Four Distinct Learning Styles - Assignment Example

? Teaching Plan Kolb’s Theory Kolb’s learning theory entails four distinct learning styles which are based on a four stage learning cycle: the learning cycle may as well be interpreted as a training cycle. The model by Kolb is particularly elegant as it offers both a way to understand individual people’s different learning styles as well as an explanation of a cycle of experiential learning which applies to everybody. In his works, Kolb’s includes this cycle of learning as a central principle of his experiential learning theory expressed as a four stag cycle of learning, in this, immediate or concrete experiences provide a basis for observation as well as reflection. These reflections and observations are later assimilated and put into abstract concepts thus producing new implications for action which can be actively tested and in turn creating new experiences. In a clinical setting, instructors or teachers are expected to apply the four stage learning cycle which is a theory by Kolb. The four categories as stipulated by Kolb are concept experimentation (CE), reflective observation (RO), abstract conceptualization (AC) and lastly active experimentation (AE). Since the learning session is in sort of a discussion in a classroom, the teacher will be required to theoretically elaborate on the four stages or processes towards achieving knowledge (Kolb 2001). For instance the teacher would display an image showing how a doctor attends to a patient and the various processes that are carried out during the treatment procedure. If the learning session was practical, the students would be required to reflectively and keenly observe what the doctor is doing. This would in turn make them absorb any useful information from the experience and thus they would be in apposition to conceptualize the treatment procedure that they witnessed. Consequently, they would finally be in apposition to actively carry out an experiment on a patient with an attempt of treating them. Kolb’s learning theory is hence very effective and teachers should incorporate it in their teaching sessions especially in clinical teaching sessions which include practical experiments. Kolb justifies his theory by saying that the process represents a learning cycle which enables the learner to touch on all bases for instance reflecting, experiencing, thinking and lastly acting. Immediate of concrete experiences lead to observations as well as reflections. The following mentioned reflections are then internalized and translated into abstract concepts just like it has been elaborated thereon earlier, with implications for appropriate exercise which the student can actively experiment with. This further creates space for new experiences. Teaching with patients Teaching in a clinical setting or rather environment has the advantage of using real patients. This offers students some challenges but it requires close supervision so as toe ensure that the patients are in good condition. Students can in turn learn more from some patients than others. Patients chosen for teaching should be friendly, available and willing to talk and be in a position to accept examinations by students at the appropriate or stipulated time. They often feel that teaching students is a way of making some sort of sense of their illness or giving more information concerning their condition (Petrie et al. 2009). Patients who may be willing to help the students learning process may have important information concerning their experiences of illness or have good, stable clinical signs. There should be no communication barriers unless the teacher is shedding light on how students should deal with communication difficulties from patients. Teaching with a patient may not only help students but may help their medical care; for instance if one wants a full history to be taken and recorded in the notes or consider an aspect of care which has not been explored before (Jarvis 1987). Patients are usually happy to take part in teaching sessions but it is advisable for a teacher to have prior permission. The experience and explanation cycle Learning in a clinical setting is characterized by experience and it is known that experiential learning requires not only experience but also some time to reflect on the experience itself. The experiential learning model is a useful way to structure the body of a clinical teaching session. The model entails two main cycles; an experience and an explanation cycle. The first cycle, which is the experience cycle, entails information about the patient that students are going to see (Lombardi 2011). The briefing about the status of the patient acts as a prior tool or rather as an advance organizer, creating the framework into which new information can be fitted or fixed (Brookfield 1994). The clinical experience needs to be as effective and comprehensive as possible; this is because students may not be in a position to take the full history but even though, they should be expected to take some part in the activity. After the clinical experience, a debriefing would be most appropriate as it would enable the teacher know whether the students have understood everything that they have experienced. Many teachers have been to stop