aprendizagem significativa e metodologias ativas em educação médica
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Aprendizagem Significativa e Metodologias Ativas em Educação Médica. Stewart Mennin. Overview: . Theories of active learning Complicate - complex Methods, applications & implications Frontiers in research. Teaching & Learning. Teaching rests on particular beliefs about learning - PowerPoint PPT PresentationTRANSCRIPT
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Aprendizagem Significativa
e Metodologias Ativas em Educação Médica
Stewart Mennin
Stewart Mennin 2009 Frontiers in Medical Education
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Overview:
• Theories of active learning• Complicate - complex
• Methods, applications & implications
• Frontiers in research
Stewart Mennin 2009 Frontiers in Medical Education
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Teaching & Learning
• Teaching rests on particular beliefs about learning
• We all work from particular theories (ways of seeing)
Stewart Mennin 2009 Frontieras da Educacao
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History of Technology & Learning Theory
• Catapults• Hydraulics• Telegraphs• Telephone
switchboard’s• Computers• Cell phones
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Thinking About Education
• Essential elements
• Theory of knowledge• What is learned
• Theory of learning• How it is learned
Stewart Mennin 2009 Frontieras da Educacao
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Essential Ingredients of Education
• Information• Context• Experience• Interaction, transaction• Transformation - X∆• Reflection - intention
Stewart Mennin 2009 Frontieras da Educacao
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What Is Information?
• Differences, variations, edges, irregularities
• Impinge on senses• Patterns
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Patterns Matter
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Edges Are Information
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Edges, Boundaries, Patterns
• Choices
• Categories
• Context
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Learning is Context Dependent
Learned on land
Learnedunderwater
0
5
10
15
20
25
30
35
40
45
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% W
ord
s R
ecal
led
Recalled on land
Recalled underwater
Godden & Baddeley, 1975
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Stewart Mennin 2009 Frontiers in Medical Education
Reflection & Feedback
•Mutually agreed upon •Timely•Constructive - useful•Results in a plan for action•Supportive•Improves learning •Improves memory
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Complicated & Complex Theories of Learning
Stewart Mennin 2009 Frontieras da Educacao
Com plicae – to fold, enfold
Com plex – to weave
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TheoriesKnowledge (Knowing)~ Learning
Stewart Mennin 2009 Frontieras da Educacao
Knowledge independent of learner
Knowledge independent of learner
Knowledge in the mind constructed by learner
Knowledge in the mind constructed by learner
Knowing as emerging from self-organization
Theories of Knowledge
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Complicated Theories of Learning
•Behaviorism•Mentalism• Complex
• Constructivism• Individual• Social • Ecological
• Self-Organization
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Behaviorism
• Thought is internal• Observable stimulus-behavior is most
important• Feedback and reward affect learning• Learning is linear and cumulative
• Cause and effect
• Behavioral objectives, goals, structured courses, programmed learning
• Thought and action as “mechanical”
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Mentalism• Knowledge exists outside of knowing
agents (objective)• Learning is a matter of representing &
internalizing knowledge (subjective)• Knowledge is something to be acquired,
grasped, held, possessed, exchanged, managed
• Learning is about connecting external to internal
• Role of teacher to present information
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Computer Metaphors in Cognition
•Learning as acquiring & inputting data
•Learning difficulties as problems with brain wiring
•Communication as transmission & interfacing
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Computer Metaphors
•Thinking as processing and compiling information
•Memorizing as storing
•Remembering as retrieving and outputting
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TheoriesKnowledge (Knowing)~ Learning
Stewart Mennin 2009 Frontieras da Educacao
Knowledge independent of learner
Knowledge independent of learner
Knowledge in the mind constructed by learner
Knowledge in the mind constructed by learner
Knowing as emerging from self-organization
Theories of Knowledge
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Complex Theories of Learning
• Complicated • Behaviorism• Mentalism
• Constructivism•Individual•Social
• Self-Organization
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Constructivism
• Personal & collective knowledge derives from experience in the world
• Teachers as guide, facilitator • Teachers provide experiences to expose
gaps between old & new experiences• Teachers engage students in active ways,
using problems & groups• Sufficient time for in-depth examination
of new experiences• Reflection
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Embodied Perception
• Sensing & perceptions are active
• History imposes expectations
• Perception & conception are inseparable
• Information is variation, difference, edge
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Stewart Mennin 2009 Frontieras da EducacaoWikibooks, 2009
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TheoriesKnowledge (Knowing)~ Learning
Stewart Mennin 2009 Frontieras da Educacao
Knowledge independent of learner
Knowledge independent of learner
Knowledge in the mind constructed by learner
Knowledge in the mind constructed by learner
Knowing as emerging from self-organization
Theories of Knowledge
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Where Do New Patterns Come From?
