Sandra Banas MST PA-C
At the conclusion of this session, the audience will be able to: ◦ Explain the significance of student learning styles ◦ Explain the significance of faculty teaching styles ◦ Describe how the two converge to achieve effective learning ◦ Describe Educator Role Profile ◦ Apply Educator Role Profile to teaching strategies in PA education
Manner in which learners: Preferred learning style ◦ Most effective and efficient strategies to achieve learning PerceiveProcessStoreRetrieve
GeneticsLife ExperiencesEnvironmental Demands
Educational Philosophy Institutional Requirements
Effective Performance Deeper Understanding Learner Experience & Interest Subject Matter Requirements
Achieving a Balance
Teaching StyleLearning Style
Teaching Style
“Grasp & Transform Experience” Grasp Experience FeelingThinking Transform Experience ObservingDoing
The_Four_Steps_in_Kolb_Cycle.svg.png
Abstract Conceptualization (AC) Concrete Experience (CE) Active Experimentation (AE) Reflective Observation (RO) “Learn by …..” ThinkingFeelingDoingObserving “Learn through use of….” Logic, Concept, Ideas Life experiences Taking action & making decisions Observation, seeing, listening “My approach to learning is….” Scientific & systematic Artistic, holistic, consider personal values Practical application to obtain real results, actively influence people to change situations Reflective approach to problems, emphasize reflection & understanding Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):
Cost $35 10 questions Each question has 4 responses Responses ranked by respondent from 1-4 ◦ In order of increasing preference
Kolb created learning style grid based on results of inventory %C3%B6bius_transformation.svg/256px-Conformal_grid_before_M%C3%B6bius_transformation.svg.png AE CE RO AC Accommodating / Feeling & Doing Diverging / Feeling & Observing Converging / Thinking & Doing Assimilating / Thinking & Observing
DivergingAssimilatingConvergingAccommodating “I learn best by…..” Feeling & observing Thinking & observing Thinking & doing Feeling & doing “I perceive information by….” CEAC CE “I process information by…..” RO AE Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):
ERP
Tool used to assess one’s preferred approach to educating others Determinants: PersonalityLearning StyleEducational PhilosophyExperienceContent
Free online questionnaire 30 items Formatted in forced-choice paired comparison Each comparison item corresponds to 1 of the 4 educator roles ◦ Coach, facilitator, expert, evaluator Scores in each category totaled ◦ Total score 0 to 15 for each category
BeliefGoalsStylePractice Educator Role “Learning occurs best when….” “My students develop….” “As a teacher, I prefer to be….” “Instructional forms I often use include….” Facilitator It begins with learners experience Empathy & understanding of others Creative, warm, reaffirming Class discussion, journals, personal stories Expert New concepts are integrated into existing mental framework Analytic and conceptual abilities Logical, authoritative Lectures, readings, written assignments Evaluator Clear standards and feedback are provided Problem solving skills Structured, outcome- oriented, objective Laboratories, Skills assessment Coach It takes place in real context Ability to work productively with others Applied, collaborative, risk-taking Field projects, role plays, simulations Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):222,Table 1.
Teaching RolesInstructional TechniquesLearning Styles Facilitator Journals, group discussion, brain storming, personal examples Experiencing, reflecting Expert Lectures, readings, assignmentsReflecting, analyzing, thinking Evaluator Laboratories, case studies, simulations, graded assignments Thinking, deciding, acting Coach Field work, site visits, applied projects, practicum experiences Acting, initiating, experiencing Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):227,Table 4.
Concrete Experience Feeling Reflective Observation Watching Abstract Conceptualization Thinking Active Experimentation Doing Diverging (Feeling & Watching) CE/RO Accommodating (Feeling & Doing) CE/AE Converging (Thinking & Doing) AC/CE Assimilating (Thinking & Watching) AC/RO Coach Evaluator Facilitator Subject Expert
Student Learning Styles Explore Integrate Teaching Style Identify Preferred Style Explore All Styles Match Styles Dynamic Process Align Teaching Style with Learning Style
Connect with LearnerPersonalized FeedbackWork One-on-One With Learners
Learner’s Experience Important Learner’s Thoughts & Feelings Important Create Feeling of Safety Encourage Group Discussion
Make Connections - New & Old MaterialEncourage Analytical Skills Deliver Content in Clear & Organized Manner
Set Specific Objectives & Performance Standards Develop Problem Solving Skills Communicate Clear Standards for Evaluation Measure Performance Against Established Criteria Provide Performance Feedback
Students have preferred learning styles Educators have preferred teaching styles Ideal outcome is a balance between two ◦ All students engaged and learning to their potential ◦ Educators utilizing skills & experience to reach learners Bridging faculty teaching style with student learning styles may improve learner outcomes
Kharb P, Prajna PS, Manisha J, Vishram S. The learning styles and the preferred teaching-learning strategies of first-year medical students. J Clin and Diagn Res. 2013; 7(6): Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2): Naime Z, Siraj S, Piaw CY, Shagholi R, Abuzaid RA. Do you think your match is made in heaven? Teaching styles/learning styles match and mismatch revisited. Procedia Soc. Behav. Sci. 2010; 2(2): Naime Z, Siraj S, Abuzaid RA, Shagholi R. Did you cook your lesson based on the right recipe? Procedia Soc. Behav. Sci. 2010; 2(2):