APPROVED CLINICAL INSTRUCTOR WORKSHOP Teaching and Learning Strategies

LEARNING STYLES w Defined as “... a specific pattern of behavior and/or performance the learner utilizes in approaching learning experiences.” w Also defined as “... the way information is processed, retained, and utilized.” w Sarasin, LC. “Learning style perspectives.”

Learning… w Characteristics Interaction with the learning environment w Behaviors How students learn and want to be evaluated w Methods Indication of students’ learning style

SUCCESSFUL LEARNING w Adaptability w Teaching style and learning style interaction w Understanding of various learning styles

STUDENT / INSTRUCTOR “STRESS” w Lack of congruence between teaching and learning styles w Produces negative outcomes skills are not learned decrease in student’s confidence student appears to lack interest student appears to lack knowledge

PRODUCTIVE LEARNING ENVIRONMENT w Congruence between teaching and learning styles w Creates productive learning environment student feels comfortable student willing to take learning risks student does not fear failure

LEARNING STYLE CATEGORIES w Sensory visual auditory kinesthetic w Expressive individual group oral written sequential global

THE VISUAL LEARNER w Holistic approach to learning w Abstract thinker w Imitative approach to learning

THE AUDITORY LEARNER w Learn by listening to lectures w Learn through discussion w Self vocalization

THE KINESTHETIC LEARNER w Learn by “doing” w Learn by “experiencing “ w Requires a combination of stimuli

THE INDIVIDUAL LEARNER w “Thinker” w Introverted approach to learning w Self-motivated

THE GROUP LEARNER w “Socialite” w Interactive approach to learning w Motivated by others

THE ORAL LEARNER w “Talker” w Expressive

THE WRITTEN LEARNER w “Writer” w Learn by writing information

THE SEQUENTIAL LEARNER w “Organizer” w Structured approach to learning w Attention to detail

THE GLOBAL LEARNER w Unstructured approach to learning w Realistic approach to learning

THE 5 ESSENTIAL TEACHING ELEMENTS w Comprehension w Transformation w Instructional performance w Reflective evaluation w New comprehension

COMPREHENSION w Understanding what is known w Acknowledging what is unknown

TRANSFORMATION w Relating information into teachable format w Requires careful preparation w Requires awareness of different learning styles

INSTRUCTIONAL PERFORMANCE w Congruence between teaching and learning styles w Innovative and varied teaching approaches

REFLECTIVE EVALUATION w Assessment of student performance w Assessment of teacher performance w Determines teaching effectiveness

NEW COMPREHENSION w Teacher gains new knowledge w Direct result from the teaching experience

INSTRUCTION OF CLINICAL PROFICIENCY SKILLS w Transition from didactic setting to clinical setting w Emphasis on the psychomotor domain w Psychomotor skill acquisition distinguish set guided response mechanism complex overt response adaptation origination

PSYCHOMOTOR SKILL ACQUISITION w Distinguish student is able to visually identify the basic components of various skills w Set student assumes the physical position to perform a skill w Guided response student duplicates the skill demonstrated by the instructor

PSYCHOMOTOR SKILL ACQUISITION cont. w Mechanism student responds to feedback from the instructor w Complex overt response student is able to coordinate individual maneuvers into a complex task

PSYCHOMOTOR SKILL ACQUISITION cont. w Adaptation student modifies the technique to obtain the best response w Origination student develops new maneuvers

SUCCESSFUL CLINICAL LEARNING ENVIRONMENT w Student is actively involved in the clinical learning process w Student is actively engaged in the clinical learning process w Student is acculturized

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