We can teach from our experience, but we

cannot teach experience..

A very GOOD MORNING to one
and all .

“ LEARNING PROCESS”

MET UNIT
It is easier to share knowledge,

SO, LETS BEGIN...

LEARNING PROCESS
 INTRODUCTION
 MCI proposed new T-L approach including
Communication & Ethics .

 IMG[ Indian Medical Graduate ] must be able to

function appropriately & effectively as,

 clinician, leader & Health Care Professional.

 The learning process should also include experiential
learning & Reflective learning.
LEARNING OBJECTIVES
 Explain learning process

 Explain the role of motivation in learning.

 Describe the styles & Domains of learning.

 Describe self directed learning.

 Describe Experiential, reflective learning.

 EXERCISE
 What is learning?

 Why it is important to know how people

learn?
 EXERCISE
 Share your best learning experience.

 What you could have done for better

learning?
 LEARNING:
 Learning is a process:

a. which results in a relatively permanent change in

behaviour of the learner
( knowledge, skills, attitude &
Communication)

b. which is an outcome of one’s interactive experience

with the environment.

c. which is active, continuous & life long process.

Learning is an outcome of one’s interactive experience
with the environment..

 Affected by total state of the learner

 Involves ‘emotions’

 Importance of a non –threatening environment to be

stressed upon..
Variety of learning experiences should be provided...
 C. LEARNING SHOULD BE AN ACTIVE
& CONTINUOUS PROCESS
 Self –directed learning:

 ‘active learning’.
students = How , what, & when they want.
 Shift in learning, where the learner is
responsible for his / her own learning
 Recognizes what they need to learn, setting goals
using strategies, assessing their own progress..

Role of facilitator :

builds an appropriate learning environment

Helps students determine what to learn

Guide them through the learning process

SELF DIRECTED LEARNING
 Itis the process of one’s own learning. It is
learner centered activity.

 STEPS IN SELF DIRECTED LEARNING

 Orienting/Preparing – Setting goals of what

learner wants to learn.
 Strategic decisions – Deciding where and how
to start.
 Executing
learning activities – Reflect, study,
experiment etc.

 Evaluating – Assessing your progress and how close to

the goals

 Regulating – Going back to previous 4 steps and making

changes if required.
  
THE STAGED SELF-DIRECTED LEARNING MODEL
Student Teacher Modes
Stage 1 Dependent Authority, Coaching with immediate feedback.
Coach Informational lecture. Overcoming
deficiencies and resistance.
Stage 2 Interested Motivator, Inspiring lecture plus guided discussion.
guide Goal-setting and learning strategies.

Stage 3 Involved Facilitators Discussion facilitated by teacher who

participates as equal. Seminar. Group
projects.

Stage 4 Self-directed Consultant, Internship, dissertation, individual work

delegator or self-directed study-group, Computer
assisted self directed learning.
DIFFERENCES BETWEEN:
Teacher directed learning: Self directed learning

• learner’s experience is of less value • learner’s experiences are rich

than the teacher resource for learning.

• students enter into education with a • the students’ natural orientation is

subject-centered orientation to task or problem centered,
learning,

• learning experiences organized • learning experiences therefore,

,therefore, as units of content. should be organized as problem
solving learning projects.

• learners are motivated to learn in • learners are motivated by internal

response to external rewards and incentives, like need for self esteem,
punishments like grades, diplomas or desire to achieve, curiosity &
fear of failure Competence.
 Executing learning activities – Reflect, study, experiment etc.

