Recap and Adult Learning Principles PDF

Recap and Adult Learning Principles QHPE 601 Evidence-based Teaching and Learning Adult Learning Principles Andragogy (‘andra’ meaning ‘adult male’ and ‘ago’ means ‘to teach, to lead, to guide’) means methods or techniques used to teach adults Adults are independent and self directing...

Recap and Adult Learning Principles QHPE 601 Evidence-based Teaching and Learning Adult Learning Principles Andragogy (‘andra’ meaning ‘adult male’ and ‘ago’ means ‘to teach, to lead, to guide’) means methods or techniques used to teach adults Adults are independent and self directing They have accumulated experience, which is a rich resource for learning They value learning that integrates with the demands of everyday life They are more interested in immediate, problem-centred approaches They are more motivated by internal drives than by external ones (Knowles, 1988) 2 Meaningful and Relevant Learning Adult learning conditions include motivation, respect of the student as a person, acceptance of student autonomy, and emphasis on experience (Knowles et al., 1998). Adult learners need to know why they need to learn something. They maintain a self-concept of being responsible for their own decisions and of being capable of self-direction. The role of the adult learner's personal experience is essential in informing what and how they learn. They have a readiness to learn what is perceived to be beneficial for them to cope effectively in real-life situations. Their orientation to learning is life- centered (or problem-centered). Therefore, learning occurs most effectively in the context of application to real-life situations. Finally, adult learners possess an internal drive and motivation. 3 Behaviorism, Cognitivism, and Constructivism The diagram compares critical features of Behaviorism, Cognitivism, and Constructivism. 4 Learner Methods to Improve Learning Practice testing /retrieval practice Spend 33% of time reading / creating questions and 66% of time self-assessing (e.g. flashcards, practice tests, writing more questions, revision of previously wrong questions) Distributed practice Schedule your practice at spaced intervals and review previous material Elaboration / self-explanation Ask yourself “why does this make sense?” or “why is this true?” or generate questions about the important points as you read them (increases cognitive dissonance) Interleaved practice Mix questions from different, but related, topics (e.g. pharmacology and pathophysiology) Highlighting / rereading Highlighted info becomes the ONLY focus. Make connections between highlighted information. Rereading Generally regarded as a waste of time as it is mostly passive Issues of “fluency” (creates familiarity with material, does NOT improve recall) Summarizing After reading a session: read-recite-review Visualization Infographics, timeline, cartoon strips, diagram of parts, figures, etc Use the visuals to explain the topic using the visual Source: https://www.studysmartpbl.com/student/ 5 References and Resources Study Smart. Maastricht University Education Lab. https://www.studysmartpbl.com/wp-content/uploads/2020/08/Practical-tips-to-apply-the- strategies.pdf Ertmer PA, Newby TJ. Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Perf Improve Quart 2013; 26(2): 43-71. DOI: 10.1002/piq.21143 6 Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr. Ahsan Sethi Dr. Daniel Rainkie 7