This document discusses different approaches to learning and effective study skills. It describes high and low context communication styles and explains that learning is an active process where individuals construct knowledge based on their experiences. The document then provides examples of how International English-Taught Dentists (IETDs) can apply their clinical experience to new learning. Some key active learning strategies discussed include linking prior knowledge to new concepts, evaluating important information, and explaining topics that are not fully understood. The document concludes by outlining various study skills and systems like managing time, setting goals, developing a study plan, and self-evaluating progress.

2. Mar 18, 2013
LEARNING APPROACHES & STUDY
SKILLS

3. Time Orientation

4. Communication Styles
High-Context Low-Context
 Meaning is implicit in the  Meaning is explicit in the
relationship & situation written/spoken words
 Emphasis on the group  Emphasis on the individual
 Indirectness valued  Directedness valued

5. Learning Approaches

6. Learning Assumption
Individuals ...
• construct knowledge based on their
experience
• form meaning based on their experience

7. IETDs experience
 Studied dentistry (Biomedical & Applied
subjects)
 Did Clinical practice as part of their studies
 Took written & clinical exams
 Had to pass exams successfully
 Worked as dentists in a different setting
 Did specialized studies
 Used references for their studies

8. How will you use that experience?
 Link previous knowledge to new knowledge
 Develop new outlooks
 Rethink misunderstandings
 Alter your perceptions
 Evaluate what is important

10. Learning happens when you
... are involved in active learning
... make sense of your own learning
... convey your learning to others
... try to explain things you don’t understand

11. Active Learning
• process & retain information
• apply knowledge to problem solving
• share/communicate your learning
• manipulate information
• use technology to support your learning
• study from primary sources
• self-evaluate progress & act upon

12. Learning Cycle
Disorientation
Equilibrium Exploration
Reorientation

13. Study Group Learning Approach

16. Study Skills
 Manage your time
 Set SMART study goals
 Write your own Study Plan
 Develop your own Study System
 Self-evaluate your progress

17. Manage your time
 List your activities (work, family, studies, etc)
 Create a week’s plan
 Prioritize your activities
Task
 Create your own study timetable taking into
account all your other life activities

19. Set SMART goals

20. Write your Study Plan
• Set up SMART goals for your plan
• Define content areas
• Determine strengths & weaknesses
• Identify resources available
• Develop a realistic schedule
• Study with others
• Plan for self-review sessions
Task
 Write your own study plan for the revision of
Biomedical Sciences

21. AFK Contents

22. Study Group Timeline

23. Set up your own study system
 Find out your preferred learning style and
expand it to use as many as possible
 Use mind
maps, outlines, summaries, revisions, etc.
 Try out study systems & set up your own
 Share your study system with others

24. 4R’s Learning System
 Reduce information into small chunks
• Recite what you learned in your own words
• Reflect on the new information
• Review materials until you grasp them

25. A.S.P.I.R.E Study System
 Approach your learning with a positive attitude
• Select what materials to review
• Piece together (summarize) the material
• Reflect about the application of what you learned
• Evaluate your learning & explore ways to improve

26. Self-evaluate your progress
 Do quizzes & chapter’s questions
 Identify areas you need to review
 Set up a plan to go over sections
 Implement the plan

27. Food for thought