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Creating life long learners

Creating life long learners. David Taylor School of Medical Education Liverpool University. Who thinks they are life long learners?. What made you one? a person an experience. Piaget. Intelligence is knowing what to do even when you don't know the rules. Dreyfus (Berkley).

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Creating life long learners

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  1. Creating life long learners David Taylor School of Medical Education Liverpool University

  2. Who thinks they are life long learners? What made you one? a person an experience

  3. Piaget • Intelligence is knowing what to do even when you don't know the rules

  4. Dreyfus (Berkley) • need to learn to learn • a university is a community of learners • “Mood in the Room”

  5. Learning Styles • Everyone has their own preferred learning style • But they can only find it by experience • It follows that we need to provide our students with as many different learning experiences as possible.

  6. Dewey (1933) • Reflection is… • A purposeful form of thought provoked in learners when they recognize that their understanding is incomplete.

  7. Walker • Narratives destabilise comfortable worlds and offer the possibility of empathetically understanding other lives • Grateful thanks to Lindsey Nicholls who spoke at the SAAHE conference in UWC May 2006

  8. Reflection vs reflexion • Reflection = mirror • Inner resonance • Reflexion = window • think about • To be reflexive = a capacity to doubt oneself

  9. Bateson’s hierarchy of learning • Level 0 habit • Level 1 trial and error • Level 2 self fulfilling prophesy • Level 3 responsibility • For your blind spots

  10. What is a reflective learner?

  11. In order to reflect • 3 things are needed • something to reflect on • reflection time & modelling • motivation • Albanese,2006,Medical Education 40;288-290

  12. something to reflect on • Big picture • Boundaries of knowledge

  13. Vygotsky (c. 1928) • Zone of proximal development ZPD A B

  14. reflection time & modelling • Time • Role model

  15. motivation • intrinsic is not always enough • (Liverpool, Manchester vs. Cardiff...) • Not a surprise - tendency towards strategic learning

  16. How to encourage • Journals & or small groups are neither necessary nor sufficient • The single biggest influence on me was my biology teacher at school who used to ask me how I got to the answer.

  17. My two main questions as a PBL-facilitator • 1) what is the evidence for that? • 2) show us your working

  18. Student needs • Dedication • Self reliance • Hard work • Time • Attention to detail • A role model

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