at this point not knowing that they are missing out on an opportunity for reinforcing the student learning process by moving on into the explanation cycle. Within this cycle, students are expected to reflect upon the experiences they had during the clinical session by asking questions regarding what they did not clearly understand. This gives them a chance to connect the experience with previous experiences and in turn they are able to develop deeper meanings of what they learnt. It is from this that the learners can come up with explanations in their own individual opinions for instance what went on relating information with their knowledge of clinical medicine. In order to develop their working knowledge, the teacher may be required to ask them questions, for instance, what they would next time when in a situation like the one they experienced (Carlson 1989). This would get them to think about further learning which they may need to enhance the knowledge that they already have. Clinical encounter Debriefing Briefing Preparation Preparation for next patient Working Reflection Knowledge Explication The above cycle shows how a student’s experience can be converted into useful working knowledge. Teaching a skill most definitely requires a number of specialized approaches that form part of the experience cycle. Leaderless group discussion In a teaching environment, the leaderless group discussion has been proven to be of great effectiveness. This type of teaching plan or rather method gives opportunities to all learners; they get a chance to participate in whatever discussions that they may have. Such a plan would be effective when dealing with students as they would be required to offer their input. A leaderless group discussion as the term suggests does not have any specific individual heading the group (Davenport 1993). It is therefore up to all students who are in the group to participate in the discussion. In some cases, a teacher may decide to give out a topic for discussion. They may add that they want students to divide themselves into two groups. Each group would be required to provide in depth information concerning the assigned topic and which ever comes up with the most relevant information would get a reward for instance extra points; this would be for every students in the winning group. With such a target, all students in both groups will hence be required to participate so as to get the extra points (Candy 1991). This is to say that, each and every student’s input is inevitable; though in a group, every student will be focused on accomplishing the task given so that they can win the prize. Leaderless group discussions are made to bring students together and promote team work. There are students who learn better from their colleagues. Therefore by incorporating such a plan in the general teaching plan, students would largely benefit from it. Their understanding would be enhanced and in turn more intellectuals will be born (Bruner 1971). A leaderless group discussion would hence be a good way to go. Albert Bandura’s theory The social learning theory is by Albert Bndura. It is depicted as the most influential theory of learning as well as development. It is based on many of the basic concepts of the traditional learning theory; Bandura stated that direct reinforcement could not be responsible for all other available types of learning. The learning theory also included a social element focusing on an argument that individuals can acquire new information as well as behavioral characteristics by watching other individuals. This is what is known as observational learning; this type of learning can be applied when one wants to explain other behavioral characteristics. There are three basic aspects which the social learning theory entails. The first aspect is that individuals can acquire information through observation. Secondly, it is the notion that internal states are an important part of this process (Hewitt & Mather 1997). Lastly, this theory recognizes that just because something has been learned, it does not in any way or manner, mean that it will bring about an effect that will lead to behavioral change. Observational learning is model of learning which is under Bandura’s social learning theory. This type of learning entails three basic models: a live model, a verbal instructional model and lastly a symbolic model. Without deviating from the classroom setting, an observational method would be appropriate to use. The teacher would mostly use the verbal instructional method and would explain the certain important processes or procedures that the health students would be required to follow when attending to a patient. A verbal instructional method would engage the students as they would pay attention and listen keenly to whatever is being taught to them. Being health students, they are supposed to be a ware of the technicality of their profession and thus seriousness is inevitable during any learning session. In order for there to be effective learning, the mental state of learners should be clear and set to receive and incorporate any information given to them. Bandura states that mental states are important when it comes to learning sessions and processes. According to Bandura, the external, environmental