working with difficult learning situations
TRANSCRIPT
WORKING WITH DIFFICULT LEARNING SITUATIONS
Deirdre Bonnycastle
Clinical Teaching Development
College of Medicine
December 2012
OBJECTIVESUpon completion of this session, you will be able to:
1. Reflect on your feelings
2. Diagnose a student’s learning needs
3. Manage difficult learning.
REFLECT ON YOUR FEELINGS
What type of student really makes teaching worthwhile?
REFLECT ON YOUR FEELINGS
What type of student really annoys/clashes with you?
REFLECT ON YOUR FEELINGS
What type of student do you have no idea how to work with?
DIAGNOSE
DIAGNOSE
MANAGE NOT TAUGHT
Teach It
Learn It
Self Directed Illness Script
http://medicaleducation.wetpaint.com/page/Self+Directed+Learning
http://medicaleducation.wetpaint.com/page/Illness+Patterns
DIAGNOSE
Lack of Knowledge
Not
Understood
Attention
Issue
LanguageIssue
LearningIssue
MANAGE NOT UNDERSTOOD Language
Tutor College of Medicine Apps ?
Attention Motivation/Relevance Learning Style ?
Learning Learning Style Learning Disability
Self Reflection
1. What Is a Bottleneck to Learning in This Class?
2. How Does an Expert Do These Things?3. How Can These Tasks Be Explicitly Modeled?4. How Will Students Practice These Skills and
Get Feedback?5. What Will Motivate the Students?6. How Well Are Students Mastering These
Learning Tasks?7. How Can the Resulting Knowledge About
Learning Be Shared?
-Decoding the Disciplines: A Model for Helping Students
Learn Disciplinary Ways of Thinking
2004
Break
Threw it on the ground
http://youtu.be/melDW18wCs0
DIAGNOSE
Clash
Awareness
LearningPractice
Challenge Awareness
DIAGNOSE
MANAGE CLASHESCALMER Technique
C atalyst for ChangeA lter ThoughtsL istenM ake an agreementE ducation & followupR each out
Based on work of Pomm, Pomm and Shahady 2004
CATALYST FOR CHANGEIs this situation a danger to patients, staff
or myself?
Where is the student generally on the Learning Cycle?
What part of this situation do I have control over?
Who else might I bring in to help?
ALTER THOUGHTS How does this student make me feel?
Are my feelings about this situation getting in the way of solving it?
Am I taking the student’s behaviour personally?
How might I change my feelings in order to be more effective in teaching this student?
LISTEN THEN DIAGNOSE Beware Assumptions
Ask student what they think they are doing well
Ask student what areas they are concerned about
MAKE AN AGREEMENT Share your feedback with the student
Ask the student what might be done to improve X
Student agrees to work on X
You decide to accept the behaviour
Student is reassigned
Decision Point
EDUCATION & FOLLOW UPLook at the Learning Cycle again
What does the student need to move forward?
Ask for help from me or your department
Refer the student
REACH OUT
Where do your feelings go when you set them aside to work with the student?
What is your support system for dealing with anger and tension?
??
When do you contact the university?
THANK YOUNext Session
Jan 17 and 24 th TIPS
6-10PM