Adult learning theory emphasizes that adults learn best when new information is problem-based and collaborative. Andragogy focuses on the process of learning and equality between teacher and learner. Knowles identified six principles of adult learning: adults are internally motivated, bring life experiences, are goal-oriented, oriented to relevance, are practical learners, and like to be respected. As a clinical educator, one can apply these principles by setting graded learning programs, drawing on students' experiences, linking learning to goals, ensuring practical experiences, and regarding students as colleagues.
A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
"Metacognition: The Key to Teaching Students Transformative Learning Strategi...mrbill0929
On May 4, 2016, Dr. Saundra McGuire conducted a workshop on "Metacognition: The Key to Teaching Students Transformative Learning Strategies" at a University of Kentucky event co-sponsored by the Office of the Provost and the Center for the Enhancement of Learning and Teaching (CELT). Transformative learning has been characterized as learning that produces a change in perspective of the learner. 21st Century students come to college with widely varying academic skills, motivation levels, and approaches to learning. Most do not have effective learning strategies and resort to memorizing information just before tests. This interactive session addressed strategies that significantly improve learning while transforming student attitudes about the meaning of learning
Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
"Metacognition: The Key to Teaching Students Transformative Learning Strategi...mrbill0929
On May 4, 2016, Dr. Saundra McGuire conducted a workshop on "Metacognition: The Key to Teaching Students Transformative Learning Strategies" at a University of Kentucky event co-sponsored by the Office of the Provost and the Center for the Enhancement of Learning and Teaching (CELT). Transformative learning has been characterized as learning that produces a change in perspective of the learner. 21st Century students come to college with widely varying academic skills, motivation levels, and approaches to learning. Most do not have effective learning strategies and resort to memorizing information just before tests. This interactive session addressed strategies that significantly improve learning while transforming student attitudes about the meaning of learning
Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
Mini project 2-- teaching and learning theories spring 2015jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
Mini project 2-- teaching and learning theories spring 2015jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
STUDY.COM_FOUNDATIONS OF SOCIETY
I HOPE IT IS HELPFUL FOR YOU> BUT PLS IWANT CREDITS> OR ADD ME AND MESSAGE ME THANKS
THERE IS A NOTE FOR PRESENTERS VIEW
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KEEP CALM AND DRINK ON
NAME: Ellen Magalona
GNDR: FML
BRTHDY: FEB. 1998
@ellenmaaee
This is about educational supervision in schools and academic institutions as conducted by supervisors, principals,et. al. based on Goldhammer.
(There are hyperlinks here so some slides will not have any titles. Just refer to slide 4 for each step)
LPC Models and Techniques in Clinical SupervisionGlenn Duncan
This is part 3 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This 6 hour course on Models and Techniques of Clinical Supervision uses a didactic lecture format followed up with experiential learning exercises, that cover many different models of conducting clinical supervision and different techniques utilized in clinical supervision. Areas covered include a working definition of clinical supervision, breaking down this definition into the components that make up clinical supervision. The Integrated Developmental Approach to supervision (Stoltenberg & Delworth) is discussed in detail, covering descriptions of level 1, 2 and 3 counselors and supervisors. Next other models of supervision are also covered, including the Discrimination Model of supervision (Bernard), the systems model of supervision (Holloway), and the Blended Model of supervision (a model crafted specifically for working with drug/alcohol counselors by Powell). Next discussed are supervision interventions and techniques (including case conferencing, utilizing self reports, process notes, audio taping, video taping and utilizing live supervision). Teaching methods include lecture, interactive exercises and group participation/discussion.
A primary aim of supervision is to create a context in which the supervisee can acquire the experience needed to become an independent professional.” Haynes, also state that supervision is “artful, but it is an emerging formal arrangement with specific expectations, roles, responsibilities, and skills.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
Approaches to student centered learning for health care proffessionalsFlorenceobonyoHawa
Health care professionals are responsible for designing , implementing and evaluating patient and client centered care and treatment plans for health education and wellness.
Learning produces a relatively permanent change in the behavior and way of thinking of the learner as a result of positive or negative experiences. The change is gradual, adoptable, abstract and selective. It may be observed and noticed after a period of time
Various principles ,theories and conditions of learning are explored with the aim of encouraging student centered learning which is lifelong . Theories explain how and why people learn and should be applied appropriately while dealing with clients and patients who have misleading myths concerning their disease conditions. Trainers of health care professionals will also find the content helpful
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
OverviewCreate a 5 page report on teaching strategies that will .docxkarlhennesey
Overview
Create a 5 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.
Note: Assessments in this course build on each other and must be completed in sequential order.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Appraise the influence of learner's culture, gender, and experiences on teaching and learning.
. Explain how selected strategies will help to maintain diverse learners' motivation.
. Explain how selected strategies will help overcome learning barriers in the anticipated audience.
· Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
. Evaluate appropriate teaching strategies for an educational topic and audience.
· Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
. Describe learning outcomes for a course.
· Competency 4: Integrate best practices for classroom management
. Describe evidence-based strategies for managing potential barriers to learning in a classroom.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
. Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Assessment Instructions
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 5 page report on teaching strategies you can apply in the course you are designing.
Optional Preparation
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
Instructions
· Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
· Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
· Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
· Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
· Length: 5 pages, plus a title page and a references page.
· Use correct APA format, including ...
Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Adult Learning Theory and Principles
Become familiar with Adult Learning Theory and the six principles of
adult learning
Adult Learning Theory
Part of being an effective educator involves understanding how adults learn best
(Lieb,1991). Andragogy (adult learning) is a theory that holds a set of assumptions
about how adults learn. Andragogy emphasises the value of the process of learning. It
uses approaches to learning that areproblem-based and collaborative rather than
didactic, and also emphasises more equality between the teacher and learner.
