1 Learning in Groups John W. Pelley, PhD Texas Tech University School Of Medicine Lubbock, TX

2 Quick Recap  We covered brain function and personality type as learning style  Goal: Balance learning style  Method: Grow dendrites in the right places

3 Changing the Brain  Temporal lobes (sensing type emphasis) Long term memory (facts and patterns) Long term memory (facts and patterns) Exam function: recognition Exam function: recognition  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 out Exam function: ruling out  Motor area Acts on discovery of relationships Acts on discovery of relationships Produces concrete experience for long term memory Produces concrete experience for long term memory

4 The Learning Cycle David Kolb adapted by Zull Zull, 2002, The Art of Changing the Brain

5 Fasiculi Allow For Short Circuiting  Easy to avoid motor activity “not enough time” “not enough time” “too much material” “too much material”  Passive temporal ↔ prefrontal intercommunication (next slide)  But, motor activity required for long term memory  Concept maps create concrete experience!

6 Have A Look At Your Motherboard Fasiculi

7 Group Study Strength in Numbers 1. Learning in groups throws the responsibility for learning on the strongest students. (T/F) 2. Learning in groups takes extra time. (T/F) 3. Learning in groups is highly variable and hard to control. (T/F) 4. Learning in groups is only effective for certain kinds of students. (T/F)

8 Is Your Group Problem Solving? Rotating Oral Examination  Each student takes a turn answering questions from the group. Question Analysis  Students rotate responsibility for each answer choice to rule-out or rule-in.

9 Does Your Group Have A System? 1. Weekly meetings 2. Set a time limit 3. Seek group consensus 4. Keep multiple references open 5. Maximize integration (additional material, comparisons, contrasts, and cause-and-effect) 6. Always be solving a problem (previous slide)

10 Contribution Of Different Types To Group Learning  Your type benefits from the strengths of the others.  Extraverts energize; introverts bring depth.  Sensing types develop intuitive skills by hearing intuitive thinking.  Intuitive types reminded of overlooked details.

11 Contribution Of Different Types To Group Study  Feeling types develop logical abilities.  Thinking types benefit from feeling type enthusiasm.  Perceptive types keep better study schedule.  Judging types keep the group on task.

12 Question Analysis  Shows how are topics tested  Shows how you have to think (see “Survival Strategy” at SuccessTypes website) (see “Survival Strategy” at SuccessTypes website)

13 Question Analysis: “Ruling-Out” Thinking  Questions – ultimate learning objectives  Understanding a question Many do not test memorization, but organization and integration. Many do not test memorization, but organization and integration.  Teachers believe that they have addressed each “wrong” answer (called rational alternatives)  Each answer is correct for a different question.

14 Test Taking Style  N style Rule out answer choices Rule out answer choices Don’t fit pattern Don’t fit pattern Big picture learning establishes patterns Big picture learning establishes patterns  S style Seek answer that matches memorized knowledge Seek answer that matches memorized knowledge Re-read question to stimulate recall Re-read question to stimulate recall Memorization learning requires recognition Memorization learning requires recognition

15 Steps In Question Analysis  Understanding the correct answer. How you needed to study to rule-in the correct answer How you needed to study to rule-in the correct answer  Understanding the wrong answers. How you needed to study to rule-out the wrong answers How you needed to study to rule-out the wrong answers Rephrasing the question Rephrasing the question

16 Analyze This! A tumor within the middle cranial fossa at the foramen rotundum would most likely: A. cause dry eye due to loss of parasympathetic innervation to the lacrimal gland. B. result in loss of sensory innervation to the anterior aspect of the nasal septum. C. have an effect on sympathetic innervation to the nasal cavity. *D. produce loss of sensation to the maxillary sinus. E. cause paralysis of the tensor tympani muscle.

17 Fini!