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Learning Styles Dr Robin Douglas. Gibb’s Reflective Cycle Gibbs identified a series of 6 steps to aid reflective practice, these elements make up a.

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Presentation on theme: "Learning Styles Dr Robin Douglas. Gibb’s Reflective Cycle Gibbs identified a series of 6 steps to aid reflective practice, these elements make up a."— Presentation transcript:

1 Learning Styles Dr Robin Douglas

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3 Gibb’s Reflective Cycle Gibbs identified a series of 6 steps to aid reflective practice, these elements make up a cycle that can be applied over and over. Description - what happened? Feelings - what were you thinking and feeling? Evaluation - what was good and bad about the experience? Analysis - what sense can you make of the situation? Conclusion - what else could you have done? Action plan - what will you do next time? Unlike many other models Gibbs takes in to account the realm of feelings and emotions which played a part in a particular event.

4 Description What happened? Conclusion What else could you have done? Action plan What would you do next time? Analysis What sense can you make of things? Evaluation What was good or bad? Feelings What were you thinking and feeling?

5 What are the consequences or implications of what happened in the consultation? 1.For you 2.For the patient 3.For the practice 4.For others What helped you make decisions or develop shared management plans? For example research papers, editorials, guidelines, speaking to colleagues or the views of the patient. What would you do differently next time 1.If you were to perform this consultation again from the start 2.If a different patient with a similar problem saw you Scaling the Heights Group

6 Perceived Needs These are in the two left boxes. The façade is explored by disclosure from the trainee and the trainer can encourage this by creating an open and honest training environment. So for example the trainer shares their own difficulties with the trainee and demonstrates reflective practice. Also there is active audit and significant event analysis. The trainee identifies needs through self rating scales or PEP for example and engages with active reflection in the e- portfolio Known to self Unknown to self Unperceived Needs These are in the two right boxes. The Blind Spots box contains the area that the Trainer traditionally opens by giving constructive feedback. The evidence now mainly comes from the WPBA tools. The Unknown box, however, gets opened up by joint exploration between Trainer and GPR. It is helped by the trainer’s ability to ask telling questions and a curiosity and interest in the trainee’s development. OPEN ARENA - by definition, doesn’t need exploring BLIND SPOTS - explored by feedback Unknown to others FAÇADE - explored by disclosure HIDDEN - revealed by joint exploration Johari’s window

7 Honey & Mumford Learning styles, in common with any other style, have in themselves been learned as people repeated strategies and tactics that were found to be successful and discontinued those that were not. In this way preferences for certain behavior patterns develop and become habitual. These styles tend to be strengthened as people gravitate towards careers that are compatible with their preferred modus operandi. Here are paragraphs describing four learning styles. Activists Activists involve themselves fully and without bias in new experiences. They enjoy the here and now and are happy to be dominated by immediate experiences. They are open-minded, not skeptical, and this tends to make them enthusiastic about anything new. Their philosophy is: "I'll try anything once". They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so, they seek to centre all activities around themselves.

8 Reflectors Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant, unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others' observations as well as their own. Theorists Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step by step, logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesize. They are keen on basic assumptions, principles, theories, models and systems ;thinking. Their philosophy prizes rationality and logic. "If it's logical it's good". Questions they frequently ask are; "Does it make sense?" "How does this fit with that?" "What are the basic assumptions?" They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their 'mental set' and they rigidly reject anything that doesn't fit with it. They prefer to maximize certainty and feel uncomfortable with subjective judgments, lateral thinking and anything flippant.

9 Pragmatists Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from management courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities 'as a challenge'. Their philosophy is: "There is always a better way" and "If it works it's good". Each style 'connects' with a stage on the continuous learning cycle of Kolb. People with Activist preferences, with their 'I'll try anything once' approach, are well equipped for Experiencing. People with Reflector preferences, with their predilection for mulling over data, are well equipped for Reviewing People with Theorist preferences, with their need to tidy up and have answers', are well equipped for Concluding. Finally, people with Pragmatist preferences, with their liking for things practical, are well equipped for Planning.

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11 Maslow’s hierarchy

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15 Gelat Model

16 Useful websites


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