• Connections, exchanges & inter-actions
• Adaptive variable iterations
• Simple Rules• Self-organization
Stewart Mennin, 2009
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Demonstration of Self-Organization
Stewart Mennin 2009 Frontieras da Educacao
15 volunteers
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EXAMPLES OF SELF-ORGANIZATION & EMERGENT
PATTERNS
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SELF-ORGANIZATION
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Origin of Patterns
Stewart Mennin 2009
Olson & Eoyang, 2001Frontieras da Educacao
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CONDITIONS FOR SELF-ORGANIZATION
• Gradients–gaps–fuzzy boundaries• N2K Need to know
• Multiple diverse agents • X∆, co-evolution
• Dynamical, far from equilibrium• Recursive (multiple
short-loops)
Frontieras da Educacao
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Complex Theories of Learning
• Learning is more about a reaching out than taking in
• It is a participation – an exchange
• It is a process of re-membering, of
pulling together - connecting
Stewart Mennin 2009 Frontieras da EducacaoDavis, Sumara, Luce-Kapler, 2000
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Complex Theories of Learning
• Not about acquiring or accumulating information
• A matter of keeping pace with one’s evolving circumstances
• A constant revision of memories, capacity for action, and ranges of possibilities
Stewart Mennin 2009 Frontieras da Educacao
Learning Is:
Davis, Sumara, Luce-Kapler, 2000
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Complex Theories of Learning
“What an agent knows is inseparable from what that agent does, which is in turn inseparable from what or who that agent is. Knowing is doing is being”
Stewart Mennin 2009 Frontieras da EducacaoDavis, Sumara, Luce-Kapler, 2000
Becoming
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Adult Learners• Safe effective
learning climate• Involved in mutual
planning of relevant methods & curricular content
• Involved in diagnosing own needs—helps motivation
Stewart Mennin 2009 Frontieras da EducacaoMalcolm Knowles, 1984
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Adult Learners• Encouraged to identify
resources & devise strategies to achieve goals
• Support in carrying out learning plans
• Involve in evaluating own learning—
Stewart Mennin 2009 Frontieras da Educacao Malcolm Knowles, 1984
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Activity Is Necessary & Not Sufficient
• Action –recursion• Transaction• Transformation• Co-evolution
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Stewart Mennin 2009 Frontieras da Educacao
Dr. Al-Eraky, M.International Medical Center, Jeddah, Saudi Arabia
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Stewart Mennin 2009 Frontiers in Medical Education
Dr. Al-Eraky, M.International Medical Center, Jeddah, Saudi Arabia
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Stewart Mennin 2009 Frontieras da Educacao
Caring
Learning How to
Learn
Foundati
onal
Know
ledge
Application
Integration
Significant
Learning
L.Dee Fink, 2003
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LEARNING FOR UNDERSTANDING REQUIRES
• Adequate time• Deliberate practice • Multiple
experiences over time• Variable Iteration • Test for
understanding
• Questioning, disagreeing, choosing
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Instructional Time
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% Rote Learning in Medical School
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Problem Solving
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Approaches to Interactive Transformative
Learning Approaches
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Teaching Skills for Interactive Learning
• Degree of directedness & responsibility
• Liberating constraints • Draw out and work with
learners’ experience• In-depth exploration,
multiple examples• Reflection on & in
action
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Stewart Mennin 2009 Frontiers in Medical Education
MAKING UNDERSTANDING VISIBLETeaching Skills
•Consult your colleague
•Reciprocal teaching•Polling the class•Frequent formative assessments
•Explore understanding
•Cases/problems•Prototypes
•Questioning
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Forms of “Interactive” Learning
• Groups with cases, problems• Problematization• Problem-based
learning (PBL)• Team-based
learning (TBL)• Case-based
learning (CBL)• Community-based
learning (CBME)
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Stewart Mennin 2009 Frontiers in Medical Education
Dynamics of Interaction, History & Reflection
•New knowledge emerges from enacting with the world
•History shapes receptivity to information & action in context
•Teachers help to frame subjects
•Teachers need to know about & stimulate students’ knowing (history)
FOCUS ON PROCESS OF KNOWING
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Stewart Mennin 2009 Frontiers in Medical Education
IMPLICATIONS FOR TEACHERS
•Create situations (activities) to make understanding visible (accessible)
•Stimulate exploration & reflection
•Foster self-organization in new situations
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IMPLICATIONS FOR MEDICAL EDUCATION
• Integration - Promote connectivity, time for exchange of differences
• Recursion, variable iteration• Re-vision, Re-member• In-formation
• More time to reflect
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TASKS OF TEACHERS
• Value traditional and contemporary ideas about teaching/learning
• Identify activities that enhance teacher effectiveness
• Generate appropriate teaching/learning activities
