CUMBRIA 2010 IAIN LAMB

STAGES OF LEARNING Dependent – on being told and being given knowledge Interested – in understanding and exploring with close support Involved – in finding out and discovering with some help and happy to be challenged Self directed – and are responsible for their own learning but require light touch support and help

Teaching styles AUTHORITY This style is traditional and didactic. Conveys facts that the teacher thinks the learner needs to know and may answer questions but only relating to what’s been said. Likened to a parent and child relationship. MOTIVATOR Less didactic and based on questions and answers but it is still the teacher’s agenda. The teacher gives new facts but only when the learner shows they don’t know. Thus is still teacher driven although more learner centred and supportive. Can motivate the interested learner to learn and at some stage move onto more independent learning. FACILITATOR More facilitating along the line of “Find out for yourself.” Teacher happy to share information and knowledge and recognizes that each party knows some things but not necessarily the same. Sharing approach good for training. DELEGATOR Discussion between equals and as if the teacher holds up a mirror, helping the learner to understand what the problem is, and to look at relationships and communication. Acts as a consultant when needed but mainly happy to delegate to the individual their self directed learning.

Kolb and Fry (1975) Experiential learning cycle

GROW AND MISMATCH S4: Self-Directed Learner Severe Mismatch Students resent authoritarian teacher MismatchNear MatchMatch S3: Involved Learner MismatchNear MatchMatchNear Match S2: Interested Learner Near MatchMatchNear MatchMismatch S1: Dependent Learner MatchNear MatchMismatch Severe Mismatch Students resent freedom they are not ready for T1: Authority Expert T2: Motivator Socratic T3: Facilitator Heuristic T4: Delegator Counsellor

TRANSITION CURVE

Educational Hierarchy Autonomy: Confident in self and able to take control of own learning job and personal direction. Self- Esteem: Comfortable with developed registrar status and copes with uncertainty, has balance between professional and private life. Recognition: Copes with criticism, looks for new ideas and experiences, confidence increasing in softer GP topics etc Safety: Asks for help, increasingly competent with basics, benefits from educational supervisor’s help and support. Survival: Getting bearings and learning basics whilst identifying own personality etc.

LOGICAL LEVELS Identity Core values of WHO I am Beliefs General values and beliefs about WHY we do things Capability The skills and strategies that we can use in our life and work and HOW could we deal with things Behaviour The actions or reactions regardless of our capabilities and looks at WHAT we actually do Environment WHEN and WHERE does this behaviour occur

GIBBS CYCLE OF REFLECTION Description What happened? Feelings What were you thinking and feeling? Evaluation What was good or bad? Analysis What sense can you make of things? Conclusion What else could you have done? Action plan What would you do next time?

Education “How is education supposed to make us feel smarter? Every time I learn something new it pushes old stuff out of my brain. Remember when I took the home wine making course and forgot how to drive.” Homer Simpson