Teaching strategies & Readiness to learn & Learning styles Flashcards
Cooperative Learning
● Role Play
● Debate
● Case Studies
● PBL (Problem-Based Learnings)
Activity - Based teaching strat
CAI (computer assisted instruction)
- Internet
- Virtual Reality
Computer teaching strat
synchronous and asynchronous classe
Distance learning
bedside clinic
- nursing rounds
- nursing care conference
- nursing care study
- process recording
- clinical laboratory method (generic)
Clinical teaching
Concepts and propositions that would explain why people learn
and predict under what circumstances they will learn
learning theories
Consider how the learner thinks, reasons and transfers information to new learning situations learning becomes faster when info given is organized.
COGNITIVE LEARNING THEORIES
Learning from actual experience
Concrete Experience (CE) abilities: “FEELING”
Learning by observing others
Reflective Observation (RO) abilities: “WATCHING”
Creating theories to explain what is seen, good in chemistry and understanding the world around us
Abstract Conceptualization ( AC) abilities: “THINKING”
Using theories to solve problems
Active Experimentation (AE) abilities: “DOING”
good at decision -making and problem solving, likes dealing with technical work rather than interpersonal relationships, likes math- men generally analytical
CONVERGER
excels in imagination and awareness of meaning, people -oriented, likes working in groups
DIVERGER ( CE & RO)
uses trial and error methods to solve problems, impatient with other people, acts on intuition, RISK -TAKER
ACCOMMODATOR (CE & AE)
good in inductive reasoning, person more concerned with ideas than people
ASSIMILATOR (AC & RO)
Concrete Experience and Reflective Observation
Diverger
Concrete Experience and Active Experimentation
Accommodator
Abstract Conceptualization and Reflective Observation
Assimilator
hypothesized that the mind has the mediation abilities of
perception and ordering; i.e. the perception and ordering of
knowledge affects how the person learns.
Gregorc Learning Style Method
like highly structured, quiet learning environments and do not like being interrupted, often focused on details, Studies in a quiet corner (like library) - very organized notes
CONCRETE SEQUENTIAL LEARNERS
these learners are INTUITIVE, use trial and error methods, look for alternatives
CONCRETE RANDOM LEARNERS
these type of learners are holistic thinkers who seek understanding of incoming information, do not like interruptions, good verbal skills, rational, effective communicators, good in both math and english
ABSTRACT SEQUENTIAL LEARNERS
these types of learners think holistically and benefit greatly from visual stimuli, like busy, unstructured learning environments, often focused on personal relationships, ok lang magtuon sa noisy environment and studies w/ music on.
ABSTRACT RANDOM LEARNERS
IN WITKIN LEARNING STYLE MODEL, WHAT ARE THE FIELD OF “DEPENDENT LEARNER: GLOBAL”
More difficulty with
mathematical reasoning
Analyzes the whole picture
More people-oriented
Attitudes guided by authority
figures or peer group
See themselves as others see
themselves
IN WITKIN LEARNING STYLE MODEL, WHAT IS THE FIELD OF “INDEPENDENT LEARNER: ANALYTICAL”
Mathematical reasoning may be
strong
Analyzes the elements of situation
More task-oriented
Forms attitudes independently
More pronounced self-identity
most men are expected to be ________, most women are proficient in language, also known as ________
analytical learners, global learners
Diverger abilities
CE & RO
Accommodator abilites
CE & AE
Assimilator abilities
AC & RO
FIELD DEPENDENT LEARNER:
GLOBAL
More difficulty with
mathematical reasoning
analyzes the whole picture
More people-oriented
Attitudes guided by authority
figures or peer group
See themselves as others see
themselves as
FIELD INDEPENDENT LEARNER:
ANALYTICAL
. Mathematical reasoning may be
strong
Analyzes the elements of situation
More task-oriented
Forms attitudes independently
More pronounced self-identity
