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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com 1 Introduction on Learning Pathology at the SOU Course Western.

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Presentation on theme: "© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com 1 Introduction on Learning Pathology at the SOU Course Western."— Presentation transcript:

1 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 1 Introduction on Learning Pathology at the SOU Course Western Medicine 2 © 2012, Toine Korthout

2 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 2 Toine Korthout M.D. acupuncturist teacher

3 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 3 program Aim of this introduction Learning Learning process Learning styles Feedback Personal Development Plan

4 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 4 aim of this introduction Tuning in at learning (again) This course WM2 requires a lot of study work Students don’t study and learn all in the same way This presentation aims to help you discover ways to optimalize your personal learning or make it easier

5 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 5 learning cognition knowing things skill Being able to do things

6 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 6 learning Reminding: 10% by hearing 35% by seeing 55% by hearing and seeing 70% by saying it yourself 90% by saying and doing it yourself

7 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 7 learning That’s why classes pathology offer plenty opportunity … to tell what you actually already know to tell what you have studied to tell what you do

8 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 8 learning Learning isn’t something for once only Learning is linking new knowlegde and skills to previously achieved knowledge and skills Learning is a continuous process

9 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 9 learning process do, experience, act, try out, searching for information (I do and see what happens / how it’s going) watch, analyse, observe how things are/were going (What do I see?) think, theorize, build concepts (How do things work?) check, implement concepts and theories, experiment actively (How would things be/go if …?)

10 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 10 learning process do, experience, act, try out, searching for information (I do and see what happens / how it’s going) watch, analyse, observe how things are/were going (What do I see?) think, theorize, build concepts (How do things work?) check, implement concepts and theories, experiment actively (How would things be/go if …?)

11 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 11 learning process do watch think check One can enter the cycle at any average step One may have a preference to one of these four steps of the learning process

12 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 12 learning process As a student you may feel familiar with such a preference The preference is often the step at which you tend to enter the learning cycle: doer? watcher? thinker? checker?

13 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 13 learning styles Doer: “What is the next step?” “I just DO, and see where I get.” Meaningfull words: motion renewal freedom do honesty action

14 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 14 learning styles watcher: “How do I look at this?” “What have I seen? What do I actually already know?” Meaningfull words: time experience share balance meaning contemplation to process

15 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 15 learning styles Thinker: “What’s yet another view, approach?” “Which other ways are there for me to get familiar with this?” Meaningfull words: values overview clarity vision concepts perspectives

16 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 16 learning styles checker: “What do we want to reach?” “What is it that I want to learn, to know, to be able to do?” Meaningfull words: background strategy of the context plan map system schedule pattern

17 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 17 learning styles What is your predominant learning style? Mabe you already recognized it … With which one do you already feel familiar or safe? This test may help you to discover your predominant learning style: engl dutch

18 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 18 learning styles Your predominant learning style On the basis of your (predominant) learning style you can determine your stronger and weaker points at learning/studying. You can take this into account at your study in this course.

19 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 19 learning styles Doer The Doer’s force is in ‘doing’. His actions are goal-orientated, he can get along well with people and wants to achieve concrete results. A Doer likes to get involved into a process and likes to work out plans practically. In doing so, he orientates on information from other persons, rather than on own analytic capacities. He is capable to adapt easily to specific and concrete situations.

20 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 20 learning styles Optimal learning circumstances of a Doer: Challengeing and exciting situations that demand choices A lot of change in type of tasks Opportunity for humour, pleasure and relaxation Feedback on own actions Atmosphere and contact are important Mandate and freedom to quick reactions

21 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 21 learning styles The Doer’s power Serious worker Ready to action Enthousiasmising The Doer’s pitfalls Does not get to implementation Taking the wrong path Overdue into action, ‘missing the train’

22 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 22 learning styles Tips for the Doer: Get yourself clear targets and go purposely to work Follow the path (yours and teacher’s) of subjects to be studied Before you get into action: ask yourself wether it is a main or a side issue. In any action: stand still a moment and decide wether you’re doing what really has to be done. Try to achieve implementation

23 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 23 learning styles Tips for a Doer for functioning well at classes, especially in co-operation with other students: Participate actively in discussions Act actively in praktical tasks Draw, write and give practical presentations Produce a schedule together with a Checker

24 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 24 learning styles Watcher A Watcher emphasizes concrete experiences and has a big imaginative power His strength is the imagination and phantasy to observe from several points of view and to relate easily between different observations. Watchers often are creative persons, who also need time and space to create ideas.

25 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 25 learning styles Optimal learning circumstances of a Watcher: Opportunity to express experiences and feelings Time to process experiences Opportunities to get familiar to the group and to exchange thoughts Confrontation with various views and visions Safe approach Visual presentation of the subjects to be studied

26 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 26 learning styles The Watcher’s power Stand still Ease and quiescence Safe Creative Accurate Reflective The Watcher’s pitfalls Doesn’t get to action Cannot get started Sticks to introspection Own frame of reference is too strong

27 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 27 learning styles Tips for a Watcher: Deal with the subjects to be studied in a creative way Look for pictures, video’s etc related to the subjects Try to imagine how subjects studied are Dare to begin with a new subject Dare to let loose your own vision at the subject Dare to watch outside your well known frames Dare just to start a (new) subject and to come into action

28 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 28 learning styles Tips for a Watcher for functioning well at classes, especially in co-operation with other students: Observe other students and tell them what you see Observe the teacher Be alert at visual presentations Look for pictures that describe the subject, or mention it as a metaphore

29 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 29 learning styles Thinker A Thinker emphasizes in logical coherence among matter. He wants do deal with building concepts and his biggest power is making theoretical models. Logics, punctuality and thinking in clear abstract concepts predominates. Thinkers try to argue towards reality from theoretical models.

