WORKING WITH 
DIFFICULT 
LEARNING 
SITUATIONS 
Deirdre Bonnycastle 
Clinical Teaching Development 
College of Medicine 
De...
OBJECTIVES 
Upon completion of this 
session, you will be able to: 
1. Reflect on your feelings 
2. Diagnose a student’s 
...
REFLECT ON YOUR 
FEELINGS 
What type of student 
really makes teaching 
worthwhile?
REFLECT ON YOUR 
FEELINGS 
What type of student 
really annoys/clashes 
with you?
REFLECT ON YOUR 
FEELINGS 
What type of student do you have 
no idea how to work with?
DIAGNOSE
DIAGNOSE
MANAGE NOT TAUGHT 
Teach It Learn It 
Self Directed Illness Script 
http://medicaleducation.wetpaint.com/page/Self+Directe...
DIAGNOSE 
Lack of 
Knowledge 
Not 
Understood 
Attention 
Issue 
Language 
Issue 
Learning 
Issue
MANAGE NOT UNDERSTOOD 
 Language 
 Tutor 
 College of Medicine 
 Apps 
 ? 
 Attention 
 Motivation/Relevance 
 Lea...
Self Reflection 
1. What Is a Bottleneck to Learning in This Class? 
2. How Does an Expert Do These Things? 
3. How Can Th...
Break
Threw it on the ground 
http://youtu.be/melDW18wCs0
DIAGNOSE 
Clash
Challenge Awareness 
Awareness 
Practice Learning
DIAGNOSE
MANAGE CLASHES 
CALMER Technique 
C atalyst for Change 
A lter Thoughts 
L isten 
M ake an agreement 
E ducation & followu...
CATALYST FOR CHANGE 
Is this situation a danger to patients, staff 
or myself? 
Where is the student generally on the 
L...
ALTER THOUGHTS 
 How does this student make me feel? 
 Are my feelings about this situation 
getting in the way of solvi...
LISTEN THEN DIAGNOSE 
 Beware Assumptions 
Ask student what they think they are 
doing well 
Ask student what areas the...
MAKE AN AGREEMENT 
 Share your feedback with the student 
Ask the student what might be done to 
improve X 
Student agre...
EDUCATION & FOLLOW UP 
Look at the Learning Cycle again 
What does the student need to move 
forward? 
Ask for help fro...
REACH OUT 
Where do your feelings go when you 
set them aside to work with the 
student? 
What is your support system fo...
When do you contact the university?
THANK YOU 
Next Session 
Jan 17 and 24 th 
TIPS 
6-10PM
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Working with difficult learning situations

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Working with difficult learning situations

  1. 1. WORKING WITH DIFFICULT LEARNING SITUATIONS Deirdre Bonnycastle Clinical Teaching Development College of Medicine December 2012
  2. 2. OBJECTIVES Upon completion of this session, you will be able to: 1. Reflect on your feelings 2. Diagnose a student’s learning needs 3. Manage difficult learning.
  3. 3. REFLECT ON YOUR FEELINGS What type of student really makes teaching worthwhile?
  4. 4. REFLECT ON YOUR FEELINGS What type of student really annoys/clashes with you?
  5. 5. REFLECT ON YOUR FEELINGS What type of student do you have no idea how to work with?
  6. 6. DIAGNOSE
  7. 7. DIAGNOSE
  8. 8. MANAGE NOT TAUGHT Teach It Learn It Self Directed Illness Script http://medicaleducation.wetpaint.com/page/Self+Directed+Learning http://medicaleducation.wetpaint.com/page/Illness+Patterns
  9. 9. DIAGNOSE Lack of Knowledge Not Understood Attention Issue Language Issue Learning Issue
  10. 10. MANAGE NOT UNDERSTOOD  Language  Tutor  College of Medicine  Apps  ?  Attention  Motivation/Relevance  Learning Style  ?  Learning  Learning Style  Learning Disability
  11. 11. Self Reflection 1. What Is a Bottleneck to Learning in This Class? 2. How Does an Expert Do These Things? 3. How Can These Tasks Be Explicitly Modeled? 4. How Will Students Practice These Skills and Get Feedback? 5. What Will Motivate the Students? 6. How Well Are Students Mastering These Learning Tasks? 7. How Can the Resulting Knowledge About Learning Be Shared? -Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking 2004
  12. 12. Break
  13. 13. Threw it on the ground http://youtu.be/melDW18wCs0
  14. 14. DIAGNOSE Clash
  15. 15. Challenge Awareness Awareness Practice Learning
  16. 16. DIAGNOSE
  17. 17. MANAGE CLASHES CALMER Technique C atalyst for Change A lter Thoughts L isten M ake an agreement E ducation & followup R each out Based on work of Pomm, Pomm and Shahady 2004
  18. 18. CATALYST FOR CHANGE Is this situation a danger to patients, staff or myself? Where is the student generally on the Learning Cycle? What part of this situation do I have control over? Who else might I bring in to help?
  19. 19. ALTER THOUGHTS  How does this student make me feel?  Are my feelings about this situation getting in the way of solving it? Am I taking the student’s behaviour personally? How might I change my feelings in order to be more effective in teaching this student?
  20. 20. LISTEN THEN DIAGNOSE  Beware Assumptions Ask student what they think they are doing well Ask student what areas they are concerned about
  21. 21. MAKE AN AGREEMENT  Share your feedback with the student Ask the student what might be done to improve X Student agrees to work on X You decide to accept the behaviour Student is reassigned Decision Point
  22. 22. EDUCATION & FOLLOW UP Look at the Learning Cycle again What does the student need to move forward? Ask for help from me or your department Refer the student
  23. 23. REACH OUT Where do your feelings go when you set them aside to work with the student? What is your support system for dealing with anger and tension? ??
  24. 24. When do you contact the university?
  25. 25. THANK YOU Next Session Jan 17 and 24 th TIPS 6-10PM

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