Unit 2 Week 5: Learning Needs Assessment, Developmental Theory, Motor Learning Flashcards
4 Phases of Kolb’s Learning Cycle
- Concrete experience (do it; here and now)
- Reflective Observation (think & reflect about it to give meaning )
- Abstract Conceptualization (think and draw conclusions)
- Active Experimentation (creatively and contextually adapt)
The Dynamic Matching/Experiential Learning Model
Thinking, acting, experiencing, reflecting
We can design the way we teach to move a client through this cycle.
Certain activities support different parts of the cycle.
Trying to get a learner through a complete cycle is the idea.
The Dynamic Matching/Experiential Learning Model states that the role fo the teacher must
connect with cycle/stage of learning they are in
If a patient is in the acting phase, the teacher must be:
A coach
Applied collaborative learner, one on one, feedback
If a patient is in the experiencing phase, the teacher must be:
A facilitator
warm affirming, personal relationship
If a patient is in the thinking phase, the teacher must be:
standard setter and evaluator
Objective results oriented, sets performance standards, structured to evaluate learning
If a patient is in the reflecting phase, the teacher must be:
subject expert
delivery of knowledge, reflective authoritative style
Assessment of the learner includes attending to the three determinants of learning:
- learning needs: what the learner needs to learn
- readiness to learn: when the learner is receptive to learner
- learning style: how the learner learns best
4 Piaget Stages of Development
sensorimotor, pre-operational, concrete operational, formal operational
Sensorimotor stage of development
0-2
understands world through senses and actions
Pre-operational stage of development
2-7
Understands world through language and mental images
Concrete operational stage of development
7-12
Understands world through logical thinking and categories
Formal operational
12 and up
Understands world through hypothetical thinking and scientific reasoning
Infancy and Toddlers – Birth to 2 years
Piaget:
sensorimotor stage
o Learning is through sensory experiences and through movement and manipulation of objects
Infancy and Toddlers – Birth to 2 years
Erikson
trust vs. mistrust (birth to 12 months), autonomy vs. shame and doubt (1-3 years)
o Building trust and establishing balance between feelings of love and hate; learning to control willful desires
Infancy and Toddlers – Birth to 2 years Characteristics
Education focuses on parents
Short attention spans, easily distracted, limited conceptual understanding
Language development limited
Infancy and Toddlers – Birth to 2 years Salient Cognitive Characteristics
responds to step-by-step commands; language skills develop rapidly during this stage
Infancy and Toddlers – Birth to 2 years Salient Psychosocial Characteristics
aggravated by personal and external limits; routines provide sense of security; will look to parents for response and teaching is often focused on parents through anticipatory guidance.
Interventions for Infancy and Toddlers – Birth to 2 years
o Procedures on teddy bears
o Simple explanations
o Sessions brief – 5 min
o Allow children to act out feelings
o Concrete explanations
Teaching strategies for Infancy and Toddlers – Birth to 2 years
o Focus on normal development, safety, health promotion, and disease prevention
o Use repetition and imitation
o Stimulate the senses
o Provide safety
o Allow for play and manipulation of objects
Early childhood 3-5 years
Piaget
preoperational stage
o Egocentric; thinking is literal and concrete; precausal thinking
Early childhood 3-5 years
Erikson
initiative vs. guilt
o Taking on tasks for the sake of being involved and on the move; learning to express feelings through play
Salient cognitive characteristics Early childhood 3-5 years
animistic thinking; limited sense of time; egocentric; transductive reasoning
Early childhood 3-5 years characteristics
o Motor skills improving
o Lack judgement
o Preoperational phase
o Able to recall past experiences
o Concept development early
o Curiosity, rule driven
o Limited sense of time
Salient psychosocial characteristics Early childhood 3-5 years
separation anxiety; play is his/her work; fears loss of body integrity; active imagination; interacts with playmates
Teaching strategies for Early childhood 3-5 years
Build trust