30 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 30 learning styles Optimal learning circumstances of a Thinker: Clear goals and program Oportunity to ask for the background Confrontation with complex problems (considered to be challenging) Order and tranquility Time to deal oneself with the study subjects and placing them in their own frames

31 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 31 learning styles The Thinker’s power Wide scope Arguing Conceptualise Overview The Thinker’s pitfalls Can not decide Sees too many objections Sticks in details

32 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 32 learning styles Tips for a Thinker: Take your time for subjects to be studied Put study subjects in a frame, a model, and search for its logics Try to find the theory behind practice Dare to question about the backgrounds In case you don’t advance well, return a moment to the program, the list of tasks etc. Dare to take some distance in order to get overview rather than seeing too many details

33 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 33 learning styles Tips for a Watcher for functioning well at classes, especially in co-operation with other students: Argue what you have seen in other students and what they made you aware of Try to clarify things you get into Share this all with others in headwords

34 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 34 learning styles Checker The Checker’s goal is to get to solutions and to technological application of concepts, models and theories. He likes to face problems that need just one correct solution. His prefered procedure is goal centered and methodical.

35 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 35 learning styles Optimal learning circumstances of a Checker: A clear line in matter to be studied Oportunity to draw his own practical conclusions Clear relation between subjects to be studied and own practice Techniques and advises to solve problems independently Competent teachers (who can do themselves what they teach)

36 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 36 learning styles The Checker’s power Making and keeping the speed Achieves results Realises motion Summarize and ticking off The Checker’s pitfalls Exclusively targeted at result Panic in case of lack of structure Rigidity in own patterns

37 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 37 learning styles Tips for a Checker: Look for the mainstream in subjects you study Make summaries Tick off what you have finished Make a schedule of work to do Ask for structure in case things are not clear enough for you Dare to try ‘to think out of the box’, but try also to recognize the pattern in yet unknown fields

38 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 38 learning styles Tips for a Checker for functioning well at classes, especially in co-operation with other students: First mention how you would like to deal with things Mention the structure and coherence you recognize Support the group with logical sequences etc. Summarize the contribution of others Write down a summary together with a Thinker

39 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 39 feedback

40 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 40 feedback Feedback has several functions, such as: It may help others to proceed It may help to bring yourself and others readjustment and order It may help to let off steam It may help low point processes to get into motion again All of this among students, but also between teacher and students (and in reverse)

41 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 41 feedback At several moments ‘at pathology class’ you wil co-operate with in some way with fellow students: Several settings of group work Doing your presentation Attending to someone else’s presentation

42 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 42 feedback Feedback can be given at evaluation moments at moments where feedback is logically asked for explicitly at moments where there is need for feedback in that case especially to help along yourself or others

43 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 43 feedback Playrules of feedback Any feedback is given in this way: I.I’ve seen/heared you doing [xxx] II.That had this effect on me: [yyy] / It provoked [yyy] in me III.It would have helped me a lot / you helped me a lot by [zzz] Nothing more and nothing less than that!! The one who gets feedback reacts with nothing but “Thank you”.

44 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 44 personal development plan The SOU course WM2 has targets to be achieved The teacher offers education in a variety of subjects and tasks The student gradually grows in knowledge and skills, following the curriculum The student is the director and manager of his own development, based upon the education offered

45 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 45 personal development plan Getting hold on your own development by using a personal development plan (PDP) : 1.What do I want to achieve / to be able to do [competence]? 2.Where am I right now [actual situation]? 3.What is needed to achieve what I want [subjects to be learnt]? 4.What, how, where and when am I going to do that [actions and their program]?

46 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 46 personal development plan Try to build your personal development step by step Small steps keep your development accessible and do-able. For that reason: ‘stay close to home’ and formulate your subjects to be learnt ‘smart’ …

47 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 47 personal development plan Formulate your subjects to be studied as much as possible SMART: Specific Know what you want to achieve Mesureable Will your reality have been changed after reaching the goal? Acceptable Let the goal be attractive and challenging to you Realistic Make sure that the goal is really faesible Time related Make sure that there is a realistic time table, without an open end

48 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 48 personal development plan You can use the four steps mentioned for a range of steps in your development Write every step with 4 substeps on a sheet of paper or in a document Create a folder in which you gather your personal development plan, by adding all your seperate steps

49 © A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – 49 sources Website Vergouwen Overduin about learning styles: uzelf/test-leerstijlenhttp://www.vergouwenoverduin.nl/test- uzelf/test-leerstijlen Honing M, Zwartkruis M. Pedagogisch- didactische bekwaamheid voor docenten in het HBO. 2011, Nijmegen, Interstudie NDO


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