• Show synergy between three elements of active learning• Information & application of ideas• Experience with continuity• Reflection & recursion
Davis, Sumara, Luce-Kapler, 2000
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ACTIVE LEARNING METHODSClassroom
• Think, Pair, Share
• Problem-solving exercises
• Plus/Delta• Matrix compare
& contrast
• Find primary data, original sources
• Concept maps• Team-based
learning
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ACTIVE LEARNING METHODSSMALL GROUPS
• Clinical Scenarios/experience• Problematization• Reflective discourse• Simulations• Case studies• Team-based learning• Problem-based learning
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TEAM-BASED LEARNING
Team Learning Phases
Preparation(pre-class)
Phase 1
Readiness Assurance
Phase 2
Application of Course Concepts
Phase 3
Individual Test
Individual Study
Group TestWritten Group Appeals
Instructor FeedbackSmall-group Assignments
Thompson et al., 2007
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Team-Based Learning
• Increased student engagement,• Higher-quality communication
processes• Increased NBME shelf-exam scores• Increase application time• Teacher controls content• Teacher as expert & facilitator
Stewart Mennin 2009 Frontiers in Medical EducationThompson et al., 2007
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Uses of Cases & Problems
Stewart Mennin 2009 Frontieras da Educacao
Add Relevence
Test(ProblemSolving)
Problem-BasedLearning
Lec-PROBLEMPROBLEM-ture
Programmed Learning
PROBLEMPROBLEM
PROBLEMPROBLEM
InquiryStrategy
Learning(Learner – Centered)
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THE CASE
Identify Problem
Learning Issues
EXISTING
KNOWLEDGE
Independent Study
Generate/Rank Hypotheses
Explain Thinking
Ask Questions
Get New Information
DecisionDx & Rx
PBL
Mennin, 2005
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Problem-Based Learning
• Increased motivation for & enjoyment of learning
• Learning for understanding• Teamwork• Improved clinical skills• Equal or better knowledge
performance• Mixed vs blocked study improves
diagnostic accuracy Stewart Mennin 2009 Frontiers in Medical Education
Norman & Schmidt, 2000
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Activity: Lecture, PBL, TBL
Stewart Mennin 2009 Frontieras da Educacao
Kelly et al., 2005; TLM 17
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Prepare to do well on MCQ tests, individual & teams
Need to know, self-directed learning, essay tests
To do well on tests, usually MCQ
Incentives
Motivation
Teacher identifies content, students come prepared, take tests, in groups apply knowledge to teacher problems
Sequential cases, explore, hyp, question, LOs, self-direct study, group work apply knowledge
Teacher-Centered
Notes, exams, assign
Instruction Methods
Learning Sequence
Teacher-directed, apply specific info to problems in lecture hall, work in teams to solve problems, use info, rapid feedback
Teachers write cases, students choose LIs, Pre-existing knowl.,
Deep learning, Feedback
Transmission, notes, examination, surface learning
Principles & Assumptions about Learning
TBLPBLLectureConstruct
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Independent study outside class, team work, discuss, present
ID problems, hypothesize, pre-exist know, LOs, apply, discuss, group, assess
Attend class, study notes, prepare for exams
Role of Student
As teacher, provide content, opportunity to apply concepts, solve problems
Facilit group, individ learn process, assess, feedback, xample
As teacher, provide content, examples
Role of Expert
Set objectives, select content, resources, exams,
Facilitate group, examples, feedback, assessment
Do objectives, content, tests, material, learning aids
Role of Teacher in
Learning
Achieve objectives, apply content, solve problems, reason, groups
Deep understanding, reason, evidence, context
Content acquisition, conceptual understanding
Desired Outcomes
TBLPBLLectureConstruct
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TRANSFORMATIVE EDUCATIONAL STRATEGIES
• Learning is an emergent property• Experiential, elaborative • Social (small-groups), self-directed• Early authentic experience
• Networks• Capability building• Feedback, recursion, variability• Metastability
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Stewart Mennin 2009 Frontiers in Medical Education
“…formal efforts to educate have to do with prompting learners to notice certain aspects of their worlds and to interpret those elements in particular ways.
Or in other words,
formal education has to do with one group’s desires - conscious or unconscious – to have another group see things in the same way.”
Education
Davis, Sumara, Luce-Kapler, 2000
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RESEARCH• Discovery-
• new understanding
• Testing hypothesis• Structural Equations
Modelding
• Explanation• Application –
outcome• Synthesis
Stewart Mennin 2009 Frontiers in Medical Education
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If learning is regarded not as the acquisition of information, but as a search for meaning and coherence in one’s life and, if an emphasis is placed on what is learned and its personal significance to the learner, rather than how much is learned, researchers would gain valuable new insights into both the mechanisms of learning and the relative advantages of teacher-controlled and learner-controlled modes of learning.
Stewart Mennin 2009 Frontieras da EducacaoPhilip Candy, 1991
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DISPONIVEL AU
WWW.MENNINCONSULTING.COM
Muito obrigado
Stewart Mennin 2009 Frontieras da Educacao