Assessing Your Own Teaching (meanwhile, back at the ranch ) Learning Theory Primer Some Questions Why would/should we look at learning theory? What do you know about learning theory or how knowledge is built? 1
Student centered teaching Carl Rogers (~1954): We cannot teach another person directly; we can only facilitate his learning. Learning is as natural a process as breathing Theories Behaviorism Constructivism Cognitive Psychology Social Learning Theory Socio Cultural Learning Theory Deep Versus Surface Learning Surface Learning is a tenuous understanding. The learner: Focuses on discrete bits of information Memorizes, but cannot explain concepts Has difficulty ordering material into an organized presentation (or re-ordering it) Has difficulty using the information in new ways 2
Deep Versus Surface Learning Deep learning is real understanding; the learner owns the material. The learner can: Explain the information Focus on what is important Relate the concepts to previous knowledge Organize the content in meaningful ways Use the information in new ways What is Learning? Behaviorism Learning = demonstrated change in behavior Positive stimuli (rewards) reinforce behavior Negative stimuli (punishments) extinguish behavior Reinforcers can be extrinsic or intrinsic Primary theorists: Pavlov & Skinner Behaviorism Strengths/outcomes: Observable behavior change Deep learning, even attitudes can be acquired through rewards and punishments Weakness: Unable to account for complex thinking or invisible learning, like concept formation 3
SOCIAL LEARNING THEORY Learning = Observing the behavior of a model and imitating that behavior Social Learning Theory Strengths/outcomes: Learner imitates teacher behavior; teacher as model and guide Weakness: Does not account for private cognitive learning Self regulation = We observe and reward our own behavior Stages: attention, retention, imitation, motivation Deep learning is ability to imitate What is learning? Socio Cultural Learning Theory 4
Socio Cultural Learning Theory Learning = the construction of knowledge by using language meaningfully in a social situation Learning can come from informal teachers, your social environment Meaning and memory are not in the mind or brain, but in the social world (ex= dog, law enforcement ) Learning requires language Learning depends on the learner s ability to use language or the discourse of profession Socio cultural Learning Theory Strengths/outcomes: Explains some cultural variations in learning Absorbing the discourse accounts for deep learning Weakness: Focuses primarily on linguistic learning Learning Theories COMPARISON OF LEARNING THEORIES Theory Theorist(s) Definition Behaviorism Pavlov, Skinner Demonstrated behavior changes as response to stimulus Social Learning Bandura Observing as a model and practicing Social-Culturism Casden, Gee Meaningful use of language in a social situation 5
What is Learning? Constructivism (Cognitive Psychology) and Complex Learning Constructivism Learning = the active integration of new knowledge with previously learned information Strengths: Consistent with research on cognitive development and structure and function of the brain Clear understanding of deep learning Constructivism The child constructs an internal idea (e.g.,dog), that becomes more and more accurate with experience. Emphasis on what the learner does Learner comes to the learning situation with prior knowledge Learner actively connects new knowledge with prior knowledge, and tries to make sense of it 6
Integrating Information Information is stored in organized networks called schemata (1= a schema) Schemata are located in the memory and are places to store new information Schemata allow us to connect ideas, form concepts, and relate ideas and concepts to each other Ex. = dog, failure to thrive Five Principles of Constructivism 1. Prior knowledge determines how much you can learn. Teaching Implications: Teachers can: Assess learner knowledge and needs Review background knowledge Preview, eg: course syllabi, agenda Five Principles of Constructivism 2. Prior knowledge must be activated. Teaching implications: Teachers can: Make connections to what was taught previously Make connections to everyday experiences Use advance organizers, eg: educational objectives Use conceptual frameworks, eg GNOME; classes of medications 7
Five Principles of Constructivism 3. Students must actively construct personal meaning. Teaching implications: Teachers can: Present information in a well organized manner, grouping material under topics Encourage and make time for students to think, connect, discuss, and use information Five Principles of Constructivism 4. Deep learning takes time and experience. Teaching implications: Teachers can: Review past information Return to difficult topics Encourage learners to ask themselves questions, outline, draw diagrams, etc Use cases and examples Five Principles of Constructivism 5. Learner motivation impacts deep learning Teaching implications: Teachers can: Make information personally important to learners Connect information to what is immediately relevant, eg, cases in front of them 8
Learning Theories COMPARISON OF LEARNING THEORIES Theory Theorist(s) Definition Behaviorism Pavlov, Skinner Demonstrated behavior changes as response to stimulus Constructivism Vygotsky, Ausabel, Piaget Active integration of new information with old Social Learning Bandura Observing as a model and practicing Social-Culturism Casden, Gee Meaningful use of language in a social situation Adults and Learning We re all adults how do you learn best? What techniques or methods support your learning? Inhibit your learning? The Good Teacher of Adults: Cannot learn for a learner yet the teacher is accountable to the learner (environment, content, methods) Ensures that learners are fully and actively engaged How do we fully engage our learners? 9
Wholistic Teaching Cognitive components (Key information) Affective components (conviction re: importance) Psychomotor components (necessary skills) Characteristics of Adult Learners Adults are at various stages of autonomy and self direction. Adults have a broad base of experience upon which to draw and to share with others. Adults seek to learn what they have identified as important rather than what others deem important. Adults look to learn what can immediately be applied. Adults are practical and problem centered rather than subjectcentered Adults want to know that what they are asked to learn is relevant to their needs. Implications for Teaching Adults are at various stages of autonomy and self direction. Respect that autonomy: Invite/honor perspectives Welcome responses If you are not disputing it, you are not learning it. 10
Implications for Teaching Adults have a broad base of experience upon which to draw and to share with others. Respect that experience: Ask about, acknowledge and use the experience Present content that invites critical analysis, input and ideas for personal application Implications for Teaching Adults seek to learn what they have identified as important rather than what others deem important. Sometimes this one troubles me Implications for Teaching Adults look to learn what can immediately be applied. As clinical teachers, you have a real advantage here how do you do this? 11
Implications for Teaching Adults are practical and problem centered rather than subject centered. Adults want to know that what they are asked to learn is relevant to their needs. Transparency: the What and Why (goals and objectives) made clear Connections: past material, future actions Summaries Learning theories include concepts of: Behavior acquisition through stimulus/response Observation and modeling the behaviors of others Acquisition and meaningful use of the professional languate Active integration of new knowledge with old Summaries 5 Principles of Constructivism: 1. Learners come with prior knowledge. 2. Prior knowledge must be activated for the connections to happen. 3. Learners must actively construct new meaning/knowledge. 4. Deep learning takes time. 5. Motivation has a strong impact on learning 12
Summaries Adult learners do best: In a safe environment When past experience is respected When material is clearly relevant and immediately applicable to their work When they are responsible for their learning We ve covered a lot. What are your thoughts and questions? 13