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Perspectives on Learning: Implications for Instruction (Part 4)
Presented by: Barry G. Sheckley, Ph.D., Neag Professor of Adult Learning, Neag School of Education, University of Connecticut
Mary Martin Lowe, M.A., Ph.D. candidate, Neag School of Education, University of Connecticut
Goals: This was the fourth in a series of seminars designed to focus on instructor development when conducting small class-size instruction.
- To understand the intersections of classroom-based and clinic-based instruction
- To define the goals of a clerkship directed curriculum in terms of: learning factual knowledge versus developing clinical reasoning skills, and acquisition of introductory knowledge versus advanced knowledge
- To learn research-based practical techniques in improving instruction
Prior sessions have emphasized that learning involves a dynamic interaction within the individual. This process effectively transforms various stimuli or information is a more usable state that is knowledge. This process is dependent upon characteristics of the individual and environmental factors. It is these environmental factors which are most amenable to alteration by the instructor and therefore can impact in a positive way on the learning process.
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The expert often approaches problem solving in a manner, which is not entirely intuitive to the novice or lesser expert. The challenge for the instructor is to impart a strategy for deconstructing complex and often contradictory information into a problem-solving framework. Ideally this would allow for repeated usage or application in a variety of ever increasing complexities. This strategy would include:
- An assessment of clinical clues
- The recognition of relevant and significant patterns from extraneous and tangential information
- The assembly of "a meaningful whole" from many presented pieces
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An important concept in actuating this recognition strategy for the learner is to identify at what point an incomplete "display" can be assembled into a "whole" recognizable pattern. This is analogous to completing a crossword puzzle when individual letters within word are present to sufficient degree so as to allow word recognition even if the suggested clue is misleading or unhelpful. This process has a physiologic basis in neuronal systems involved with memory.
- Low frequency stimulation (LFS) of neuronal circuits elicits limited and unsustained neuronal firing.
- High frequency stimulation (HFS) of neuronal circuits elicits ever-greater neuronal firing. This firing can be subsequently triggered at successively lower stimuli after the neuron "learns".
- Neuronal learning is dependent upon several biochemical alterations within the neuron that ultimately affect its membrane structure and internal chemical properties.
- Therefore the job of the instructor is to find and present the optimal HFS to the learner in order to create the optimal learning encounter.
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There are a number of identifiable HFS techniques which can be incorporated within a learning session:
- The instructor can create limited anxiety, (e.g.) ask questions randomly to the individuals.
- The instructor can reveal or use novel stimuli, (e.g.) use a prop to demonstrate a principle.
- The instructor can insert humor into the discussion.
- The instructor can organize the learners into smaller groups, (e.g.) pairs or triads to work in parallel.
- The instructor can create tension, (e.g.) pause in silence to encourage thought before responding to questions.
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The instructor can incorporate a number of these techniques into a session. The use of prompting to elicit responses can quickly identify the competence level of the group and direct the instructor as to how to edit the discussion session. Attempts to maintain a minimal level of anxiety can be helpful to sustaining attention whereas excessive anxiety will be detrimental.
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It is important to remember that the instructor is the purveyor of the process not the deliverer of content.
- Providing the framework as a strategy reduces the cognitive complexity from which to solve the clinical problem.
- Session preparation is spent designing the path, which will elicit the content responses from the students.
Summarized by F DiMario
References:
Cate, O., Snell, L., Mann, K., Vermunt, J. Orienting teaching toward the learning process. Academic Medicine, 2004; 79(3); 219-228.
Edelman, GM,. Tononi, G.A. Universe of consciousness: How matter becomes imagination. New York: Basic Books, 2000.
Travers, N, Sheckley, BG, Bell, A. Enhancing self-regulated learning A comparison of instructional techniques. Journal of Continuing Higher Education, 2003; 51(3); 2-17.
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