2 Role Learning
Transcript of 2 Role Learning
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Module 2:
The Role Learning Plays
in the Practice Education Experience
Approximate time to
complete module:
15 minutes
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Objectives
Understand the impact of personal learning style on
learning in practice
Understand and use the learning cycle to facilitate learning
in students and strengthen your teaching techniques
Develop strategies to model and foster reflective activities
to heighten student learning
Understand and integrate principles of adult learning withinyour preceptor experience
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Four Principles of Adult Learning
Adults are autonomous and self-directed. Adults need to be free to direct
themselves. Involve them in the learning process. Get their perspectives abouttopics and projects that reflect their interest. Allow learners to assume responsibilityfor presentations and group leadership.
Adults have accumulated a foundation of life experiences and knowledgeincluding work, family and previous education. Connect learning and draw out theexperiences and knowledge relevant to the topic.
Adults are relevancy oriented. Adults must see a reason for learning something.Learning has to be applicable to their work or responsibilities to be of value. Identifyobjectives before the course begins. Theories and concepts must be related to a
familiar setting.
Adults are practical. Focus on the aspects of a lesson most useful to their work.They may not be interested in knowledge for its own sake.
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Applying the Principles
Adults are autonomous and self-directed:Guide participants rather than supplying them with facts.
Adults have accumulated a foundation of life experiencesand knowledge:
Recognize the value of experience in learning.Adults are relevancy oriented:
Let participants choose projects that reflect their owninterests.
Adults are practical:Be explicit in how the lesson will be useful to theparticipants.
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How Do We Learn
There is a vast amount of information available on learning style preferences. Manyauthors theorize there are four main ways in which people prefer to learn. Here areHagberg and Leiders learning style descriptors:
Enthusiastic:
Starter of new activities
Operates on a trial and error gut reactionInvolves and inspires others
Gets opinions and relies on them
Seeks new experiences
Likes risk; change incentives
Dislikes routines
Adapts well to new situations
Willing to jump in
Can be impulsive
Likes learning through group doing discussion
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How Do We Learn
Imaginative:
Does not want to be oriented to the whole picture
Uses eyes and ears and translates through imagination
Good observerCan model behaviour well
Able to see self in different situations
Unhurried, casual, calm, friendly
Avoids conflict
Timing is important: cannot push or be pushed until ready
Likes assurance from others
Learns by listening then sharing ideas with a small number of people
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How Do We Learn
Practical:
Applies ideas/theories to solve problems in real life situations
Has detective skills and the patience to search thoroughly
UnemotionalUses reason and logic to meet goals and takes action
Speculates on alternatives
Likes to be in control
Sets up projects likes the challenge of starting something new
Acts independently, then gives feedback
Responsible and reliable
Learns by working alone
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How Do We Learn
Logical:
Good theorist and planner
Good synthesizer of detail
Precise
Thorough and carefulOrganized, follows a plan
Process-oriented
Reacts slowly and wants facts
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Learning Style PreferencesSo what is it about learning style preferences that is important for the student? Consider this scenario:
Your student, who appears very keen, outward, not shy or hesitant and is described as very outgoing, arrives atyour setting. You are excited to have your first student and preceptor experience. You think you have prepared verywell and want everything to be organized, sequential and orderly.
At 9 A.M. you greet the student and show her to a desk. You proceed to hand her the 3" thick "Policy andProcedure" manual and give her instructions to read the manual, make notes and note any questions she has toask you when you return at noon.
This approach certainly appeals to your practical nature and your learning style. You would have loved this on yourfirst day! However, it seems that we have a very enthusiastic student who is very keen to see patients and jumpright in. She begins chatting with a fellow colleague of yours in the office area and that colleague agrees to take herup to the floor with her to see some of her patients.
When you check in on your student, you see that she is not where you left her and see her down the hall with yourcolleague, engaged in boisterous discussion about what she has just seen on the floor.
Without considering personal learning styles, you may draw the wrong conclusion about the behaviour you
observe such as: this student does not follow direction well, does not heed authority, or does not follow through ontasks.
A simple first activity might have been for you to ask the student how she likes to learn or get her to complete alearning styles inventory. Then you could discuss each of your needs and how you could work together.
