On learning ghp15 cmg

01/05/2023Cormac McGrath Unit for Medical Education (CME)

Is teaching an art or a science? What are your experiences Good/bad

Is motivation a prerequisite of result of teaching?


Om lärande

Lärande påverkas av känslor (den affektiva domänen) Lärande påverkas av kunskaps-(teoretisk) utveckling Lärande begränsas av föreställningar om lärande Lärande begränsas av studieteknik Lärande är kontextuell Studenter lär sig om de har motivation (inre & yttre) och tydliga

och höga prestationsmål Studenter lär sig genom att göra, företrädesvis genom att länka

teori och praktik i en cyklisk process Studenter kommer sannolikt att föredra olika inlärningsstilar Studenter lär sig genom att konstruera mening Återkoppling är starkast korrelerat till lärande


But, first things first…


Discuss different types of knowledge ToK Identify a Teaching occasion/pedagogical encounter involving

ToK Discuss misconceptions in relation to ToK Discuss and reflect upon deep/surface approaches to learning Reflect on how this can make sense to your practice.

On Learning, knowledge and understanding

Cormac McGrath

Unit for Medical Education (UME))Institutionen LIME


What is learning?

What is knowledge? What is Learning? What is

understanding?

Knowledge & Understanding

All Boys Should Come Home Please

Johnny was a chemist’s son, but Johnny is no more, for what he thought was H20 was H2SO4.

Mums Very Early Morning Jam Sandwiches Usually Nauseate People

Old People From Texas Eat Spiders

”Understanding is the interconnection of lots of disparate things – the way it all hangs together. The feeling that you understand how the whole thing is connected up – you can make sense of it internally… It is as though one’s mind has finally ’locked’ in to the pattern… If you really understand something, why it works, and what the idea is behind it, you cannot not understand it afterwards – you cannot ’de-understand’ it!”

01/05/2023Cormac McGrath Unit for Medical Education (CME) 1 maj 2023


Learning is complex

”Right now, well its not so much about understanding, more like terms and concepts”

(student)


Types of knowledge

Episteme: Knowledge and understanding

Techné: Application of Skills

Phronesis: Attitudes/Ability to make appropriate judgements

Knowledge of laws, parts of a weapon, theory of weaponry/knowledge of cardio vascular diseases

Ability to shoot/Ability to perform diagnosis

Ability to make appropriate judgements on when to shoot/ ability to choose appropriate treatment for each individual patient

Types of knowledge

Knowledge and understanding

Application of Skills

Attitudes/Ability to make appropriate judgements


Cormac McGrath Unit for Medical Education (CME) 01/05/2023

Students’ knowledge develops

(Perry, 1970, Elmgren & Henriksson, 2010, s74-79)

KnowledgeRight/wrong

Knowledgerelative

Making judgements


Student DevelopmentIntegrated thinking Constructed knowing

Relativistic thinking Contextual knowing

Multiplistic thinking Independent and subjective knowing

Dualistic thinking Absolute and received knowledge

Perry (1970); Belenky, Clinchy, Goldberger & Tarule (1986); Baxter Magolda (1992)


Reflection: Moving away from the grand theory. Why does a bun cost 15 kr?


Retention research

15222936435057 15 22 29 36 43 50 57 Comprehensive theory

of learning


Research on Student learning

Researchers at Gothenburg University (Ference Marton et al) 70s

Interested in studying how people act differently in relation

Written text How they approached the task

(Marton mfl, 1977)


Phenomenographic Research

Understanding Learning from the students’ perspective

How they approach a taskWhat and how they understandWhy some understand better than others?

(Marton & Booth, 2000)

Different degrees of understanding


Understanding – meaningful learning

Integration = to assimilate new knowledge with existing

It’s about Learning in a context Looking for synthesis; different areas old and

new Develop a sense of wholeness

(interconnectedness) (Ausubel mfl, 1978)


Understand content in a qualitatively different way

Students (Economics):Why does a bun cost 15 kr?

Price is decided by supply and demand Price represents the bun’s actual value

(Marton mfl, 1977)

http://images.google.se/imgres?imgurl=http://cinasdagar.files.wordpress.com/2009/01/kanelbulle.jpg&imgrefurl=http://cinasdagar.wordpress.com/2009/01/22/bekannelse/&usg=__VIwdGuwM-GAEQb4StlJbHYp0CQU=&h=230&w=385&sz=24&hl=sv&start=13&um=1&tbnid=ZoXAgn0Gq9Jx0M:&tbnh=73&tbnw=123&prev=/images?q=kanelbulle&hl=sv&sa=N&um=1


Understand content in a qualitatively different way

Students (biology):Why does giraffes have long necks?

They stretch their necks to eat and therefore they become longer (Lamarckian perspective)

Giraffes long necks are due to advantages derived from evolutionary process (Darwinian perspective)


Approaches to Learning

Deep Approach Learning for

understanding, not just isolated facts;

Relating new knowledge to existing knowledge;

Questioning of conclusions;

Intrinsic motivation.

Surface Approach Memorizing facts

without seeking meaning,

Following routine; Accepting conclusions

without questioning; Extrinsic motivation.


An example:

” To pass an exam it is really important to use the notes from the lectures, because that is probably what the exam is gonna test, if you have been to the lecture. So if you can memorise that, and also the parts of the book that you have been directed to, then you are most likely getting a ’pass’.”

