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Unit 1 > Learning Styles and Adaptations (9/19b) [Integrative Care] > Flashcards

Learning Styles and Adaptations (9/19b) [Integrative Care] Flashcards

1
Q

Behavioral Learning Style (Behaviorism)

A

Focus: observable behaviors

Tools: simplified tasks, repetition, stimulus and response (CC), reward and punishment (OC)

Teacher: manipulates environment, reinforces, rewards/punishes

žExternal influences drive motivation
avoid negative consequences, seek reward

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2
Q

Behaviorism in PT

A

We use OC in PT by providing feedback to our patients (ex: telling them they’re doing a great job) in an appropriate frequency

Can use behavioral contracts with patients

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3
Q

Classical conditioning (CC)

A

Associative learning

Before conditioning: food → salivation

Conditioning: food + bell → salivation

After conditioning: bell → salivation

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4
Q

Operant conditioning (OC)

A

feedback schedules

Present the appropriate schedule of feedback to maintain or change behavior

can be positive or negative, punishment or reinforcement

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5
Q

Positive reinforcement

A

add pleasant stimulus to increase/maintain behavior

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6
Q

Positive punishment

A

add adverse stimulus to decrease behavior

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7
Q

Negative reinforcement

A

remove adverse stimulus to increase/maintain behavior

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8
Q

Negative punishment

A

remove pleasant stimulus to decrease behavior

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9
Q

Cognitive Learning Style

A

žFocus: information processing, incorporating new info into existing frameworks
ž
Teachers: present facts, assist with assimilation of material
ž
Learners: actively constructing knowledge

žMotivation is largely intrinsic

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10
Q

Experiential/Problem-Solving Learning Style

A

žExtension of Cognitive Theory

žFocus: context and experience (academic settings, clinical practice), active constructive process (problem-solving)

žTeachers: present structured opportunities, act as guides

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11
Q

Social-Cultural Learning Style

A

Focus: knowledge is co-constructed (cognitive process, social experiences), community-based, peer interactions
ž
Teacher: structures group interactions and guides discussion

žStudent: observes, associates, models, constructs meaning from the community of practice

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12
Q

Influencing How We Learn - Filters

A

Perceptions, Culture, Gender, Past experiences, Generational experiences, Level of expertise, Social role, Learning styles

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13
Q

Influencing How We Learn - Factors

A

Age, Gender, Educational status, Emotional status, Volume of information, Perceived importance, Health status, Mode and context of information

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14
Q

Generation

A

group of individuals born and living contemporaneously

Shared: Moments in history, political and social events, Music, TV, Heroes, Trends in parenting styles, Traits

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15
Q

Current Generations

A

Traditionalist/Silent Gen (1925-1942) → 76-93 yr old

Baby Boomers (1943-1960) → 58-75 yr old

Gen X (1961-1981) → 37-57 yr old

Gen Y/Millennials (1982-2002) → 16-36 yr old

Gen Z (“After 2002”) → <16 yr old

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16
Q

Traditionalist/Silent Generation

A

(1925-1942) → 76-93 yr old

Detailed oriented, Formal presentation style, Sequential teaching, Teacher as an expert, Theory presented before practice

17
Q

Baby Boomers

A

(1943-1960) → 58-75 yr old

Organized lectures/Detailed handouts, Teamwork, Like to share what they know, Like decision making/consensus building/Debates, Teacher-directed methods

18
Q

Generation X

A

(1961-1981) → 37-57 yr old

Independent self directed activities, More informal presentation style, Games guided practice leading to independence, Self directed modules-flexible learning, Practical application, Teacher must demonstrate expertise

19
Q

Generation Y/Millennials

A

(1982-2002) → 16-36 yr old

Visual media expected, Group activities/games with immediate feedback, Electronic communication, Like to share what they know, Trial and error, Practice first then theory, Active experiential learning, Case studies, problem solving scenarios, They set their own goals

20
Q

Generation Z

A

(“After 2002”) → <16 yr old

“igeneration, GenTech, Genwifi”

Not a lot of data available yet about how they learn

21
Q

Pedagogy

A

the study of teaching (specifically to children)

22
Q

Andragogy

A

art and science of helping adults learn

23
Q

Child Learning Basics

A

Natural curiosity

Concrete operations

Developing logic

Trial and error

Assuming little responsibility

External rewards

24
Q

Adult Learning Basics

A 
žNeed to know →  How, What, Why, Who
ž
Independent self concept →  Self directed, ownership, active application
ž
Experience →  Background, needs, goals

žReadiness to, learn-life centered → Most ready to learn when perceive a need

žMotivation to learn → To help them in tasks and current life situations

25
Q

Learning Styles - Sensory Acquisition

A

Visual - learn by watching

Auditory - learn by listening

Tactile/Kinematic - learn by feeling/doing

26
Q

Learning Styles - ATLAS

A

Assessing The Learning Strategies of AdultS

Navigators
Problem Solvers
Engagers

27
Q

ATLAS - Navigators

A

focused learners who chart a course for learning and follow it

Subgroup 1- likes to use human resources

Subgroup 2 - more concerned with the organization of the material into meaningful patterns

28
Q

ATLAS - Problem Solvers

A

learners who rely heavily on all the strategies in the area of critical thinking

Subgroup 1 - likes to plan for the best way to proceed with the learning task

Subgroup 2 - more concerned with assuring that they use the most appropriate resources for the learning task

29
Q

ATLAS - Engagers

A

passionate learners who love to learn, learn with feeling, and learn best when actively engaged in a meaningful manner

Subgroup 1 - likes to use human resources

Subgroup 2 - favors reflecting upon the results of the learning and planning for the best way to learn

30
Q

Learning Styles - Mindset

A

Response to: Challenges, Effort, Feedback, Success of others

4 Styles:

1) Strong Growth Mindset
2) Growth Mindset with Some Fixed Ideas
3) Fixed Mindset with Some Growth Ideas
4) Strong Fixed Mindset

Unit 1 (24 decks)

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