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Improving Learning
For optimal learning, we all need to be encouraged to adopt aspects of
learning styles that differ from our preferred style. To help your studentdevelop a learning style that is more ___ encourage him/her to
Enthusiastic - take some risks (always with appropriate support),try something new, jump in occasionally rather than hold back
Imaginative - think of alternative explanations or approaches toclinical problems or to look at the 'big' picture
Practical - set specific goals for herself and her patients, and learnfactual information that is necessary for the job
Logical - take the time to plan and analyze, write down ideas anddiscuss them with you before acting upon them, develop soundrationale to support clinical decisions
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How Do We Learn
Realizing our own learning style and
considering the preferred style of who
we are working with can help us work
together more successfully.
On the last page are a couple of links to learning style
inventories. You might like to complete one or both of the
inventories and/or have your students complete them. Sharingyour results with each other might help you figure out how to
best work with students to meet their learning needs.
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Value Learning Styles
Learning style information also:
Creates an ability to recognize and appreciate the diversity of learning styles
Encourages a collaborative, rather than a competitive atmosphere in which learners
and educators work and learn together
Remember:
To cherish the differences
There is no best way to learn
Learning styles are NOT related to
intelligence or mental abilityLearning styles are preferences that will
surface under stress
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The Learning Cycle
Well use an example of a teenager learning to drive to illustrate the stages
of the learning cycle.
Stage 1: An example ofunconscious incompetencestage is the
teenager who has no license yet is an expert on driving. He
tells his mother when to slow down, when to put the blinker on, etc.
Stage 2: At the conscious incompetence stage, the teen sits behind the wheel during his first
drivers lesson and realizes he doesnt really know everything about driving and isnt the experthe thought he was.
Stage 3: You were probably at the conscious competent stage, when you took your drivers
test. You did everything as you were taught such as scanned the intersection before entering it,
held your hands in the 10:00/2:00 position on the steering wheel, etc.
Stage 4: Now that you have been driving for years, you have reached the unconscious
competence stage. Do you remember if you followed all the rules of the road when you drove to
work today? Were you drinking coffee or playing with the radio as you drove?
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Using the Learning Cycle
Think of something you have done recently in your practice:
Where are you in the learning cycle?
Unconscious Incompetence
Conscious Incompetence
Conscious Competence
Unconscious Competence
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Using the Learning Cycle
It helps to outline the different stages adults move through as they gain
mastery in a subject or a skill.
Be aware that:
Over time, practitioners tend not to think about the theoreticalprinciples and steps that guide their work. They just do it.
As a skilled clinician, you need to bridge the gap between your levelof "unconscious competence" and your student's level of"unconscious incompetence." The best way to do this is byexplaining to the student why you are doing what you are doing.
Practitioners who are consciously competent are often very goodteachers because they are able to explain the steps involved in aprocedure or their clinical reasoning.
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Retention
Remember that we retain:
10 % of what we read
20 % of what we hear30 % of what we see
50 % of what we see and hear
70 % of what we say90 % of what we say as we do something
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In Summary
Understanding the impact of personal
learning style on learning in practice isnecessary for fostering an effective learningenvironment
Awareness of the learning cycle willfacilitate your understanding of wherestudents are in the learning process andstrengthen your teaching techniques
Understanding the principles of adultlearning may support your preceptorexperience
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References and Resources
Honey, P. & Mumford, A. (1982). Manual of Learning Styles. London: P. Honey.
Hagberg, J & Leider, R. (1982). The Inventurers: Excursions in life and career renewal.Reading, MA: Addison-Wesley.
Renner, P. (2005). Flexing learning styles. In The Art of Teaching Adults (pp. 4-52).Vancouver, BC: PFR Training Associates Ltd.
Rankin, S.H. & Duffy-Stallings, K. (2001). Educational interventions for patients andfamilies. In Patient Education: Principles and Practice (pp. 264-265). New York:Lippincot, Williams and Wilkins.
Completing learning styles inventories such as those linked below and sharing the
results might help you and your students work better together.Soloman and Felders Index of Learning Styles Questionnaire
Learning Style Inventory
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http://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_2/learning_style_inventory.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/learning_style_inventory.pdfhttp://www.engr.ncsu.edu/learningstyles/ilsweb.html