Learning Styles and Adaptations (9/19b) [Integrative Care] Flashcards
Behavioral Learning Style (Behaviorism)
Focus: observable behaviors
Tools: simplified tasks, repetition, stimulus and response (CC), reward and punishment (OC)
Teacher: manipulates environment, reinforces, rewards/punishes
External influences drive motivation
avoid negative consequences, seek reward
Behaviorism in PT
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
Classical conditioning (CC)
Associative learning
Before conditioning: food → salivation
Conditioning: food + bell → salivation
After conditioning: bell → salivation
Operant conditioning (OC)
feedback schedules
Present the appropriate schedule of feedback to maintain or change behavior
can be positive or negative, punishment or reinforcement
Positive reinforcement
add pleasant stimulus to increase/maintain behavior
Positive punishment
add adverse stimulus to decrease behavior
Negative reinforcement
remove adverse stimulus to increase/maintain behavior
Negative punishment
remove pleasant stimulus to decrease behavior
Cognitive Learning Style
Focus: information processing, incorporating new info into existing frameworks
Teachers: present facts, assist with assimilation of material
Learners: actively constructing knowledge
Motivation is largely intrinsic
Experiential/Problem-Solving Learning Style
Extension of Cognitive Theory
Focus: context and experience (academic settings, clinical practice), active constructive process (problem-solving)
Teachers: present structured opportunities, act as guides
Social-Cultural Learning Style
Focus: knowledge is co-constructed (cognitive process, social experiences), community-based, peer interactions
Teacher: structures group interactions and guides discussion
Student: observes, associates, models, constructs meaning from the community of practice
Influencing How We Learn - Filters
Perceptions, Culture, Gender, Past experiences, Generational experiences, Level of expertise, Social role, Learning styles
Influencing How We Learn - Factors
Age, Gender, Educational status, Emotional status, Volume of information, Perceived importance, Health status, Mode and context of information
Generation
group of individuals born and living contemporaneously
Shared: Moments in history, political and social events, Music, TV, Heroes, Trends in parenting styles, Traits
Current Generations
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
Traditionalist/Silent Generation
(1925-1942) → 76-93 yr old
Detailed oriented, Formal presentation style, Sequential teaching, Teacher as an expert, Theory presented before practice
Baby Boomers
(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
Generation X
(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
Generation Y/Millennials
(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
Generation Z
(“After 2002”) → <16 yr old
“igeneration, GenTech, Genwifi”
Not a lot of data available yet about how they learn
Pedagogy
the study of teaching (specifically to children)
Andragogy
art and science of helping adults learn
Child Learning Basics
Natural curiosity
Concrete operations
Developing logic
Trial and error
Assuming little responsibility
External rewards
Adult Learning Basics
Need to know → How, What, Why, Who Independent self concept → Self directed, ownership, active application Experience → Background, needs, goals
Readiness to, learn-life centered → Most ready to learn when perceive a need
Motivation to learn → To help them in tasks and current life situations
Learning Styles - Sensory Acquisition
Visual - learn by watching
Auditory - learn by listening
Tactile/Kinematic - learn by feeling/doing
Learning Styles - ATLAS
Assessing The Learning Strategies of AdultS
Navigators
Problem Solvers
Engagers
ATLAS - Navigators
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
ATLAS - Problem Solvers
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
ATLAS - Engagers
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
Learning Styles - Mindset
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