 Evaluating – Assessing your progress and how close to the goals

 Regulating – Going back to previous 4 steps and making changes if

required
REFLECTIVE LEARNING (BASED ON KOLB’S MODEL)

Concrete
Experience

Active
Experiment
ation

Reflective
Observation

Abstract
Conceptuali
zation
 Talking with others and applying what we already know to the
situation (Abstract Conceptualization)

 Doing something new or doing the same thing in a more

sophisticated way based on our learning(Active
Experimentation).
REFLECTIVE LEARNING (EXPERIENTIAL LEARNING)
 Based on the previous experiences of the educators.
1. Concrete experience – Based on the previous experience the
desired activity can be done by faculty.
2. Reflective observation – The current problem is reviewed based
on past experience. There is reflection on the present problem
based on the previous experience.
3. Abstract conceptualization – The current problem is
conceptualized based on past experience.
4. Active experimentation - Planning new event or idea or
problem solution based on the experience of the faculties.
MOTIVATION AND ITS ROLE....
MOTIVATION & FEEDBACK
1. Motivation:- It is need for self actualization
& knowledge & comes after basic needs are
fulfilled. Can be intrinsic or extrinsic.

2. Feedback:- Essential for attaining acceptable

level of performance & positive feedback is
useful.
 MASLOW Hierarchy of needs of Motivation

Environment that encourages intrinsic motivation Self

without anxiety leads to ‘deep’ learning experience. Actualization
Need for creativity, problem centered behavior etc A
Esteem
Need for attention, appreciation,
Recognition etc Status

Sense of Need for love & affection &

Belongingness
Belongingness. Social needs

Need for safety, security &

Regularity to learn
Safety & Security

Physiological factors like

Three Basic
Food, water & air
‘When we find that we don’t know something
important, we are often motivated to learn more’.

‘ However if we are blissfully unaware of our

ignorance, little can we do about it’..

One of the 1st steps on the journey to acquire

new skills is to know:

“ what I don’t know? ”

CONSCIOUS COMPETENCE LADDER/
MATRIX
 One
of the popular approach that helps us
manage our own learning process.

 Helpsus to:
be more in touch with emotions of people we
are teaching and reassure them when they
need it
better coach our learners through the difficult
learning process.
Learning being a continuous process, and while passing
through the stages of learning, students acquire
different styles of learning...
LEARNING STYLES:

Visual Reading and

Writing

Auditory Kinesthetic
ALIGNMENT OF LEARNING STYLES
AND TEACHING STRATEGIES:
Learning styles Teaching strategies

Visual Depiction through charts, diagrams,

graphs, flow charts, labelled diagrams
Includes designs, shapes, colour
coding the text.

Does not include movies, video/ ppts

Auditory ( sorts things by speaking/ Lectures, tutorials, group discussions,

talking out loud) mobile phones, web chat, lecture +
debate, discussion in company and
group work.
Learning styles
Read and write ( connected
to visual sense by nature,
relies on visual cues, text
based input and output,
reading and writing in all
forms)
Kinesthetic ( uses practical
hands on approach and
considers feelings in body
and emotions when
absorbing information)
Teaching strategies
Writing out same words
again and again.
Internet use, ppt, textbooks,
handouts/ notes, dictionary
use.
Turning graphs into words
Demonstrations, simulation,
videos and movies of ‘real’
things, practice and
applications, hands on
student experiences.
ANDRAGOGY
PEDAGOGY
ANDRAGOGY VS. PEDAGOGY

 Today, pedagogy refers to the theories and methods used

in teaching. However, in the past, pedagogy referred
specifically to the methods used to educate children.
Andragogy was coined to focus on the practices used to
teach adults.
TO SUMMARIZE...
 Learning is an active process.
 It is an outcome of one’s interactive experience with
the environment.
 Learning process depends on

 the motivation of the student

 safe non threatening environment,
 stages of learning and their different learning
styles....
 Learning should be self directed & reflective
 TAKE HOME MESSAGE...

Learning is a process and different individuals

have different learning styles..

So our teaching strategies should be congruent

with their learning styles...
REFERENCES:

 Self-Directed learning. Available from:

Cll.mcmaster.ca/resources/S/Self_Directed_Learning.ht
ml.
 Conscious competence learning model. Available from:
http://janus.uclan.ac.uk/pagray/co2805/notes/learning-
conscious-competence.htm.
 Analysis of learning styles and strategies.

Available from:
http://www.faea.es/GI_SKILLS/product/en/Learning_St
yles_and_Strategies_EN.pdf.
THANK YOU TEACHERS.....