HowAdultsReallyLearn PPt1 13 05

Information about HowAdultsReallyLearn PPt1 13 05

Published on August 6, 2007

Author: Alohomora

Source: authorstream.com

Content

How Adults Really Learn:  How Adults Really Learn Linda Larson Carr, PhD Academic Specialist Office of Learning andamp; Teaching UA College of Medicine Phoenix Campus Next Clinical Teaching session is …:  Next Clinical Teaching session is … Thursday, February 17 'Dealing with Non-Succeeding Learners: Lessons Learned' Welcome!:  Welcome! Please introduce yourself. What aspect of learning do you find most intriguing? OR What question would you like answered? Objectives:  Objectives Explain the principles of adult learning and the differences between pedagogy and andragogy. Identify and explain four critical elements of learning that must be addressed to ensure that students learn effectively and efficiently. Describe relevant educational models for adult learners. Slide5:  What is learning?:  What is learning? 'Learn to Play Tennis' Exercise Slide7:  Bethel, Maine: National Training Laboratories (1960s) Average Retention Rate after 24 hours Pedagogy vs. Andragogy:  Pedagogy vs. Andragogy PEDAGOGY The art and science of teaching children ANDRAGOGY The art and science of helping adults learn Term introduced in 1968 by Knowles Characteristics of Learners:  Characteristics of Learners ADULT LEARNERS Problem-centered Results-oriented Self-directed Often skeptical about new information Seek relevancy Accepts responsibility for own learning YOUTH LEARNERS Subject-oriented Future-oriented Often depend on adults for direction More accepting Often train for unclear future Often dependent on others Slide10:  What are the pressures to find new and efficient ways of learning? Challenges of Clinical Teaching:  Challenges of Clinical Teaching Too little time available Conflicting time pressures on teachers and learners Lack of teacher observation of learner’s work Lack of teacher probing learner’s knowledge and reasoning Slide12:  'Academic medicine is in crisis across the world. Medicine's capacity to research, think, and teach is collapsing just at the time when science, social trends, and globalisation are offering great opportunities—and threats. BMJ  2003;327:1001-1002  (1 November), Editorial Slide13:  What do we need to know about adult learning?:  What do we need to know about adult learning? Slide15:  Goals for Higher Education:  Goals for Higher Education Goals for higher education now transcend transmitting knowledge to helping students develop cognitive structures, skills, strategies, and motivation for continued learning and problem solving. (McKeachie, et al., 1986) How Do We Understand Learning Today?:  How Do We Understand Learning Today? Humans actively create their knowledge Knowledge is not passively received Previous knowledge shapes new knowledge New knowledge shapes subsequent knowledge (Joint Task Force on Student Learning, 1998, Powerful Partnerships: A Shared Responsibility for Learning, http://www.aahe.org) Slide18:  Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. - Arthur W. Chickering and Zelda F. Gamson 'Seven Principles for Good Practice,' AAHE Bulletin 39:3-7, March 1987 Learning is enhanced when learners are asked to …:  Learning is enhanced when learners are asked to … State the information in their own words Give examples of it Recognize it in various guises and circumstances See connections between it and other facts or ideas Foresee some of its consequence State its opposite or converse Metacognition:  Metacognition Definition: thinking about thinking. Planning, monitoring, and evaluating thinking processes. Good learners engage in more metacognitive activities than poor learners. “…The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” (D. Ausubel, 1968):  '…The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.' (D. Ausubel, 1968) Barriers to Learning:  Barriers to Learning Low self esteem Unwillingness to ask for help Lack of confidence Low/uncertain motivation Inattentiveness or lack of attendance/participation Under-developed study skills Poor listening skills Anxiety or fear of insecurity Inadequate knowledge Low expectations of self Domestic, financial or personal worries Physical, mental, or health conditions Specific learning difficulties Implications?:  Implications? Need to shift the focus from Teaching to Learning Need to use techniques that help students create meaning Both faculty and students become LEARNERS andgt; How the Brain Works:  How the Brain Works Teaching to the Brain:  Teaching to the Brain Emotions are a key in learning. An enriched learning environment is primary. We must expect more. Problem solving must be a way of classroom life. The 'big picture' is important. Finally, work to eliminate threats. ('The Teaching Professor,' June/July 1999) How to Enhance Learning?