” Well, I usually try to make my own notes and write summaries on what I have read. Also, me and a peer student often study together, and we try to explain passages that are difficult to each other. That usually works for me, anyway. And for my friend too, since none of us have failed so far!”


Qualitative differences in learning

Approaches to learning are influenced by: Intention (remember-understand) What will be learned (content) Context


People must be active and themselves construct their knowledge to develop a

deeper understanding of the world

Jean Piaget, Lev VygotskijEarly 1900s


Reflection

What does the surface/deep distinction mean/suggest to you?


What influences teaching strategies?

Teaching strategy

IntentionsWhat do I want the students to learn?

Focus on teacher’s practice?

Focus on student learning?

What do students need to do to learn?What can I do to facilitate learning?

(Trigwell & Prosser, 1996)


What influences students’ learning strategies?Notion on knowledge and learning

Learning strategies

Experience as student

Motives and goals

IntentionsWhat do I wish To learn?

Curriculum

(Ramsden, 2003; Biggs, 2003)


What influences students’ learning strategies?

Learning-strategyIntentions

What do IWish to learn?

Focus on passing exams

Focus on understanding?

Deep approach associated to higher degree of understandingand qualitative learning.

Surface approach

Deep approach

(Ramsden, 2003; Biggs, 2003, Marton & Booth, 2000)


Teacher instructsKnowledge creation – acquire new information

Learning- to store and recall information

Knowledge is objective – can be transferred

Teacher’s role is the converyor of knowledge

Teaching is teacher centred

(Ramsden, 2003)


student constructsKnowledge is constructed and subjective

Demands that the students is active

Relates new knowledge to existing

Learning is a process that move towards understanding

Teacher is a faciltator

(Ramsden, 2003)


Teachers’ approach influences the students’ approach!

Teachers with an instructive point of departure/perspective influence students to surface approaches

Teachers with a constructivist point of departure/perspective influence students to deep approaches

(Trigwell et al 1999)


Muddiest point


Summary

We can control and influence certain features of the students learning experience, but only certain. How can you influence your students learning and facilitate their learning?

Cormac McGrath Unit for Medical Education (CME) 01/05/2023

Quantitative and qualitative changes in knowledge

Quantitativeaccumulation of facts

Qualitative In-depth integration of knowledge

Cormac McGrath Unit for Medical Education (CME)

Reflection…

Return to the TO you described on day one:

What kinds of knowledge are relevant for you?What do you know about your students’ pre-knowledge?What do you know about your students’ perceptions on what is to be learned?

01/05/2023


Summary

Discuss different types of knowledge ToK Identify a Teaching occasion/pedagogical encounter involving

ToK Discuss misconceptions in relation to ToK Discuss and reflect upon deep/surface approaches to learning Reflect on how this can make sense to your practice.


Summary

Looking ahead Identify a Teaching occasion/pedagogical encounter involving

ToK Discuss and reflect upon deep/surface approaches to learning

and how this may be relevant to your teaching

Cormac McGrath Unit for Medical Education (CME) 01/05/20231 maj 2023 39

ReferenserAusubel, D P, Novak, J D & Hanesian, H. (1978) Educational psychology: A

cognitive view. 2nd edition. New York: Holt, Rinehart, and Winston.Entwistle, N (Ed) (2009) Teaching for Understanding at University,

PalgraveMacMillan, Entwistle, N & Entwistle, D (2003) Preparing for Examinations: The interplay

of memorising and understanding, and the development of knowledge objects, Higher Education Research & Development, 22:19-41.

Hedin, A & Svensson, L (1997) Nycklar till kunskap: om motivation, handling och förståelse i vuxenutbildning. Studentlitteratur, Lund.

Marton, F & Booth, S (2000) Om lärande, Studentlitteratur, Lund.Marton, F mfl (1977) Inlärning och omvärldsuppfattning, Stockholm, Norstedts

Akademiska Förlag.Marton, F mfl (1986) Hur vi lär, Stockholm, Rabén & Sjögren.Marton, F & Pang, M F (2006) On som necessary conditions of learning,

Journal of the Learning Sciences, 15:193-220.

Cormac McGrath Unit for Medical Education (CME) 01/05/20231 maj 2023 40

ReferenserMeyer,J & Land, R (2006) Treshold concepts and troublesome knowledge: An

introduction, In: Overcoming Barriers to Student Understanding, Abingdon, Routledge. Pp 3-18.

Nickerson, R (1985) Understanding understanding, American Journal of Education, 93:201-239.

Perkins, D (1999) The many faces of constructivism, Educational Leadership, 57:6-11.

Pettersen, R (2008) Kvalitetslärande i högre utbildning, Studentlitteratur, Lund.

Turner, J & Paris, S (1995) How literacy tasks influence children’s motivation for literacy. The Reading Teacher, 48:662-673.

Weurlander, M, Masiello, I., Söderberg, M. & Wernerson, A. (2009) Meaningful learning: students’ perceptions of a new form of case seminar in pathology. Medical Teacher 31 (6):e248-e253.

Weurlander, M., Söderberg, M, Scheja, M., Hult, H. & Wernerson, A. (2011) Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment and Evaluation in Higher Education. iFirst