Andragogy as a study of adult learning originated in Europe in 1950's and was then
pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles
an American practitioner and theorist of adult education, who defined andragogy as "the
art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000).
What do you mean by 'adult learning principles'?
Knowles identified the six principles of adult learning outlined below.
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to
learning experiences
Adults are goal oriented
Adults are relevancy oriented
Adults are practical
Adult learners like to be respected
How can I use adult learning principles to facilitate student learning on placement?
Good question!! Here we will discuss some ways to facilitate learning by applying
Knowles' Adult Learning Principles:
1. Adults are internally motivated and self-directed
Adult learners resist learning when they feel others are imposing information, ideas or
actions on them (Fidishun, 2000).
Your role is to facilitate a students' movement toward more self-directed and responsible
learning as well as to foster the student's internal motivation to learn.
As clinical educator you can :
Set up a graded learning program that moves from
more to less structure, from less to more
responsibility and from more to less direct
supervision, at an appropriate pace that is
challenging yet not overloading for the student.
Develop rapport with the student to optimise your
approachability and encourage asking of questions
and exploration of concepts.
Show interest in the student's thoughts and
opinions. Actively and carefully listen to any
questions asked.
Lead the student toward inquiry before supplying
them with too many facts.
2. Provide regular constructive and specific
feedback (both positive and negative),
Review goals and acknowledge goal completion
Encourage use of resources such as library,
journals, internet and other department resources.
Set projects or tasks for the student that reflect
their interestsand which they must complete and
"tick off" over the course of the placement. For
example: to provide an in-service on topic of
choice; to present a case-study based on one of
their clients; to design a client educational handout;
or to lead a client group activity session.
Acknowledge the preferred learning style of the
student. A questionnaire is provided below that will
assist your student to identify their preferred
learning style and to discuss this with you.
2. Adults bring life experiences and knowledge to learning experiences
Adults like to be given opportunity to use their
existing foundation of knowledge and experience
gained from life experience, and apply it to their
new learning experiences. As a clinical educator you
can:
Find out about your student - their interests and
past experiences (personal, work and study related)
Assist them to draw on those experiences when
problem-solving, reflecting and applying clinical
reasoning processes.
Facilitate reflective learning opportunities which
Fidishun (2000) suggests can also assist the student
to examine existing biases or habits based on life
experiences and "move them toward a new
understanding of information presented" (p4).
3. Adults are goal oriented
Adult students become ready to learn when "they experience a need to learn it in order
to cope more satisfyingly with real-life tasks or problems" (Knowles,1980 p 44, as cited
in Fidishun, 2000). Your role is to facilitate a student's readiness for problem-based
learning and increase the student's awareness of the need for the knowledge or skill
presented. As educator, you can:
Provide meaningful learning experiences that
are clearly linked to personal, client and fieldwork
goals as well as assessment and future life goals.
Provide real case-studies (through client contact
and reporting) as a basis from which to learn about
the theory, OT methods, functional issues
implications of relevance.
Ask questions that motivate reflection, inquiry and
further research.
4. Adults are relevancy oriented
3. Adult learners want to know the relevance of what they are learning to what they want
to achieve. One way to help students to see the value of their observations and practical
experiences throughout their placement, is to:
Ask the student to do some reflection on for
example, what they expect to learn prior to the
experience, on what they learnt after the
experience, and how they might apply what they
learnt in the future, or how it will help them to meet
their learning goals.
Provide some choice of fieldwork project by
providing two or more options, so that learning is
more likely to reflect the student's interests.
"Students really benefit from regular 'teaching sessions' - time spent going through
assessments such as how to do a kitchen assessment, and having in-services presented
on specific topics - such as Cognition or Perception" " I find they understand more about
a topic when it is directly relevant to the work context. This is invaluable as it ties theory
to practice." S. Bartholomai, OT clinical educator, Ipswich Hospital (personal
communication, May 31, 2007)
5. Adults are practical
Through practical fieldwork experiences, interacting with real clients and their real life
situations, students move from classroom and textbook mode to hands-on problem
solving where they can recognise first hand how what they are learning applies to life
and the work context. As a clinical educator you can:
Clearly explain your clinical reasoning when making
choices about assessments, interventions and when
prioritising client's clinical needs.
Be explicit about how what the student is learning is
useful and applicable to the job and client group you
are working with.
Promote active participation by allowing students to
try things rather than observe. Provide plenty of
practice opportunity in assessment, interviewing,
and intervention processes with ample repetition in
order to promote development of skill, confidence
and competence.
"I like to encourage students to select and use a clinical model, such as Chapparo and
Rankin's OPM, to apply to practice. It helps students to identify what performance
components (e.g. endurance, tone, organisational skills) they want to assess for
example, in a dressing task. This helps to reinforce why OTs do things, and how the link
to occupation differs from other disciplines." (S. Bartholomai, personal communication,
May 31, 2007)
6. Adult learners like to be respected
Respect can be demonstrated to your student by:
Taking interest
Acknowledging the wealth of experiences that the
student brings to the placement;
Regarding them as a colleague who is equal in life
experience
4. Encouraging expression of ideas, reasoning and
feedback at every opportunity.
It is important to keep in mind that the student is still developing occupational therapy
clinical practice skills. However, with the theory and principles of adult learning in mind,
you can facilitate the learning approach of the student to move from novice to more
sophisticated learning methods. This facilitates greater integration of knowledge,
information and experience; the student learns to distinguish what is important when
assessing and working with clients; how to prioritise client needs, goals and caseload;
when rules can be put aside and how/when the approach to occupational therapy
practice and professional communication emerges from strict modelling of behaviour into
a unique therapeutic and professional expression of self.
(Fidishun, 2000; Lieb,1991)