Allow for manipulation of objects
Use positive reinforcement
Encourage questions
Provide simple drawings and stories
Focus on play therapy
Stimulate the senses
Middle and Late Childhood 6-11
Piaget
concrete operations stage
o Developing logical thought processes and ability to reason syllogistically; understands cause and effect
Middle and Late Childhood 6-11
Erikson
industry vs. inferiority
o Gaining a sense of responsibility and reliability; increased susceptibility to social forces outside the family unit; gaining awareness of uniqueness of special talents and qualities
Salient cognitive characteristics Middle and Late Childhood 6-11
able to draw conclusions and intellectually can understand cause and effect
Salient psychosocial characteristics Middle and Late Childhood 6-11
fears failure and being left out of groups; fears illness and disability
Characteristics Middle and Late Childhood 6-11
o Increased coordination
o Concrete operations
o Understand cause and effect
o Systematic thought
o Literal thought
o Concentrate for longer periods
Teaching strategies Middle and Late Childhood 6-11
o Encourage independence
o Use logical explanations and analogies
o Relate to child’s experience
o Use subject-centered focus
o Use play therapy
o Provide group activities
o Use drawings, models, dolls, painting, digital media, and computers
Interventions Middle and Late Childhood 6-11
o Use of sound learning principles (30 min)
o Learning aids
o Parents are supports
o Health promotion and health maintenance needed
o Take responsibility for learning but like one-to-one and group
Adolescence 12-19
Piaget
formal operations stage
o Abstract thought; reasoning is both inductive and deductive
Adolescence 12-19
Erikson
identity vs. role confusion
o Struggling to establish own identity; seeking independence and autonomy
Characteristics of Adolescence
o Capable of formal operations
o Many physiological and psychological changes
o Like control over learning
o Poor levels of adherence to plans
o Feel knowledgeable
Salient cognitive characteristics adolescence
propositional thinking; complex logical reasoning; can build on past experiences; conceptualizes the invisible
Salient psychosocial characteristics adolescence
Example: personal fable—feels invulnerable, invincible/immune to natural laws
Example: imaginary audience—intense personal preoccupation
Interventions Adolescence 12-19
o Use of computers
o Use of health services low-See themselves as immune, immortal, etc.
o Use of one-on-one and confidentiality
o Peer group learning
o Clarify terminology
Teaching strategies Adolescence 12-19
o Establish trust
o Identify control focus
o Use peers for support and influence
o Negotiate for change, contract
o Focus on details
o Make information meaningful to life
o Ensure confidentiality and privacy
o Use role play, contracts, reading materials, and technology
o Allow for experimentation and flexibility within safe limits
4 Principles of Andragogy
- Self-directed
- Experience
- Social Roles
- Immediacy of application
Young Adults 20-40
Piaget:
formal operations stage (begins in adolescence and carries through adulthood)
o Abstract thought; reasoning is both inductive and deductive
Young Adults 20-40
Erikson
intimacy vs. isolation
o Focusing on relationships and commitment to others in their personal, occupational, and social lives
Salient cognitive characteristics young adult
cognitive capacity is fully developed, but continuing to accumulate new knowledge and skills
Salient psychosocial characteristics young adult
autonomous; independent; stress related to the many decisions being made regarding career, marriage, parenthood and higher education
Characteristics of young adults
o Autonomous
o Self-directed
o Personal experiences enhance or interfere with learning
o Intrinsic motivation
o Competency based learning
o Able to analyze critically
o Makes decisions- personal, social, occupational
Interventions for young adults
o -Draw on meaningful experiences
o -Problem centered focus
o -Want active participation
o -Allow some self-direction
o -Recognize social role in learning
o -Role play, hands on
Teaching strategies for young adults
o Use problem-centered focus
o Draw on meaningful experiences
o Focus on immediacy of application
o Allow for self-direction and setting own pace
o Organize material
o Encourage role play
Middle Age 41-64
Piaget:
formal operations stage
