2. Please consider the following:
Learning Activity and Reflection: What can you
learn from the behaviourists to assist you in
teaching in clinical practice?
Learning Activity and Reflection: What can you
learn from the cognitivists to assist you in teaching
in clinical practice?
Learning Activity and Reflection: What can you
learn from the humanists to assist you in teaching in
clinical practice?
3. Behaviourism
Classical conditioning – Pavlov and Watson showed
us how to change an unconditional response to a
conditional response.
What value is this to us?
4. Operant Conditioning
Skinner’s Box.
Random behaviour becomes focused dependent on
the provision of a positive re-inforcement which
increases probability of recurrence.
Ornegativere-inforcement which increases the
probability of the behaviour that precedes the
negative re-inforcement.
5. So what then do you
understand by the terms
Punishment
Omission of re-inforcement
6. And the correct answers are...
Punishment is where an unpleasant stimulus occurs
after the response. Punishment decreases the
probability of occurrence of the response that
precedes it.
Omission of re-inforcement is where the absence of
re-inforcement will lead to extinction of the
response.
7. Implications for Teaching and Learning
Behavioural objectives
Linear teaching programmes (chaining)
Branching teaching programmes (computer assisted
learning)
Mastery Learning
8. Behaviourism –
some points for reflection
Sub skill 1
Sub skill 2
Sub skill 3
Sub skills are chained together in Linear fashion
9. Classical vs operant
Classical conditioning – limited usefulness
Operant conditioning – quite influential in teaching.
Variable response re-inforcement most useful
Ignoring negative behaviour leads to extinction of
that behaviour
10. Social or Observational Learning
Also called Vicarious Learning – learning by
observing others. (ie Modelling)
Wide range of applications, perhaps most especially
for the 1st year student
Giving senior students responsibility will enhance
their desire to act as a role model to juniors
12. 2 Types of Memory
Short term memory (working memory)
Long term memory
13. Short term memory
Lasts seconds – minutes
To encode, we must ATTEND to it.
This is a selective process.
How do you remember a new phone number?
Visually
Acoustically
Semantically
19. Displacement occurs when…
Trying to learn too much. We usually forget the first
numbers but remember the last numbers.
So, how can we boost our STM retention?
By re-grouping (also called Chunking) sequences of
letters/digits into units that can be found in LTM
20. What interferes with retention?
Decay Theory – lost due to lack of rehearsal
Repression Theory – Forgotten your dental
appointment?! Wonder why??
Interference Theory – info becomes confused
21. Long Term Memory
From STM, info is either displaced or rehearsed before
transfer to LTM
LTM–lasts for minutes and up to a lifetime
Encoding in LTM - neither visual or acoustic. Requires
meaning. More striking when used in sentences
22. Making meaningful connections
Often the items we have to remember are
meaningful, but the connections are not. Here,
memory can be improved by creating links between
items.
EGBDF
On old Olympus....
23. Storage and Retrieval
In LTM, these 2 aspects are considered together.
We need to
Pay attention
Take in meaning
Be responsive to cues in the environment
24. Organisation of info is aided by sleep!
Exam
Material
New
Material
Exam
Exam
Material
ExamSleep
Z
Z
Z
✔
✗
25. Forgetting!
Pro-active inhibition –
old info interferes with new info
Retro-active inhibition –
new info interferes with old info
Other means of forgetting -
Emotional; Loss in STM; Decay in LTM; Repression;
Altered conditions of recall; Physical damage
26. Improving Memory!
Use of mental imagery
Self recitation during study
Over learning
Organisational schemes
27. Important Factors associated
with Successful Learning
Methods of presentation of material
Knowledge of progress and results
Distribution of practice
Study and Learning methods used by the learner
28. Implications for the Teacher
Relevance of info
Don’t give too much unfamiliar info
Motivation
Boredom/fatigue
Overlearning
Rehearsal and repetition
Organisation and content
29. Humanism – some thoughts for reflection
This perspective involves looking at the whole
person in terms of their feelings, attitudes and
values
Self direction, empowerment and autonomy are
strong concepts
Maslow (1971) – self actualisation;
Rogers (1983) – Freedom to Learn
Facilitator vs Teacher
30. Implications for teaching / learning
Rogers’ 10 principles of learning
Arouse curiosity; present problems or challenges;
Learning contracts
Psychologically safe learning environment
Mutual respect; participation expected
Expression of feelings and values crucial
Self evaluation rather than external feedback
31. The 3 Approaches to Teaching & Learning
Find out what is right for your student
Find out what works for you
Pick up on cues from the student
Be conscious of your environment
Be alert to uncontrollable variables
Consider your presentation style
Get feedback as well as self evaluation