The theory is that learning will therefore be more effective or more efficient if people are taught using the specific style or approach that has been identified as their learning style.

For example, volunteers categorised as having a ​‘listening’ learning style, could be taught more through storytelling and discussion and less through traditional written exercises.

This group activity is to explore unconscious bias and prejudice. We explain to the group the challenge; one engineer is going to be selected to set up life on the moon and there are seven hopeful candidates. Participants play the role of Alan Sugar and have to fire one candidate on the basis of the first name alone. The surname is then revealed and they are asked to fire a second candidate.  Other protected characteristics are layered on.   

This exercise follows information sharing on definitions of equality and diversity, stereotypes and prejudice.

At the end of the activity, we share information and have a discussion about unconscious bias.

Activity outcomes:

·         It allows the facilitators to assess how well participants have absorbed information in relation to the care-experience and specifically care journey

·         It’s an example of aural and visual learning

Resources:

·         Activity script

·         Sets of printed first name of ‘engineer’ candidates for participants and a copy of the layered protected characteristics that are revealed one by one, by the facilitator

·         Unconscious bias handout

ZIP folder includes:

• Worksheet for volunteers

• Activity guidance for volunteers

• Unconscious bias handout

• Activity powerpoint

Bright Spots reports that analyse 9,472 responses from children in care aged 4- 18 years to the Your Life Your Care survey between 2016 and 2021.  The reports give an insight into children in care’s subjective wellbeing and what they feel makes their lives good.

MindEd has elearning applicable across the health, social care, education, criminal justice and community settings. It is aimed at anyone from beginner through to specialist.

They are free to download, and the most popular publications are also available to buy in print.

These publications are used by businesses and organisations across the UK, helping thousands of people manage and maintain their mental health.

Our mental health resources are co-designed by young people and mental health professionals. They help make sense of issues that are more common than you might think.

Each participant is invited to create a model(s) of a visit activity of their choice.

Two IVs attend the session the following day and select their favourites on the basis of creativity and also the choice of activity (does it comply with activity policy). This introduces an element of competition!  Information relating to activity policy has been shared and discussed with participants ahead of this exercise.

(For reference: Wiltshire scheme activity rules/parameters relating to service policy)

Not too far to travel from the young person’s home

Not too dangerous

Not too expensive

Activity outcomes:

·         It allows the facilitators to assess how well participants have absorbed and understand information.

·         We can also get a picture of participants’ interaction with one another and how they respond to one another’s creative work. Are they encouraging or critical?

·         It can feed into the matching process as it helps give a sense of their personality to support matching

·         It is an example of kinaesthetic learning.

Resources:

Different coloured playdough

Trays to hold the models

• Good listener

• Contactable

• Good timekeeper

• Resourceful

• Understanding

• Non judgemental

• Focused

• Honest

• Consistent and stable

• Realistic

Activity outcomes:

·         It allows the facilitators to assess how well participants have absorbed information in relation to the IV role

·         It can feed into the matching process as it helps give a sense of their personality to support matching

·         It is an example of visual/reading learning.

Resources:

Copies of the individual named qualities.  One set is provided per participant.

Activity outcomes:

·         It allows the facilitators to assess how well participants have absorbed information in relation to IV expense policy

·         It’s an example of aural learning

Resources:
Yes, No, Maybe on green, red and orange card. Blue tack to attach cards to walls.

Activity outcomes:

·         It allows the facilitators to assess how well participants have absorbed information in relation to the care-experience and specifically care journey

·         It’s an example of aural, visual and kinaesthetic learning