match teaching methods to client’s learning style, preference, and strongest intelligences.

  • Observe client responses to teaching techniques.

  • Identify barriers to performance and adapt strategies.

Working with Groups

  • Present in multiple formats to address diverse learning styles.

  • Use varied methods: visual media, spoken instruction, handouts, role play, brainstorming, online resources.