o Abstract thought; reasoning is both inductive and deductive
Middle Age 41-64
Erikson:
generativity vs. self-absorption and stagnation
o Reflecting on accomplishments and determining if life changes are needed
Salient cognitive characteristics middle aged
ability to learn remains steady throughout this stage
Salient psychosocial characteristics middle aged
facing issues with grown children, changes in own health, and increased responsibility for own parents
Characteristics of middle aged
o Sense of self well developed
o Concerned with physical changes
o At peak in career
o Reexamines goals & values
o Has confidence in abilities
Interventions for middle aged
o -Assess previous learning experiences
o -Focus on independence
o -Assess potential midlife issues
o -Provide info that coincides with life concerns
Teaching strategies for middle aged
o Maintain independence and reestablish normal life patterns
o Assess positive and negative past learning experiences
o Assess potential sources of stress as needs
o Provide information relative to life concerns and problems
Learning issues that increase with age/gerogogy (7):
- sensory changes
- multiple chronic illnesses
- slower processing/reaction times (IQ not affected)
- persistence of stimulus
- decreased short term/long term not affected
- increased test/performance anxiety
- altered time perception
Older adults piaget
formal operations stage
o Abstract thought; reasoning is both inductive and deductive
Older adults erikson
ego integrity vs. despair
o Coping with reality of aging, mortality, and reconciliation with past failures
Salient cognitive characteristics of older adults
Fluid intelligence—capacity to perceive relationships, to reason, and to perform abstract thinking, which declines with aging
Crystallized intelligence—the intelligence absorbed over a lifetime, which increases with experience; wisdom
Salient psychosocial characteristics of older adults
adjusting to changes in lifestyle and social status
Visual Sensory changes with older adults + interventions
presbyopia
- Well lit environment, no glare
- Large print, matte paper, no backlighting
- Colour discrimination…high contrast needed
o Text strips may be problematic
o Pill colours
o Pamphlet/handout colours
Interventions for auditory sensory changes with older adults
eliminate distracting noises
avoid covering face when talking
Face learner, speak slowly
Emphasize lip movement
Low pitched sounds more easily heard
Rate important (less than 140 wpm)
No shouting
May use hearing aid
Teaching Strategies for Older adults
o Use concrete examples
o Build on past experiences
o Focus on one concept at a time
o Use a slow pace
o Use repetition and reinforcement
o Provide brief explanations
o Use analogies
o Speak slowly and clearly
o Use low-pitched tones
o Minimize distractions
o Rely on visual aids and supplement with verbal instructions
o Use large letters and well-spaced print
o Provide a safe environment
o Give time to reminisce
Motor learning is achieved when:
the teaching leads to relatively permanent capability for movement
Retention of the skill over time and after a period without practice, indicates the skill was learned
Motor skills need lots of __________ in ___________ environment.
practice
safe and nonthreatening
For psychomotor skills practice, * retention and longer-term learning, learners need to _____________ and ___________ errors
self-detect
self-correct
3 Stages of Motor Learning
Cognitive: learner develops overall understanding (what do i need to do?)
Associative: learner performs and practices (how do i do this)
Autonomous: learner has retention and adapts efficiently (i can do this)
3 Major Variables Affecting Motor Learning
- Pre-practice
- Practice
- Feedback
Factors influencing pre-practice of motor learning
- Motivation of learner
- Attention
- Goal setting with client input
- Understanding of the task
- Task is meaningful, relevant
Massed practice
practice time more than rest time
Distributed practice
rest time same or greater than practice time
Variability of practice
practiced under a variety of conditions
Types/Timing/Amount of Feedback in Motor Learning
a) Continuous feedback
b) Concurrent feedback
c) Post-response feedback
* Immediate
* Delayed
* Summative
Knowledge of results(KR)- feedback about outcome relative to goal
Knowledge of performance(KP)-feedback about movement to achieve goal.
