Why won't they learn

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Is it YOU? Is it THEM? Is it the CURRICULUM? You know that you taught it, so why don’t they remember? Why is it so difficult for good teachers to connect with some students? You love to teach, but does it have to be so frustrating? Keeping it fun and lively, Rom Duckworth shows why the “Curse of Knowledge” can actually make it harder for the most experienced educators to reach their students. Attendees will learn the origins and current applications of adult education theory as well as new ideas as to what makes in-formation “sticky” to students. Most importantly, this program presents instructors with the techniques to troubleshoot training program issues and keys to motivating students who don’t seem to otherwise respond to your best efforts.</b>
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Teaching Formats:
-Lecture
-Interactive Role Play
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Learning Objectives: Students will learn:
-How to improve not just test scores, but the also retention of knowledge and the ability to apply that knowledge in real-world emergency services.
-How to conduct an assessment of learning factors pertinent to an entire education pro-gram, a single class or even a specific student.
-The selection and use of different motivators, presentation types and activities in the EMS classroom.
-How to follow the path of development from “Trainer” to “Instructor” to “Educator”.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective EMS field care providers.
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Notes: Updated for 2011. As seen in EMS World online and the EMS EduCast Podcast.
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http://www.emsworld.com/web/online/Education/Why-Wont-They-Learn-Part-3/5$18217
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http://www.emseducast.com/archives/633

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  • It isn’t just what we learn, its how we use it.Don’t get bogged in the PROCESS of education.
  • Involve me. Not just hands-on, be engage the brain.
  • Not just train, but develop lifelong learners
  • Not just train, but develop lifelong learners
  • Not just train, but develop lifelong learners
  • Not just train, but develop lifelong learners
  • Dr. Malcom Knowles
  • PEDAGOGYUnlike the kinds of learning we do in the classroom, ones that require learning out of “context,” Lave (1988) suggests that there are learning activities that can be “situational.” This type of learning is based on a community setting, and occurs in a social environment. Situational learn- ing is characterized by collaborative social interaction and requires that information be presented in a relevant context. This applies to adult learn- ers because they are more likely to have realistic problems that need to be resolved. Adult learners are expected to be critically reflective and to question their assumptions about answers to these problems (Stein, 1998). Although we don’t see this as strictly the purview of the adult classroom and we do encourage the community of learning philosophy, we think that adult learners are more inclined to take on these types of learning experi- ences without direction from a teacher. Young (1993) believes that there are four distinct components that should be included in this type of learning: situations that promote real- istic, problem-centered and complex activities; situations where teachers must scaffold the learners; situations where teachers must be seen as learning facilitators, not transmitters of information; and an ongoing assessment to determine how the learner and the learning community are progressing (Stein, 1998).
  • Level One: Non-learningIn the first three routs or choices of the nine routs no learning takes place:1) Presumption people react through mechanical response (like saying hello) or a presumption that what has previously worked will work again.2) Non-consideration when a person does not respond to a potential learning situation.3) Rejection when a person consciously chose to reject the opportunity to learn.Level Two: Non-reflective learningThe second three routs of the nine include a small amount of learning occurring for the individual:4) Pre-conscious when having experiences in daily living that are not really thought about.5) Practice when a person practices a new skill until it is learned. An example would be training for a particular physical skill or the acquisition of a language.6) Memorization when acquiring presented information the learner learns the information so it can be reproduced at a later time.Level Three: Reflective learningThe final three routs of the nine considered choices of reflective learning.7) Contemplation when a person thinks about what is being learned.8) Reflective practice when there is reflection prior to an action and during the action. An example would be problem solving.9) Experiential learning when there is actual experimenting on one’s environment. It is postulated this might be the way to learn pragmatic knowledge.[3] [[4]],[[5]]
  • Don’t just know your subject, BELIEVE IN IT!
  • Taft was the biggest presidentLincoln was the biggest president. He was taller Zombie Apocalypse, In open field, Taft, Holed up in a mall, LincolnWhat else should I be doing about this zombie apocalypse?
  • Why won't they learn

