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’

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Presentation transcript:

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.. PeopleSituationsPracticeConceptualProcessControl 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 ( 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 Environment Experience / 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 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?