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A MEMBER OF THE RUSSELL GROUP. Most of my things are on VITAL But all of the talks/lectures that I give can be found on:

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Presentation on theme: "A MEMBER OF THE RUSSELL GROUP. Most of my things are on VITAL But all of the talks/lectures that I give can be found on:"— Presentation transcript:

1 A MEMBER OF THE RUSSELL GROUP

2 Most of my things are on VITAL But all of the talks/lectures that I give can be found on: http://www.liv.ac.uk/~dcmt

3 This is the fuller version of the following Prezi presentation: http://prezi.com/7agnam- ctfat/?utm_campaign=share&utm_ medium=copy

4 Introduction to PBL David Taylor School of Medicine http://www.liv.ac.uk/~dcmt

5 You are on the threshold There will be uncertainty There will be new words There will be great possibilities People cope with “liminality” in different ways

6

7 Three things You need to recognise what you already know You need to know how the new stuff fits in Dialogue makes it easier

8 iLearn Do please look at iLearn both now and in the future http://www.liv.ac.uk/ilearn/

9 Kolb Observations and reflections formalization of abstract concepts and generalisations Testing of implications of concepts in new situations Concrete experience

10 The cycle is fine, but incomplete Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Start here

11 In the thinker – elaborate & refine Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Elaboration Refinement

12 Elaborate and refine Learner Think of many possible explanations or solutions to the case or problem. Work out which are the most likely resources to refine the possibilities Actively participate in the activity and experiences Refine the information into a hypothesis Teacher Ensure the relevant learning experiences are available – at the appropriate level for the learner

13 In the thinker - organise Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Elaboration Refinement

14 Organisation Learner Test and re-test the hypothesis Organise the information into a “story” that makes sense to the learner Teacher Provide advance organisers for the learners – structures upon which they can continue to build. Encourage reflection in action

15 colleague/teacher/patient feedback Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Elaboration Refinement Start here

16 Feedback Learner Articulate the knowledge, skills or attitudes developed Provide feedback to peers and staff Reflection on the learning experience (in action and on action) Teacher Accept, and if appropriate act upon feedback received Provide feedback to the learner, formally or informally.

17 In the thinker - consolidate Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here

18 Consolidation Learner Reflection in the light of new knowledge Reflection on the learning process Evaluate personal responsibility for the learning Development of knowledge, skills and attitudes Teacher Provide opportunities for the learner to rehearse and/apply their new knowledge Encourage reflection on action.

19 Programme considerations Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect Organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance

20 Learner Identify prior (base-line) knowledge, skills and attitudes Recognise the unknown Recognise personal development and learning needs Participate in planning personal learning objectives and relevant experiences Teacher Increase extrinsic motivation through appropriate tasks Help learner to recognise internal motivation factors Explore the learner’s prior knowledge and experiences Help student to identify his/her learning needs and the relevance of each

21 Dissonance Task ResourcesMotivation Stage of Development Learning style

22 Resources Should be appropriate and sufficient and relate to the other quadrants

23 Dissonance Task ResourcesMotivation Stage of Development Learning style

24 Stage of development (Perry) Duality........Multiplicity

25 Dissonance Task ResourcesMotivation Stage of Development Learning style

26 Learning style (Entwistle/Biggs) Strategic SurfaceDeep Back

27 Dissonance Task ResourcesMotivation Stage of Development Learning style

28 The Task Is always to understand what is happening in/to/around a patient In the earlier years this will be through a PBL scenario As time progresses it will be through talking with/observing patients

29 Taylor and Hamdy 2013 Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance Task ResourcesMotivation Stage of Development Learning style

30 PBL Clarify Define Explain Identify LOs Find out Refine Come back

31 PBL Clarify Define Explain Identify LOs Find out Refine Come back What do you already know?

32 PBL Clarify Define Explain Identify LOs Find out Refine Come back SMART All four themes

33 SMART Specific Measurable Achievable Relevant Time.....

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35 Taylor and Hamdy 2013 Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance Task ResourcesMotivation Stage of Development Learning style

36 PBL Clarify Define Explain Identify LOs Find out Refine Come back Dissonance Reflect Consolidate Reflect organise Reflect organise Elaborate

37 PBL Clarify Define Explain Identify LOs Find out Refine Come back Dissonance Reflect Consolidate Reflect organise Reflect organise Elaborate Feed back

38 Taylor and Hamdy 2013 Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance Task ResourcesMotivation Stage of Development Learning style

39

40 THANK YOU

41 Motivation Intrinsic Knowles

42 Knowles a The need to know Why do I need to know this? The learners’ self-concept I am responsible for my own learning The role of the learners’ experiences I have experiences which I value and you should respect

43 Knowles b Readiness to learn I need to learn, because my circumstances are changing Orientation to learning Learning will help me deal with the situation in which I find myself Motivation I learn because I want to

44 Motivation Extrinsic the programme the community

45 Community of Practice (Wenger) We don’t live or work in a vacuum Everyone is part of the community We only learn in community We are developing as part of that community Back to Task

46 Dissonance Task ResourcesMotivation Stage of Development Learning style

47 Task Should be interesting, relevant and non-trivial and relate into the other quadrants

48 Taylor and Hamdy 2013 Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance Task ResourcesMotivation Stage of Development Learning style

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