WORKING WITH DIFFICULT LEARNING SITUATIONS

Deirdre Bonnycastle

Clinical Teaching Development

College of Medicine

December 2012

OBJECTIVESUpon completion of this session, you will be able to:

1. Reflect on your feelings

2. Diagnose a student’s learning needs

3. Manage difficult learning.

REFLECT ON YOUR FEELINGS

What type of student really makes teaching worthwhile?

REFLECT ON YOUR FEELINGS

What type of student really annoys/clashes with you?

REFLECT ON YOUR FEELINGS

What type of student do you have no idea how to work with?

DIAGNOSE

DIAGNOSE

MANAGE NOT TAUGHT

Teach It

Learn It

Self Directed Illness Script

http://medicaleducation.wetpaint.com/page/Self+Directed+Learning

http://medicaleducation.wetpaint.com/page/Illness+Patterns

DIAGNOSE

Lack of Knowledge

Not

Understood

Attention

Issue

LanguageIssue

LearningIssue

MANAGE NOT UNDERSTOOD Language

Tutor College of Medicine Apps ?

Attention Motivation/Relevance Learning Style ?

Learning Learning Style Learning Disability

Self Reflection

1. What Is a Bottleneck to Learning in This Class?

2. How Does an Expert Do These Things?3. How Can These Tasks Be Explicitly Modeled?4. How Will Students Practice These Skills and

Get Feedback?5. What Will Motivate the Students?6. How Well Are Students Mastering These

Learning Tasks?7. How Can the Resulting Knowledge About

Learning Be Shared?

-Decoding the Disciplines: A Model for Helping Students

Learn Disciplinary Ways of Thinking

2004

Break

Threw it on the ground

http://youtu.be/melDW18wCs0

DIAGNOSE

Clash

Awareness

LearningPractice

Challenge Awareness

DIAGNOSE

MANAGE CLASHESCALMER Technique

C atalyst for ChangeA lter ThoughtsL istenM ake an agreementE ducation & followupR each out

Based on work of Pomm, Pomm and Shahady 2004

CATALYST FOR CHANGEIs this situation a danger to patients, staff

or myself?

Where is the student generally on the Learning Cycle?

What part of this situation do I have control over?

Who else might I bring in to help?

ALTER THOUGHTS How does this student make me feel?

Are my feelings about this situation getting in the way of solving it?

Am I taking the student’s behaviour personally?

How might I change my feelings in order to be more effective in teaching this student?

LISTEN THEN DIAGNOSE Beware Assumptions

Ask student what they think they are doing well

Ask student what areas they are concerned about

MAKE AN AGREEMENT Share your feedback with the student

Ask the student what might be done to improve X

Student agrees to work on X

You decide to accept the behaviour

Student is reassigned

Decision Point

EDUCATION & FOLLOW UPLook at the Learning Cycle again

What does the student need to move forward?

Ask for help from me or your department

Refer the student

REACH OUT

Where do your feelings go when you set them aside to work with the student?

What is your support system for dealing with anger and tension?

??

When do you contact the university?

THANK YOUNext Session

Jan 17 and 24 th TIPS

6-10PM