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WELCOME!!
‘We shall not cease from exploration, and the end of that exploring will be to arrive where we started and know the place for the first time’
T.S. Eliot
Introductions…….
Hopes, fears, wants…..
Effective Teacher
Vs
Effective Doctor
Debate
“This house believes it is the GP trainer’s role to teach the trainee everything they need to know to be a good GP”
Adult Learning Principles (Knowles)
Principles of adult learning;• The need to know — why do I need to learn it?• Learner self-concept — responsible for own decisions/
treated as capable of self-direction • Role of learners' experience — own experiences the
richest resource for learning• Readiness to learn —ready to learn those things they
need to know in order to cope effectively with life situations.
• Orientation to learning — motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.
• Motivation – internal rather than external
•What is ‘knowledge’?
•What is ‘learning’?
What is learning?
• A process, or a product? • A change in knowledge, beliefs, behaviours or attitudes?• Adaptability?
What have you had to learn to do your job?
Knowledge of ..
People
Situations
Practice
Conceptual
Process
Control
Michael Eraut
Ability to read the situation one finds oneself in
Patient diagnosis,
management, assessment …
Theories & principles held
Knowing how to do things / go about things
Managing oneself & one’s own behaviour
Knowing others
Performance
Practical
Theories in use
Tacit knowledge
Knowing how (the how)
Facts
Technical
Formal theories
Formal or codified knowledge
Knowing that
(the what, the facts, the who)
“When I chisel at a wheel, if I go slow, the chisel slides and does not stay put; if I hurry, it jams and doesn’t move properly. When it is neither too slow or too fast, I can feel it in my hand and respond to it from my heart. My mouth cannot describe it in words, but there is something there. I cannot teach it to my son, and my son cannot learn it from me. So, I have gone on for seventy years, growing old chiselling wheels. The men of old died in possession of what they could not transmit. So, it follows that what you are reading are their dregs.”
Account by Chinese philosopher Zhuangzi (369-286 BC)
Wheelwright talking to a powerful general
How do people learn?
…Broadly in 4 ways…..
Behaviourism..Stimulus/ response
Humanism..Being all you can be….
Cognitivism..The mind as active processor…
Constructivism• The mind actively creating knowledge through experience
Question?
Exercise:
Write down your thoughts in response to the following:
what motivated or inspired me as a learner was………
Share with neighbour
Question?
Write down your thoughts in response to the following:
What inhibited or demotivated me as a learner was…..
Share with neighbour
WORKPLACE LEARNING
A dynamic interaction….
Learner
EnvironmentExperience /
content
Learning
Teacher
…A thought….
Move from?;
‘What do I want to teach them?’
To
‘Who are my learners?’
‘What do they need to learn?’
‘How will they best learn it?’
THE LEARNER - MOTIVATION
What motivates learning?
• "Learners are motivated within a context of interlocking rewards and relationships, incentives and barriers.’ (Mann, 1999)
• One of the most powerful motivators is assessment
• The ‘hidden curriculum’• Intrinsic & extrinsic motivation
curriculum as intended
curriculum as learnt
curriculum as delivered
‘Hidden curriculum’
curriculum as assessed
THE ENVIRONMENT
Discussion…• What might this mean for your teaching?• Can you think of examples from your teaching or learning
where aspects of these were at play?• Does it give you any thoughts for changes to your
teaching?
LEARNING FROM EXPERIENCE
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984)
Experiential learning cycle
Do
(practice)
Review
(reflect)
Theorise
(interpret)
Apply
(plan)
Discussion…• What might this mean for your teaching?• Can you think of examples from your teaching or learning
where aspects of these were at play?• Does it give you any thoughts for changes to your
teaching?
Learning from experience
SOCIAL LEARNING
Socratic questioning
Situated learning theory
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• Apprenticeship• Communities of
practice• Legitimate
peripheral participation
Discussion…• What might this mean for your teaching?• Can you think of examples from your teaching or learning
where aspects of these were at play?• Does it give you any thoughts for changes to your
teaching?
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