Class session 11 putting it all together
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The document provides an agenda for a meeting that includes: 1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners. 2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring. 3) Debating whether self-directed learning is innate or can be taught, and how it can be taught. 4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting. 5) Discussing what they know about adult learning principles.
Class session 11 putting it all together
- 2. Agenda Catching Up with Your Readings – Textbook Highlights Two “pearls” to put into practice and one “surprise”! Expectations for Next Week? Project report-outs, Rubrics. What else? • Ambrose et al., Chapter 6, Student and Trainee development and learning climate • Ambrose et al., Chapter 7, How Students become Self-directed Learners • Vella, Chapters 3 & 4, The Design Steps and The Learning Task in a Small Group • Vella, Chapter 9, Indicators of Learning, Transfer, and Impact
- 3. What competencies do you want your learners to have to engage in self- directed learning? List as many as you can at your table. Decide which are ones you can teach. Which are ones you can select for in hiring decisions? Answer this question: Is self-directed learning ability an innate characteristic of a learner, or can it be taught to learners? IF you think it can be taught, discuss how.
- 4. Self-directed Learning Model to Describe Readiness to Learn 13 24 Low Dependency High NeedforSupport Need for DirectionLow High High Dependent Interested Involved Self-directed Support is defined as affective encouragement: (1) Commitment (2) Confidence Direction is defined need for assistance: (1) Competence (2) Dependence
- 5. Grow’s Stages in Learner Autonomy
- 6. What might your own model of readiness to learn look like with -residents – PGY 1-4 or 5 -medical students – M1-4 -graduate students – masters, PhD -faculty – junior, mid-level, senior What factors do you need to consider? Motivational, time, resources, cognitive load
- 7. What might your own model of readiness to learn in your setting look like? Clinical Environments Classroom or other Environments
- 8. What Do You Know About How Adult Learning Works?