Sandra Banas MST PA-C

 At the conclusion of this session, the audience will be able to: ◦ Explain the significance of student learning styles ◦ Explain the significance of faculty teaching styles ◦ Describe how the two converge to achieve effective learning ◦ Describe Educator Role Profile ◦ Apply Educator Role Profile to teaching strategies in PA education

 Manner in which learners:  Preferred learning style ◦ Most effective and efficient strategies to achieve learning PerceiveProcessStoreRetrieve

GeneticsLife ExperiencesEnvironmental Demands

Educational Philosophy Institutional Requirements

Effective Performance Deeper Understanding Learner Experience & Interest Subject Matter Requirements

Achieving a Balance

Teaching StyleLearning Style

Teaching Style

 “Grasp & Transform Experience” Grasp Experience FeelingThinking Transform Experience ObservingDoing

The_Four_Steps_in_Kolb_Cycle.svg.png

Abstract Conceptualization (AC) Concrete Experience (CE) Active Experimentation (AE) Reflective Observation (RO) “Learn by …..” ThinkingFeelingDoingObserving “Learn through use of….” Logic, Concept, Ideas Life experiences Taking action & making decisions Observation, seeing, listening “My approach to learning is….” Scientific & systematic Artistic, holistic, consider personal values Practical application to obtain real results, actively influence people to change situations Reflective approach to problems, emphasize reflection & understanding Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):

 Cost $35  10 questions  Each question has 4 responses  Responses ranked by respondent from 1-4 ◦ In order of increasing preference

 Kolb created learning style grid based on results of inventory %C3%B6bius_transformation.svg/256px-Conformal_grid_before_M%C3%B6bius_transformation.svg.png AE CE RO AC Accommodating / Feeling & Doing Diverging / Feeling & Observing Converging / Thinking & Doing Assimilating / Thinking & Observing

DivergingAssimilatingConvergingAccommodating “I learn best by…..” Feeling & observing Thinking & observing Thinking & doing Feeling & doing “I perceive information by….” CEAC CE “I process information by…..” RO AE Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):

ERP

 Tool used to assess one’s preferred approach to educating others  Determinants: PersonalityLearning StyleEducational PhilosophyExperienceContent

 Free online questionnaire  30 items  Formatted in forced-choice paired comparison  Each comparison item corresponds to 1 of the 4 educator roles ◦ Coach, facilitator, expert, evaluator  Scores in each category totaled ◦ Total score 0 to 15 for each category 

BeliefGoalsStylePractice Educator Role “Learning occurs best when….” “My students develop….” “As a teacher, I prefer to be….” “Instructional forms I often use include….” Facilitator It begins with learners experience Empathy & understanding of others Creative, warm, reaffirming Class discussion, journals, personal stories Expert New concepts are integrated into existing mental framework Analytic and conceptual abilities Logical, authoritative Lectures, readings, written assignments Evaluator Clear standards and feedback are provided Problem solving skills Structured, outcome- oriented, objective Laboratories, Skills assessment Coach It takes place in real context Ability to work productively with others Applied, collaborative, risk-taking Field projects, role plays, simulations Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):222,Table 1.

Teaching RolesInstructional TechniquesLearning Styles Facilitator Journals, group discussion, brain storming, personal examples Experiencing, reflecting Expert Lectures, readings, assignmentsReflecting, analyzing, thinking Evaluator Laboratories, case studies, simulations, graded assignments Thinking, deciding, acting Coach Field work, site visits, applied projects, practicum experiences Acting, initiating, experiencing Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):227,Table 4.

Concrete Experience Feeling Reflective Observation Watching Abstract Conceptualization Thinking Active Experimentation Doing Diverging (Feeling & Watching) CE/RO Accommodating (Feeling & Doing) CE/AE Converging (Thinking & Doing) AC/CE Assimilating (Thinking & Watching) AC/RO Coach Evaluator Facilitator Subject Expert

Student Learning Styles Explore Integrate Teaching Style Identify Preferred Style Explore All Styles Match Styles Dynamic Process Align Teaching Style with Learning Style

Connect with LearnerPersonalized FeedbackWork One-on-One With Learners

Learner’s Experience Important Learner’s Thoughts & Feelings Important Create Feeling of Safety Encourage Group Discussion

Make Connections - New & Old MaterialEncourage Analytical Skills Deliver Content in Clear & Organized Manner

Set Specific Objectives & Performance Standards Develop Problem Solving Skills Communicate Clear Standards for Evaluation Measure Performance Against Established Criteria Provide Performance Feedback

 Students have preferred learning styles  Educators have preferred teaching styles  Ideal outcome is a balance between two ◦ All students engaged and learning to their potential ◦ Educators utilizing skills & experience to reach learners  Bridging faculty teaching style with student learning styles may improve learner outcomes

 Kharb P, Prajna PS, Manisha J, Vishram S. The learning styles and the preferred teaching-learning strategies of first-year medical students. J Clin and Diagn Res. 2013; 7(6):  Kolb AY, Kolb DA, Passarelli A, Sharma G. On becoming an experiential educator: the Educator Role Profile. Simulat Gaming. 2014; 45(2):  Naime Z, Siraj S, Piaw CY, Shagholi R, Abuzaid RA. Do you think your match is made in heaven? Teaching styles/learning styles match and mismatch revisited. Procedia Soc. Behav. Sci. 2010; 2(2):  Naime Z, Siraj S, Abuzaid RA, Shagholi R. Did you cook your lesson based on the right recipe? Procedia Soc. Behav. Sci. 2010; 2(2):