    1. 1. * Accelerating Performance In your learning programs and on the street Presented by: Rommie L. Duckworth, LP
    2. 2. “If you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” *Albert Einstein
    3. 3. “You cannot teach a man anything; you can only help him find it within himself.” *Galileo Galilei
    4. 4. *Teaching Adults is different *Adults are Self-Directed *Adults are Experienced *Adults are Goal Oriented *Adults need Relevancy *Adults are Practical *Adults need Respect *Knowles Andragogy
    5. 5. *Adults respond well to realistic problems. *Learning activities should be “situational”. *Problems requiring collaborative interaction must be presented in a relevant context. ① Situations that promote realistic, problem-centered and complex activities. ② Situations where teachers must scaffold the learners; ③ Situations where teachers must be seen as learning facilitators, not transmitters of information; ④ Ongoing assessment to determine how the learner and the learning community are progressing. *Lave’s Situational Learning
    6. 6. *Jarvis’s Learning Process
    7. 7. Knowing About Reflection Comprehension Experiment Experience Apprehension *Kolb’s Experiential Model
    8. 8. *Learning induces change (transformation) in the perspective in the learner. *Learning not just what to do, but who you are. * Mezirow’s Transformational Learning
    9. 9. *What students do, rather than what they say. *Focus on performance rather than arbitrary knowledge/trivia. *Allows varied approaches to problem solving (critical thinking) rather than a single preferred method. *Achievement-Based and Student-Centered rather than current Time-Based and Teacher-Centered curricula. *Allows methods developed as science changes rather than prescribing methods from 1-10 years before textbook was first published. *Competency Based Education
    10. 10. *Learning Elements *PREPS *Motivation *Reinforcement *Retention *Experience *Reflection *Prepared *Relevant *Enthusiastic *Positive Reinforcement *Simulation / Scenarios *Learning Elements & PREPS
    11. 11. *Age * Traditionalist (authority) * Baby Boomer (show me) * Gen X (entrepreneur) * Millennial (autonomy) * Hover Babies! *Factors Affecting Learning
    12. 12. *Education * Background * Level of Course *Culture and Ethnicity * Cultural Differences * ESL *Disabilities and Impediments * Dyslexia * Vision or hearing difficulties *Factors Affecting Learning
    13. 13. *Life Experience * Emergency Services Background * Military *Learning Styles * Auditory * Visual * Kinesthetic http://bit.ly/ROMDUCKlearningstyles *Confidence *Adult Responsibilities *Factors Affecting Learning
    14. 14. *Readiness * Student must be prepared to learn. *Exercise * Repetition *Effect * Reward *Disuse *The opposite of Exercise *Recency * A Collateral of Disuse *Laws of Learning
    15. 15. *Primacy * First things first, and better *Association * New ideas are connected to known ideas *Suspense (Zeigarnik Effect) * Pauses enhance retention *Intensity (Von Restorff) * Stimulation and Simulation *Expectation (Pygmallion) * Expect more = Get More *Laws of Learning
    16. 16. *Reading the Material Before Class *Objectives / Outline *Skim / Sentence *Summary *Visualization *Explanation *Reading: The OSS-VE Method
    17. 17. WIIFM! *Social Relationships (friends) *External Expectations (boss) *Social Welfare (good) *Personal Advancement (me) *Stimulation (bored) *Cognitive Interest (curious) *Motivate Them
    18. 18. How to make an idea "sticky”: *Simple — Commander’s Intent. *Unexpected — Mix it up. Activities. Humor. *Concrete — Avoid #s. Imagine. *Credibility — Practical. Real. *Emotion — Invest yourself in the importance of the idea. *Stories —Explain ideas through the use of narrative. From “Made to Stick” by Chip and Dan Heath, 2007 Based on an idea from “The Tipping Point” by Malcolm Gladwell, 2000 *Stickiness
    19. 19. Reinforcement, Not Recognition * Q&A * Test Scores * Comments * Peer Review * Mentors * Counseling 1:1 *Feedback
    20. 20. *I know that it was taught. I was there! *Curse of Knowledge. * Why Don’t They Learn?
    21. 21. *Cognitive Ladder * Comprehension to Synthesis and Evaluation *Psychomotor Ladder * Observation to Perfection *Affective Ladder * Receiving to Characterizing * Teaching is Facilitating
    22. 22. *Dualism/received knowledge: Right and wrong answers. *Multiplicity/subjective knowledge: Conflicting answers; students must make their own “right” answers. *Relativism/procedural knowledge: Some solutions are considered better than others depending on the context. *Commitment/constructed knowledge: The student explores the issues in an ongoing and evolving process. *Perry’s Journey of Growth
    23. 23. *Goals *Needs *Objectives *Methods *Evaluation *The Learning Machine
    24. 24. Educator Instructor Trainer *Educator’s Progression

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