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Learning in GroupsLearning in Groups

John W. Pelley, PhDJohn W. Pelley, PhDTexas Tech University Texas Tech University

School Of MedicineSchool Of MedicineLubbock, TX Lubbock, TX

www.ttuhsc.edu/SOM/success/www.ttuhsc.edu/SOM/success/

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Quick RecapQuick Recap

We covered brain function and personality We covered brain function and personality type as learning styletype as learning style

Goal: Balance learning styleGoal: Balance learning style Method: Grow dendrites in the right placesMethod: Grow dendrites in the right places

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Changing the BrainChanging the Brain Temporal lobes (sensing type emphasis)Temporal lobes (sensing type emphasis)

Long term memory (facts and patterns)Long term memory (facts and patterns) Exam function: recognitionExam function: recognition

Prefrontal lobes (intuitive type emphasis)Prefrontal lobes (intuitive type emphasis) Short term memory (discovery function)Short term memory (discovery function) Long term memory (patterns)Long term memory (patterns) Exam function: ruling outExam function: ruling out

Motor areaMotor area Acts on discovery of relationshipsActs on discovery of relationships Produces concrete experience for long term Produces concrete experience for long term

memorymemory

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The Learning CycleThe Learning CycleDavid Kolb adapted by ZullDavid Kolb adapted by Zull

Zull, 2002, The Art of Changing the Brain

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Fasiculi Allow For Short CircuitingFasiculi Allow For Short Circuiting

Easy to avoid motor activity Easy to avoid motor activity ““not enough time”not enough time” ““too much material”too much material”

Passive temporal ↔ prefrontal Passive temporal ↔ prefrontal intercommunication (next slide)intercommunication (next slide)

But, motor activity required for long term But, motor activity required for long term memorymemory

Concept maps create concrete experience!Concept maps create concrete experience!

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Have A Look At Your MotherboardHave A Look At Your Motherboard

Fasiculi

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Group StudyGroup StudyStrength in NumbersStrength in Numbers

1. Learning in groups throws the 1. Learning in groups throws the responsibility for learning on the strongest responsibility for learning on the strongest students. (T/F)students. (T/F)

2. Learning in groups takes extra time. (T/F)2. Learning in groups takes extra time. (T/F)

3. Learning in groups is highly variable and 3. Learning in groups is highly variable and hard to control. (T/F)hard to control. (T/F)

4. Learning in groups is only effective for 4. Learning in groups is only effective for certain kinds of students. (T/F)certain kinds of students. (T/F)

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Is Your Group Problem Solving? Is Your Group Problem Solving?

Rotating Oral ExaminationRotating Oral Examination Each student takes a turn answering Each student takes a turn answering

questions from the group. questions from the group.

Question AnalysisQuestion Analysis Students rotate responsibility for each Students rotate responsibility for each

answer choice to rule-out or rule-in.answer choice to rule-out or rule-in.

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Does Your Group Have A Does Your Group Have A System? System?

1.1. Weekly meetings Weekly meetings

2.2. Set a Set a time limittime limit

3.3. Seek Seek groupgroup consensusconsensus

4.4. Keep multiple references Keep multiple references openopen

5.5. Maximize integration (additional Maximize integration (additional material, comparisons, contrasts, and material, comparisons, contrasts, and cause-and-effect)cause-and-effect)

6.6. Always be solving a problem (previous Always be solving a problem (previous slide)slide)

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Contribution Of Different Contribution Of Different Types To Group LearningTypes To Group Learning

YourYour type benefits from the strengths of the type benefits from the strengths of the others. others.

Extraverts energize; introverts bring depth.Extraverts energize; introverts bring depth. Sensing types develop intuitive skills by Sensing types develop intuitive skills by

hearing intuitive thinking.hearing intuitive thinking. Intuitive types reminded of overlooked Intuitive types reminded of overlooked

details.details.

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Contribution Of Different Contribution Of Different Types To Group StudyTypes To Group Study

Feeling types develop logical abilities.Feeling types develop logical abilities. Thinking types benefit from feeling type Thinking types benefit from feeling type

enthusiasm.enthusiasm. Perceptive types keep better study schedule.Perceptive types keep better study schedule. Judging types keep the group on task.Judging types keep the group on task.

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Question AnalysisQuestion Analysis

Shows how are topics tested Shows how are topics tested Shows how you have to Shows how you have to thinkthink

(see “Survival Strategy” at SuccessTypes (see “Survival Strategy” at SuccessTypes website)website)

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Question Analysis: Question Analysis: “Ruling-Out” Thinking“Ruling-Out” Thinking

Questions – ultimate learning objectivesQuestions – ultimate learning objectives Understanding a question Understanding a question

Many do not test memorization, but Many do not test memorization, but organization organization and integrationand integration. .

Teachers believe that they have addressed Teachers believe that they have addressed each “wrong” answer (called rational each “wrong” answer (called rational alternatives)alternatives)

Each answer is correct for a different Each answer is correct for a different question.question.

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Test Taking Style Test Taking Style

N styleN style Rule out answer choicesRule out answer choices Don’t fit patternDon’t fit pattern Big picture learning establishes patternsBig picture learning establishes patterns

S styleS style Seek answer that matches memorized Seek answer that matches memorized

knowledgeknowledge Re-read question to stimulate recallRe-read question to stimulate recall Memorization learning requires recognitionMemorization learning requires recognition

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Steps In Question AnalysisSteps In Question Analysis

Understanding the correct answer. Understanding the correct answer. How you needed to study to rule-in the correct How you needed to study to rule-in the correct

answeranswer Understanding the wrong answers. Understanding the wrong answers.

How you needed to study to rule-out the wrong How you needed to study to rule-out the wrong answersanswers

Rephrasing the question Rephrasing the question

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Analyze This!Analyze This!

A tumor within the middle cranial fossa at the A tumor within the middle cranial fossa at the foramen rotundum would most likely:foramen rotundum would most likely:A. cause dry eye due to loss of parasympathetic A. cause dry eye due to loss of parasympathetic

innervation to the lacrimal gland. innervation to the lacrimal gland.

B. result in loss of sensory innervation to the anterior B. result in loss of sensory innervation to the anterior aspect of the nasal septum. aspect of the nasal septum.

C. have an effect on sympathetic innervation to the C. have an effect on sympathetic innervation to the nasal cavity. nasal cavity.

*D. produce loss of sensation to the maxillary sinus. *D. produce loss of sensation to the maxillary sinus.

E. cause paralysis of the tensor tympani muscle. E. cause paralysis of the tensor tympani muscle.

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FiniFini!!