Teaching Styles and Learning Styles

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Teaching Styles and Learning Styles
Michele Lundy, M.D FDP Fellowship,
Director University of Arizona March 5, 2009
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GNOME MODEL
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GNOME

• GOALS
• NEEDS
• OBJECTIVES
• METHODS
• EVALUATION

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TEACHING-CLINICAL PARALLELS
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TEACHING-CLINICAL PARALLELS

• TEACHER/LEARNER
• CLINICIAN/PATIENT

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TEACHING-CLINICAL PARALLELS

• Clinician/patient
• -diagnosis
• -treatment
• -follow-up

• Teacher/learner
• -goals, needs and objectives
• - methods
• -evaluation

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Learning Styles The Kolb Inventory
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Learning Objectives

• Describe your personal learning style.
• Identify three strengths and three weaknesses of
  your preferred learning style.
• Examine strengths and weaknesses of
  other learners' styles.

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Introduction to Experiential Learning Theory (ELT)

• We learn from immediate, here and now experience,
  concepts and books, and in all human settings.
• We all learn all the time (at least we hope so!),
  but not all in the same way.
• Our learning styles are the way we prefer to
  absorb and incorporate new information.

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ELT Assumptions

• Learning Style Inventory (LSI) is based on
  Experimental Learning Theory (ELT) and proposes
• Learning is a process, not an outcome.
• All learning is relearning.
• Learning reconciles conflicts between opposing
  modes (reflection vs. action, feeling vs.
  thinking).

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ELT Assumptions

• Learning is a process
• integrates the functioning of the total person
  thinking, feeling, perceiving, and behaving.
• assimilates new experiences into existing
  concepts and accommodates existing concepts to
  new experience.
• creates and recreates knowledge for the learner.

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Experiential Learning Model Four Stages

• Immediate or concrete experience (CE).
• CE is the basis for reflection and observation
  (RO).
• RO is assimilated and distilled into a theory or
  concept, from which new implications can be
  drawn, abstract conceptualization (AC).
• AC can be tested and serve as a guide in creating
  new experiences (AE).

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Effective Learners Utilize

• Concrete Experience (CE) Involve themselves
  fully, openly, and without bias in new experiences

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And

• Reflective Observation (RO) Reflect on and
  observe these experiences from many perspectives.

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And

• Abstract Conceptualization (AC) Create concepts
  that integrate their observations into logically
  sound theories.

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And

• Active Experimentation (AC) Use these theories
  to make decisions and solve problems.

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LSI Two Main Dimensions

• How we perceive or experience new information
• Concrete-Abstract dimension
• How we process or transform what we perceive
• Active-Reflective dimension

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Factors that Influence LSI

• Personality type
• Education, specialization/experience
• Professional career choice
• Current job role (we become more skilled at what
  we do frequently)
• Current task or issue (context)

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Whats your style?

• LSI is a hypothesis about your style and can be
  influenced by context, social desirability and
  other factors.
• Questions about calculating your LSI results?

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Learning Style Types
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Diverging

• Combines learning styles of CE and RO.
• Learners view concrete situations from many
  points of view.
• They perform better in brainstorming sessions,
  or situations that call for looking at things
  from many angles.
• Imaginative.

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Assimilating

• Dominant styles are RO and AC.
• Use inductive reasoning and assimilating
  disparate observations into an integrated
  explanation.
• Theories need to be logically sound and precise.
• If theory doesnt fit the facts they might
  disregard or reexamine the facts.

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Converging

• Dominant learning abilities are AC and AE.
• Do well on conventional IQ tests, where there is
  a single correct answer to a problem.
• Knowledge organized through hypothetical-deductive
  reasoning, focus on a problem and converge on an
  answer.

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Accommodating

• Dominant styles AE and CE.
• Interested in doing things, in carrying out
  plans, and involving themselves in new plans.
• Risk takers, excel often where one must adapt or
  accommodate.
• If the plan doesnt fit the facts, often will
  disregard the facts.

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• Your Learning Style Type

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Experiential Activity 1

• You have been assigned to an ad hoc curriculum
  committee by the new Dean of the College of
  Medicine. The committee is charged with
  developing a plan for the measurement of clinical
  skills competencies for all third year students,
  starting July 1, 2009. You are to decide what the
  competencies are and how to effectively measure
  them.
• Go for it!

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Experiential Activity 2

• You are the mentor for a third year student.
• You taught her as a 2nd year student (either
  didactics or as a clinical preceptor).
• You have received feedback following her
• first two clerkships that she is very eager to
  learn and wants to learn procedures and all
  things exciting, but seems to be above the
  mundane.

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Experiential Activity 2

• How will you go about approaching her to
• mentor and/or teach her?

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Learning Styles revisited
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Divergers

• Facilitator/Motivator
• Generates ideas
• Works well with people
• Shares ideas
• Very involved with learning
• Asks Why? or Why not?

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Assimilators

• Theoretical/basic scientist
• Theoretical interests
• Combine diverse ideas
• Create models
• Analytical/Inductive
• Asks What do I have here?

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Convergers

• Applied Scientist
• Want concrete answers
• Prefer to work with things vs. people
• Like hands-on experiences
• Want answers quickly
• Asks How does this work?

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Accommodators

• Practitioner
• Take risks
• Focus on doing
• Adapt well to change
• Like new experiences
• Integrate application with experience
• Asks What will this become?

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Learning Styles

• Learning strengths and
• preferred learning situations
• have definite implications for the design of
  programs and curricula that better meet the needs
  of each participant.

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Learning Styles and Preferred Learning Situations

• CE
• Games, role plays
• Peer feedback and discussion
• RO
• Lectures
• Observer role
• Objective tests of ones knowledge

• AC
• Theory readings
• Studying alone
• Clear well-structured presentations
• AE
• Small-group discussions
• Individualized projects
• Practice and receive feedback

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Uses of LSI

• Teaching
• Problem Solving
• Team Building
• Career Development

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Thoughts and Reflections

• LSI implications for you and your teaching
  style?