FANS 1:8

1. FANS 1:8 Learning how to learn & notetaking. Ian Cole Copyright © ijc2004

2. Before we start……. Please turn off your mobile phone Ian Cole Copyright © ijc2004

3. Objectives: At the end of the session the students will be able to: • Examine the learning process. • Including learning theory. • Self awareness & time management. • Discuss the principles of adult learning. • Identify differing learning styles. • Recognise their own learning style • Identify the strengths and weaknesses of their learning style. • Explored the range of teaching and learning methods used within the course. • Identified the different approaches to studying & notetaking. Ian Cole Copyright © ijc2004

4. What is learning? Definitions of learning: • The cognitive process of acquiring skill or knowledge; "the child's acquisition of language" www.cogsci.princeton.edu/cgi-bin/webwn • The process by which relatively permanent changes occur in behavioral potential as a result of experience. (Anderson) citl.tamu.edu/citl-glossary-main.htm • Changes in an individual's behavior arising from experience. www.prenhall.com/divisions/bp/app/armstrong/cw/glossary.html • A process that "builds on or modifies understanding, capacities, abilities, attitudes and propensities in the individual." (See Inglis, Ling, & Joosten (1999) pp. 104-105) There are different theories about learning, the most important being Humanistic, Behavioristic, Cognitive and Social Learning theory and each supports a different approach to teaching.https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml • Changes in a person's behaviour caused by information and experience. p. 123 users.wbs.warwick.ac.uk/dibb_simkin/student/glossary/ch04.html • The process of acquiring knowledge, attitudes, or skills from study ,instruction, or experience. Source:Miller &Findlay 1996, p.167 www.anta.gov.au/textOnly.asp • The act, process, or experience of gaining knowledge or skill. www.fes-nj.com/connection-definitions.htm • Changes in knowledge, attitudes, and behaviour, as a result of experience. www.beckmanmarketing8e.nelson.com/glossary.html Ian Cole Copyright © ijc2004

5. What are your experiences of studying in the passed? • Spend 5–10 minutes (in pairs) discussing your experiences of studying. • Feed back to the whole group. • Discussion. Ian Cole Copyright © ijc2004

6. Behaviourism The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). It views the mind as a "black box" that responses to stimulus (empty vessel), totally ignoring the possibility of the thought processes occurring in the mind. Instructional Design & Learning Theory by Brenda Mergel (1998) Behaviourists Wilhelm Wundt (1832_1920) Ivan Pavlov (1849 -1936) John B. Watson (1878 – 1958) Edward Thorndike (1874-1949) Guthrie (1886 – 1959) Edward Tolman (1886 – 1959) B. F. Skinner (1904 – 1990) Robert Gague’ (1916 -2002) Theories of learning Ian Cole Copyright © ijc2004

7. Constructivists Piaget (1896 – 1980) Lev S Vygotsky (1896 -1934) John Dewey (1859 -1952) Ernst von Glasersfeld Jerome Bruner (1915 -) David Ausubel (1918 -) Constructivism Constructivists believe that learning is an active process of constructing, rather than acquiring, knowledge and that the goal of instruction is to support that construction rather than trying to transmit knowledge. Constructivism focuses on: the construction of new knowledge that is unique to each person the importance of the environment in determining the meaning of reality Theories of learning Ian Cole Copyright © ijc2004

8. Constructivists or Behaviourists • Do you understand the difference? • Who is right? • Discuss! Ian Cole Copyright © ijc2004

9. Self awareness • Know Yourself Exercise. • Make notes and answer the questions on the hand out. • Feedback to the group. • Map out an average day. • Consider where there is spare time. • Opportunities to rearrange activities. • Weekly plan. Ian Cole Copyright © ijc2004

10. Principles of adult learning Adult learner characteristics: • a self-concept tending towards self-direction • a growing reservoir of experience • a developmental readiness to learn • a problem-centered and present reality orientation to learning Malcom Knowles (1970) Ian Cole Copyright © ijc2004