(Entwistle, 1992):  How to Enhance Learning? (Entwistle, 1992) STUDENT Characteristics DEEP APPROACH - Previous knowledge of topics - Perceived relevance of info - Intrinsic interest in subject - Study skills SURFACE APPROACH - Fear of failure - Anxiety - Reliance on memorization - Extrinsic motivation DEPARTMENT Influences - Matching content to previous knowledge - Good teaching - Opportunities for individual choice - Study skills training andamp; support - Short- answer andamp; MCQs - Heavy workload andamp; overloaded curricula - Spoon-feeding through handouts - Lack of relevance or choice Epidemiology of Mislearning(L Shulman):  Epidemiology of Mislearning (L Shulman) Amnesia Fantasia Inertia Slide28:  A closer look …applying educational theory in practice:  A closer look … applying educational theory in practice Slide30:  Self directed learning:  Self directed learning Organizing teaching and learning so that learning is within the learners’ control A goal towards which learners strive so that they become able to accept responsibility for their own learning Self efficacy:  Self efficacy Bandura posits that people’s judgments of their own ability to deal with different situations is central to their actions These judgments may or may not be accurate 4 sources: performance attainments, observations of others, verbal persuasion, and physiological state Self efficacy – roles for the teacher:  Self efficacy – roles for the teacher Modeling or demonstration Setting a clear goal or image of the desired outcome Providing basic knowledge and skills needed as the foundation for the task Providing guided practice with corrective feedback Giving students the opportunity to reflect on their learning Constructivism:  Constructivism The primary idea of constructivism is that learners 'construct' their own knowledge on the basis of what they already know. This theory posits that learning is active, rather than passive, with learners making judgments about when and how to modify their knowledge. Slide35:  Reflective practice:  Reflective practice Schon’s work based on a study of many professions Formal theory often not useful to solve real life problems Professionals automatic ways of practicing ('zones of mastery') Slide37:  Knowing in action Reflection in action Information seeking Solve problem Zone of Expertise Surprise Patient encounter Schőn’s Model of Reflective Practice Slide38:  Knowing in action Reflection in action Information seeking Solve problem Zone of Expertise Surprise Client encounter Reflection after the event Information seeking Enhancement of practice Slide39:  Slide40:  Do I feel good about my management of this case? If so, why: Do I feel uncomfortable about my management of this case? If so, why: Do I need new information, skill or attitude to manage this case better? If so, what specifically do I need? Did I learn anything new while managing this case? If so, what specifically did I learn?     A Tool for Reflecting on Practice My Learning Diary: Record what’s new to you and check off progress with learning in the right-hand column:  My Learning Diary: Record what’s new to you and check off progress with learning in the right-hand column NOTES ' What is the new message here and how does it fit with my existing knowledge or experience? What questions do I have? 'What if' questions help me to ' make sense' of the new concept Do I need more information to answer my questions I need to validate my understanding of this new concept I need to visualize how I can use this information in other areas of my study or practice' Slide42:  The Context of Clinical Education Rounds Journal clubs Tumor Boards Team learning Practice reflection Mentors Asynchronous Communication Information sources National links with peers Outcome data -Patient surveys - Utilization studies Practice reflection Corporate memory Paradigms in Learning(Penchion D. 1999. Editorial BMJ. May 8):  Paradigms in Learning (Penchion D. 1999. Editorial BMJ. May 8) OLD Paradigm Finite amount of knowledge to be absorbed Experts are recognized by knowing what they should know Learning starts by contacting an authority Uncertainty is discouraged and ignorance avoided Experts have knowledge—they’re on TOP NEW Paradigm It is not possible to absorb all knowledge on a subject Experts are recognized by knowing what they don’t know and knowing how to manage it Learning starts in practice (Balance E-B, tacit knowledge and learning from mistakes) Legitimizing uncertainty and learning by questioning Experts find solutions—they are on TAP Small Group Activity:  Small Group Activity Case 1: Orientation to a clerkship Case 2: Patient safety training Case 3: Transitional year training Apply principles of adult learning Where do we go from here?:  Where do we go from here? What does changing the paradigm from teaching to learning imply about my role as a teacher? My learners’ roles? Tonight’s Gallery of Learning:  Tonight’s Gallery of Learning New knowledge or ways of knowing … New or renewed interest in … Continued questions about … The muddiest point: What will I keep the same? What will I do more of ? What will I do less of? What I will stop doing? What I will do differently and how will I do it? What I will add is … In conclusion …:  In conclusion … We may not fully understand how adults learn, but what we do know is that the capacity and potential of individuals is breathtaking! Educators have the privilege to develop that capacity and help learners reach their potential by applying adult learning theories, such as self directed learning, self efficacy, constructivism, and reflective practice. Slide48:  Slide49:  Please complete Participant Feedback Form. Thank you! Tell me and I’ll forget;Show me and I may remember; Involve me and I’ll understand. Chinese Proverb:  Tell me and I’ll forget; Show me and I may remember; Involve me and I’ll understand. Chinese Proverb

