CUMBRIA 2010

IAIN LAMB

STAGES OF LEARNING

Dependent – on being told and being given knowledge

Interested – in understanding and exploring with close support

Involved – in finding out and discovering with some help and happy to be challenged

Self directed – and are responsible for their own learning but require light touch support and help

Teaching styles AUTHORITY This style is traditional and didactic. Conveys facts that the teacher thinks

the learner needs to know and may answer questions but only relating to what’s been said. Likened to a parent and child relationship.

MOTIVATOR Less didactic and based on questions and answers but it is still the

teacher’s agenda. The teacher gives new facts but only when the learner shows they don’t know. Thus is still teacher driven although more learner centred and supportive. Can motivate the interested learner to learn and at some stage move onto more independent learning.

FACILITATOR More facilitating along the line of “Find out for yourself.” Teacher happy to

share information and knowledge and recognizes that each party knows some things but not necessarily the same. Sharing approach good for training.

DELEGATOR Discussion between equals and as if the teacher holds up a mirror, helping

the learner to understand what the problem is, and to look at relationships and communication. Acts as a consultant when needed but mainly happy to delegate to the individual their self directed learning.

Kolb and Fry (1975) Experiential learning cycle

GROW AND MISMATCH

S4: Self-Directed

Learner

SevereMismatchStudents resent

authoritarian teacher

Mismatch Near Match Match

S3: InvolvedLearner

Mismatch Near Match Match Near Match

S2: Interested

LearnerNear Match Match Near Match Mismatch

S1: Dependent

LearnerMatch Near Match Mismatch

SevereMismatchStudents resent

freedom they are not

ready for

T1:AuthorityExpert

T2:MotivatorSocratic

T3: Facilitator

Heuristic

T4:Delegator

Counsellor

TRANSITION CURVE

Educational Hierarchy

Autonomy: Confident in self

and able to take control of own learning job and

personal direction.

Self- Esteem: Comfortable with developed registrar status and copes with uncertainty, has balance between

professional and private life.

Recognition: Copes with criticism, looks for new ideas and experiences, confidence increasing in softer GP

topics etc

Safety: Asks for help, increasingly competent with basics, benefits from educational supervisor’s help and support.

Survival: Getting bearings and learning basics whilst identifying own personality etc.

LOGICAL LEVELS Identity Core values of WHO I am

Beliefs General values and beliefs about WHY we do things

Capability The skills and strategies that we can use in our life and work and HOW could we deal with things

Behaviour The actions or reactions regardless of our capabilities and looks at WHAT we actually do

Environment WHEN and WHERE does this behaviour occur

GIBBS CYCLE OF REFLECTION

Description

What happened?

Conclusion

What else could you

have done?

Action plan

What would you do next

time?

Analysis

What sense can you make of things?

Evaluation

What was good or bad?

Feelings

What were you thinking and feeling?

Education

“How is education supposed to make us feel smarter?

Every time I learn something new it pushes old stuff out of my brain.

Remember when I took the home wine making course and forgot how to drive.”

Homer Simpson