11. Methods of teaching & learning The main teaching and learning approaches used on our courses: • Large group sessions including lectures, computer lab practical sessions. • Small group sessions including tutorials and clinical teaching. • Discussion and debate. • Practical Clinical skills teaching methods. • Use of video & audio for teaching communication skills. • Opportunities for self-directed learning through electives, clinical options, project work, report writing, research and case studies. • Adoption of problem solving and problem-based learning methods. • The use of web-based delivery of some aspects of courses. • The introduction of reflective journals and learning portfolios. • Practical placement experience. Ian Cole Copyright © ijc2004

12. Do we all learn in the same way? • Honey & Mumford (1986) developed the learning styles questionnaire. • Activist • Reflector • Pragmatist • Theorist. Ian Cole Copyright © ijc2004

13. Study skills & Note taking • Resources: • Study skills books (buy one!). • On-line resources. • Personal supervisors & mentors. • Other students. • Other FANS sessions. • Report writing, presenting information. • Reflection, problem solving, written feedback. • Numeracy, referencing, revising, essay writing. Ian Cole Copyright © ijc2004

14. Study skills & Note taking • Individual studying. • Study Groups. • Bulletin Boards. • Telephone Information Trees. • E-mail. • On-line chat rooms. • Discussion Groups. What do you consider the advantages of studying together? Ian Cole Copyright © ijc2004

15. Note taking: • Part of a wider set of skills. • Notes are an extension to memory. • Only useful if you file them effectively. • Retrieval is all important. Ian Cole Copyright © ijc2004

16. How we forget? • Majority of information is lost immediately after initial learning. • ‘Decay’ occurs if the memory is not used or accessed regularly. • Interference • Retroactive, subsequent info interferes. • Proactive, previous learning or memories. • Motivated forgetting – motivated to forget unpleasant / difficult things. • Cue dependent – lack of appropriate cues. • State dependent – can only recall under similar circumstances Ian Cole Copyright © ijc2004

17. Ian Cole Copyright © ijc2004

18. Aids to memory & retrieval • Chunking information. • Familiarity. • Personal & professional relevance. • Serial position (where in a sequence) • Recency • Rehearsal • Novelty • Pace of learning. Ian Cole Copyright © ijc2004

19. Try to remember this list. Leaf Shirt Table Orange Poker Student Pencil Cat Car Feather Ian Cole Copyright © ijc2004

20. Remember these pictures Ian Cole Copyright © ijc2004

21. There was a baseball player who owned a racing car, a yacht & an aeroplane. • For his holiday he took a balloon ride, he packed some books, flowers and a pair of dice and on his journey he saw a lion and a dolphin. Ian Cole Copyright © ijc2004

22. Factors affecting your note taking • The way your mind works and how you best recall material. • The purpose for which you intend to use the info. • The type of material you want to record. • The level of investment you feel it warrants. Ian Cole Copyright © ijc2004

23. What should you include in notes? • Notes shouldn’t simply be a shorthand copy of the an original text or lesson. • They should be an attempt pick out the relevant bits. • Key words. • Add your own thinking. • Make connections to the rest of your work. • Consider how, what, why questions. Ian Cole Copyright © ijc2004

24. Ian Cole Copyright © ijc2004

25. Benefits of mind maps • Main idea is clearly defined. • Relative importance of each idea can be shown. • Links between key points are recognisable. • The format allows additional info to be added without mess!. • The open-endedness of the map allows you to make new connections as you progress. Ian Cole Copyright © ijc2004

26. Mind Maps Ian Cole Copyright © ijc2004

27. Note taking from reading • Highlight and underline. • Don’t make note in the text or a book. • Use your own words – shows understanding. • Avoid long quotes. • Learn from the methods of others. Always record the full reference so you can locate it later!! Ian Cole Copyright © ijc2004

28. Note taking from a lecture • Have your paper and pencil or pen ready. • Write down the title of the lecture and the date. • Watch the speaker carefully. • Listen carefully. • Be brief in your note taking. Remember: your goal is to understand what is been said. • Jot down details or examples that support the main ideas • At the end of the lecture, ask questions about points you did not understand. • Don't be in a rush. Be attentive, listen and take notes right up to the point at which the lecture ends. Ian Cole Copyright © ijc2004

29. The Cornell System Ian Cole Copyright © ijc2004

30. Any questions? This presentation is available on the student Intranet and via my University web site. • Health Sciences home page. • Staff directory. • Ian Cole. • Student area. Ian Cole Copyright © ijc2004