Related presentations


Other presentations created by Alohomora

Learning The Months Of the Year
02. 11. 2007
0 views

Learning The Months Of the Year

HIV STDs Presentation
06. 08. 2007
0 views

HIV STDs Presentation

17 Supply Chain
15. 11. 2007
0 views

17 Supply Chain

duxbury asa
04. 10. 2007
0 views

duxbury asa

Review Week 19
04. 10. 2007
0 views

Review Week 19

ChaneyPres2
16. 10. 2007
0 views

ChaneyPres2

collab filtering tutorial
17. 10. 2007
0 views

collab filtering tutorial

Winderemere Shibboleth 2005 11
17. 10. 2007
0 views

Winderemere Shibboleth 2005 11

1940 1950
23. 10. 2007
0 views

1940 1950

Curso Chagas clase 1
23. 10. 2007
0 views

Curso Chagas clase 1

eplan en
26. 11. 2007
0 views

eplan en

Angiosperms and Gymnosperms
07. 12. 2007
0 views

Angiosperms and Gymnosperms

ns1
13. 10. 2007
0 views

ns1

dahl poster
26. 08. 2007
0 views

dahl poster

RuneGangeskar
07. 11. 2007
0 views

RuneGangeskar

VOCsLouisville 5 18a AHewitt
07. 11. 2007
0 views

VOCsLouisville 5 18a AHewitt

darkts mlecture
13. 11. 2007
0 views

darkts mlecture

Ipertesto
24. 10. 2007
0 views

Ipertesto

SheepGoatHealth
15. 11. 2007
0 views

SheepGoatHealth

IntroLFG2
22. 11. 2007
0 views

IntroLFG2

HERC Waste Summit
14. 11. 2007
0 views

HERC Waste Summit

ENGS11 2007 ERP
28. 12. 2007
0 views

ENGS11 2007 ERP

Kerr
28. 11. 2007
0 views

Kerr

Bourgault
03. 01. 2008
0 views

Bourgault

CHM 103 Lecture 17 S07
03. 01. 2008
0 views

CHM 103 Lecture 17 S07

Stock
26. 10. 2007
0 views

Stock

russian project proposals plus
05. 01. 2008
0 views

russian project proposals plus

Heredity
06. 08. 2007
0 views

Heredity

interest
06. 08. 2007
0 views

interest

neutrino
05. 01. 2008
0 views

neutrino

Early chemotherapy
15. 10. 2007
0 views

Early chemotherapy

pdb95
15. 10. 2007
0 views

pdb95

18 DanceLanguage
16. 10. 2007
0 views

18 DanceLanguage

Hermez
06. 08. 2007
0 views

Hermez

NIC
15. 10. 2007
0 views

NIC

indicators
23. 10. 2007
0 views

indicators

BodyPsychotherapy
17. 10. 2007
0 views

BodyPsychotherapy

cikm05 ium
19. 11. 2007
0 views

cikm05 ium

Strock
28. 02. 2008
0 views

Strock

Okereke King County
26. 08. 2007
0 views

Okereke King County

wap cfprog
25. 03. 2008
0 views

wap cfprog

Quotable quotes 070508
26. 03. 2008
0 views

Quotable quotes 070508

e31 glob
07. 04. 2008
0 views

e31 glob

WCG CHAPTER13
27. 03. 2008
0 views

WCG CHAPTER13

KeenWhatsBehindRecor dDebt
09. 04. 2008
0 views

KeenWhatsBehindRecor dDebt

lecture05
10. 04. 2008
0 views

lecture05

GEO205 powerpoint 10
13. 04. 2008
0 views

GEO205 powerpoint 10

4903
14. 04. 2008
0 views

4903

021003 Pang Slides
16. 04. 2008
0 views

021003 Pang Slides

wward
17. 10. 2007
0 views

wward

