Being, Having and Doing: Theories of Learning and Adults ...

1 LSRC research reportSection 0A headBeing, Having and Doing: Theories of Learning and Adults withLearning DifficultiesAs knowledge about adult learningevolves,assumptions and limitationsof current Theories are tested,challenged and replaced by newunderstandings. Yet beliefs aboutlearners with difficulties in Learning are more likely to influence decisionsabout how to teach, and whatapproaches to adopt, than newknowledge and insights. In thisliterature review the underlyingpurposes of provision for Adults with Learning difficulties are revisited,allowing greater clarity in decidingwhich strategies best suit theirfulfillment.

2 This led to a person-centredway of conceptualising the purposesof Learning that offers a more holisticand multi-facetedview of Adults withlearning , Having and Doing: Theories of Learning and Adults with Learning DifficultiesLSRC research reportLSRC research reportBeing, Having and Doing: Theories of Learning and Adults with Learning DifficultiesLesley DeeCristina Devecchi Lani Florian with Steve CochraneThe Learning and SkillsResearch Centre wassupported by the Learning and Skills Council and theDepartment for Education and by the Learning and Skills with the CharityCommissionersLSN is committed to providingpublications that are accessible to all.

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4 This publication results from the Learning and SkillsDevelopment Agency s strategicprogramme of research anddevelopment, funded by the Learning and Skills Council,the organisation that exists to make England better skilled and more research reportContentsAcknowledgmentsList of abbreviationsExecutive summaryMain findingsImplications for practitionersImplications for the Learning and Skills CouncilIntroduction and backgroundIntroductionAimsWho are the learners?Perspectives on learningThe rationale for the reviewBackground to the reviewConclusionMethodology and conceptual frameworkIntroductionMethodTowards a conceptual frameworkTheories of disability and learningBeing.

5 Having and doingBeingHavingDoingConclusionConclusio nsReferencesTwentieth century Theories of learningList of search termsList of databasesList of journalsKey database fieldsAnnotated bibliographySection 1 Section 2 Section 3 Section 4 Section 5 Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5172335618692949597 Figures and tablesFiguresPurposes of learningTablesOutcomes associated with self-determination, self-advocacy and empowerment113251 LSRC research reportAcknowledgments We wish to thank the following people for their advice and support during the preparation of this report.

6 Cecilia Brindle,Yola Jacobsen, Sally Faraday, Ruth Kershner, Liz Maudslay,Dawn Male, Gill O Toole, Reg Smith and John also go to Joan Dearman for all her help in preparing the of abbreviationsACEA dult and Community EducationAEIA ustralian Education IndexALIA dult Learning InspectorateBEIB ritish Education IndexCERIC entre for Educational Research and InnovationDDAD isability Discrimination ActDfESDepartment for Education and SkillsEPPI-centreEvidence for Policy and Practice InformationERICE ducation Resource Information CenterFEFCF urther Education Funding CouncilFEUF urther Education UnitFHEF

7 Urther and Higher Education HFTHome Farm Trust LEAL ocal Education AuthorityLSCL earning and Skills CouncilLSDAL earning and Skills Development AgencySectionLSRC research reportNFERN ational Foundation for Educational ResearchNIACEN ational Institute of Adult Continuing EducationNRDCN ational Research and Development CentreNTDN ational Development TeamOECDO rganisation for Economic Cooperation and DevelopmentOFSTEDO ffice for Standards in EducationQCAQ ualifications and Curriculum AuthorityRARPAR ecognising and Recording Progress and Achievement SPRUS ocial Policy Research UnitTLRPT eaching and Learning Research ProgrammeUNESCOU nited Nations Educational, Scientific and Cultural Organisationpage /1 LSRC research reportApage 1 LSRC research reportExecutive summaryMain findingsThe objectives of this review of literature were twofold.

8 To identify the principal theoretical perspectives which indicate orreflect effective teaching or training approaches for learners withlearning difficulties to provide a theoretical framework for evaluating current provisionand informing the development of future provision for learners withlearning principal theoretical perspectives that underpin effectiveteaching strategies and approaches for learners with difficulties in Learning are behaviourism, cognitivism/constructivism andsocio-cultural models. These families of ideas are not mutuallyexclusive and have, over the years, influenced and beeninfluenced by one another s insights into how people in generallearn best.

9 The effectiveness of particular teaching methodsdepends on their underlying purposes. For instance, if the aim is to help students remember facts, then direct instruction hasbeen found to be most effective. On the other hand, approachesthat engage students in active Learning are more effective indeveloping understanding. Different purposes demand differentmethods. Thus revisiting the underlying purposes of provision willlead to greater clarity in deciding which conceptual and practicalstrategies are best suited to their practice, views and beliefs about the learners themselves are likely to influence decisions about how to teach and whatapproaches to adopt.

10 Rather than being governed by newknowledge and insights about Learning , decisions about how bestto teach Adults with Learning difficulties are likely to be influencedby attitudes and beliefs about the nature of their disability ,their status as Adults and their place in society. This in turn hasinfluenced ideas about the forms of provision that best meet theirneeds (whether specialist or mainstream) and the purposes oflearning for this group of led us to propose an alternative way of conceptualising thepurposes of Learning , one that is person-centred and which webelieve offers a more holistic and multi-faceted view of Adults withlearning difficulties.