reinforcement was not only the factor which influences learning and behavior. He further went on to describe the intrinsic environment as a form of internal reward such as satisfaction, pride, achievement or a sense of accomplishment. This puts more emphasis on the internal thoughts and cognitions which in turn help connect learning processes and theories to cognitive developmental theories (Bandura & Walters 1963). With reference to this, choosing a perfect environmental setting to carry out a clinical teaching session is of great importance. This is because it affects the cognitive development of the learners which in turn affects their ability to internalize any information given to them. Getting the environment right Seminar rooms and lecture theatres have been designed for teaching but on the other hand, wards, consulting rooms and theatres are not. Hence getting the physical and psychological environment is essential for learning (Bandura 1986). In the clinical setting, this can vary from simple tasks such as making sure that there are enough resources such as chairs, preparing learners or students to see particular patients or address certain clinical problems. On the wards, followed by moving out of a rather busy corridor characterized by patients and doctors’ movements, and into a side room for a swift opportunistic teaching experience allows students to concentrate on the teaching session given to them. The best measure is placing the students at position where they can have eye contact with both the teacher and the patient. Malcolm Knowles’s Theory Malcolm Knowles is yet another theorist who had it that adults learnt differently from children; this provided a basis for a distinctive filed of enquiry. His earlier works which were on informal adult education had put forth some elements of processes and setting. In a similar manner, his charting of the development of the adult education movement in America assisted him to come to a conclusion about the shape and direction of adult education (Brockett & Hiemstra 2001). This is what made him adopt the notion of adopt which is the opposite of pedagogy, children education. With reference to the concept of andagogy, the concept was premised or rather based on at least four crucial assumptions about the features identified in adult learners that are contrary to the assumptions about children learners on which the traditional pedagogy is based (Brew 2006). Knowles pointed put some aspects of andagogy and these are: self-concept, experience, readiness to learn, orientation to learning, and lastly motivation to learn. Under self-concept, a person’s concept moves from one of being a dependent to a personality of being a self-direct or rather independent human being. Relating this concept to the clinical teaching session, it would be effective as students would be in a position to develop an internal view of themselves. This would help them boost their understanding during a teaching session. The experience gained from is in turn used as a resource for learning. Students will hence improve on their ability to comprehend (Piaget 1926). Teachers therefore can us e concepts from Knowles theory of adult learning and apply them during their clinical teaching sessions. These would be of great positive impact as students would be in a position to clearly understand any knowledge given to them. References Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston. Brew, J. M. (2006) Informal Education. Adventures and reflections, London: Faber.  Brockett, R. G. and Hiemstra, R. (2001) Self-Direction in Adult Learning. Perspectives on theory, research and practice, London: Routledge.  Brookfield, S. B. (1994) 'Self directed learning' in YMCA George Williams College ICE301 Adult and Community Education Unit 2: Approaching adult education, London: YMCA George Williams College. Bruner, J. S. (1971). The relevance of education. New York, NY: NortonCandy, P. C. (1991) Self-direction for Lifelong Learning. A comprehensive guide to theory and practice, San Francisco: Jossey-Bass. Carlson, R. (1989) 'Malcolm Knowles: Apostle of Andragogy', Vitae Scholasticae, 8:1 (Spring 1989). http://www.nl.edu/ace/Resources/Knowles.html Davenport (1993) 'Is there any way out of the andragogy mess?' in M. Thorpe, R. Edwards and A. Hanson (eds.) Culture and Processes of Adult Learning, London; Routledge. (First published 1987). Hewitt, D. and Mather, K. (1997) Adult Education: A dynamic for democracy, East Norwalk, Con.: Appleton-Century-Crofts. Jarvis, P. (1987) 'Malcolm Knowles' in P. Jarvis (ed.) Twentieth Century Thinkers in Adult Education, London: Croom Helm. Kolb, A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma: McBer and Co, http://trgmcber.haygroup.com/Products/learning/bibliography.htm Lombardi, S.M. (2011). Internet Activities for a Preschool Technology Education Program Guided by Caregivers. Doctoral dissertation, North Carolina State University. p. 140. Miller, N. & Dollard, J. (1941). Social Learning and Imitation. New Haven, NJ: Yale University Press. Petrie et al. (2009). Pedagogy – a holistic, personal approach to work with children and young people, across services. p. 4. Piaget, J. (1926). The language and thought of the child. London: Routledge & Kegan. Read More