UMBC presentation 050406
17. 04. 2008
0 views

UMBC presentation 050406

Eureka Gold Real Estate
22. 04. 2008
0 views

Eureka Gold Real Estate

IntroPolicy
07. 10. 2007
0 views

IntroPolicy

ncb klein brief01feb06
04. 03. 2008
0 views

ncb klein brief01feb06

26 canadian
18. 06. 2007
0 views

26 canadian

20 Grund Kurs Kurortmedizin 2005
18. 06. 2007
0 views

20 Grund Kurs Kurortmedizin 2005

wrapebs
18. 06. 2007
0 views

wrapebs

wirsindspoe
18. 06. 2007
0 views

wirsindspoe

Wagemans stud
18. 06. 2007
0 views

Wagemans stud

sgtalk eg 2k4a1
16. 10. 2007
0 views

sgtalk eg 2k4a1

Asset Trade In
18. 06. 2007
0 views

Asset Trade In

arte moderno
18. 06. 2007
0 views

arte moderno

AP Presentation
18. 06. 2007
0 views

AP Presentation

Americas Tour
18. 06. 2007
0 views

Americas Tour

African Americans A Z
18. 06. 2007
0 views

African Americans A Z

Advantage Webinar
18. 06. 2007
0 views

Advantage Webinar

56 personnel Schlegel
18. 06. 2007
0 views

56 personnel Schlegel

VRP15
26. 02. 2008
0 views

VRP15

GIApowerpoint
06. 08. 2007
0 views

GIApowerpoint

heck
15. 10. 2007
0 views

heck

amore travagliato
18. 06. 2007
0 views

amore travagliato

George HseTrust HIV Lawn
06. 08. 2007
0 views

George HseTrust HIV Lawn

Missao ACentral
22. 10. 2007
0 views

Missao ACentral

fun at work presentatie
15. 06. 2007
0 views

fun at work presentatie

Ellesparlentdeshommes
15. 06. 2007
0 views

Ellesparlentdeshommes

donde esta mama1
15. 06. 2007
0 views

donde esta mama1

Cs101 Lec34
15. 06. 2007
0 views

Cs101 Lec34

Creationism
15. 06. 2007
0 views

Creationism

close your eyes
15. 06. 2007
0 views

close your eyes

Cat V2
15. 06. 2007
0 views

Cat V2

projectmamage
12. 10. 2007
0 views

projectmamage

Healthmanagement7
29. 02. 2008
0 views

Healthmanagement7

area riservata 2006
18. 06. 2007
0 views

area riservata 2006

dominguez hills
26. 08. 2007
0 views

dominguez hills

University Forum Feb 232005
03. 01. 2008
0 views

University Forum Feb 232005

4 cornerstone readership
18. 06. 2007
0 views

4 cornerstone readership

Where is the Donkey
01. 11. 2007
0 views

Where is the Donkey

agbus 435 lec9 f04
29. 10. 2007
0 views

agbus 435 lec9 f04

conchicoll
15. 10. 2007
0 views

conchicoll

nystax
27. 09. 2007
0 views

nystax

RussianAFMuseum
02. 10. 2007
0 views

RussianAFMuseum

weitz
24. 02. 2008
0 views

weitz

Jean McLellan
06. 08. 2007
0 views

Jean McLellan

Andrey Uroda
26. 10. 2007
0 views

Andrey Uroda

ED Lafco Present092805chew
26. 08. 2007
0 views

ED Lafco Present092805chew

buckinghamshirecc
26. 10. 2007
0 views

buckinghamshirecc

232nm14
30. 10. 2007
0 views

232nm14

Growingup Healthy with AFHK logo
06. 08. 2007
0 views

Growingup Healthy with AFHK logo