Understanding the Learning Process - Assignment Example

Understanding the Learning Process Health Sciences and Medicine Understanding the Learning Process Bloom’s Taxonomy of Learning1 Benjamin Bloom in the 1950s analysed academic learning mannerisms. The results were represented in an outline referred to as Bloom’s Taxonomy. This hierarchy was represented in three dominions: the cognitive, affective and psychomotor. Cognitive Domain The cognitive domain has six parts: evaluation, blend, analysis, application, understanding and knowledge. Evaluation as a technique is the highest level of cognitive thinking and knowledge is the most basic. Knowledge defines ones ability to recall previously learned material, from theories to facts. Comprehension is the grasp of the sense of material and being able to interpret or translate the information. Not being able to explain what one has learnt is a show of the lowest form of understanding. Application on the other hand is ability to put into practical use, the knowledge that an individual possesses. It could be the application of laws, principles or theories. Analysis is the display of one’s ability to set apart the structural parts of a given material in such a way that it can be clearly comprehended. In the analytical process, the purpose of each part has to be defined and the relationship between the individual segments explained. Synthesis lays emphasis on creativity which is the ability to put different parts of ideas to formulate new material. It trickles down to the communication and presentation of this new material. 1Evaluation is a process through which the worth of a material be it a report or a statement is put to test. This judgement must follow a criteria that is relevant to the material. Evaluation is the uppermost grading in the cognitive domain because it houses all other parts.1 In the medical practise, physicians are able to synchronise their patients’ care with call consultants, addressing nurses and handling emergencies. The Affective Domain This segment addresses the learner’s emotions in relation to his/her learning experiences. The emotions could be in the form of the learner’s: attitude, awareness or interest in the subject matter. The emotions depend on how the learner receives the information and their willingness to participate. The involvement level is reliant on the learner’s compliance. Valuing of the learned material occurs when the learner can relate to the information given. Valuing is the aspect that enables the student to solve problems that may arise in a real life situation. Organization refers to a student’s ability to balance values and emotions. For example: enjoying liberties in a responsible manner. If the student is able to internalise the learnt values, then he/she can work independently at a professional level. 2 Psychomotor This domain is based on physical activities, harmonisation and use of motor skills. It dwells on precision, techniques and timing. Perception is a skill that involves the interpretation of non-verbal cues like in the case of an ambulance driver in an emergency situation. Complex Overt Response involves sophisticated and coordinated movement patterns. It could be viewed as automated execution of acts; without hesitation. This comes into play in the use of electronic medical equipment like the Electronic Health Records (EHR) system. When these skills have been exercised frequently, the individual adapts and is able to manipulate their use in different scenarios. Learning Styles VARK Model3 This is a methodology of learning that involves the: visual, auditory, reading/writing and kinaesthetic. A learning style is determined by its efficiency to a particular learning process. Visual is the diagram representation of print information that would have been relayed in the form of words. The visual aspect does not incorporate videos, still pictures or slide presentations. It is the drawing of relevant symbols that are interlinked. This is for the students who prefer to rely on the visual aspect of learning. It involves making of keen observations and making of notes. Use of mind maps and charts is the way to go for a tutor. The auditory style deals with the articulated information. It could be in the form of lectures or group discussions. This is for the learners who like to speak first and then transition into note taking. The process of repeating learnt material is their way of grasping information. The reading/writing technique relies on print material. This is the most preferred mode of study by both tutors and students. In completion of projects, reports and case studies. This class of people develop their research from internet sources like Wikipedia and use PowerPoint presentations for their results.3 Kinaesthetic is the practical approach to learning whereby the students take learning from a realistic perspective. It involves the simulated process that develops human experiences. This mode is opted for by learners who prefer to learn from real life occurrences. It is mostly common in apprentices of science. My style is that of reading/writing and kinaesthetic. Oral information may be coupled with many inconsistencies, I have therefore developed a habit of cross-checking every piece of material I receive through internet research. This research helps me to get a wider scope of the subject am researching. Written material is from different sources and it therefore allows the learner to synthesise the information that is available. The kinaesthetic approach is for the practical segment of learning. Reading about the functioning of an X-Ray machine does not qualify one to operate the machine but putting into practice what one has learned is the totality of the learning process. Maslow’s Hierarchy of Needs Maslow highlighted five motivational needs that drive human beings to achieve. These necessities are in the form of basic essentials and growth needs. These needs are met in a systematic flow; from the basic to the growth needs. One cannot meet the latter before satisfying the former. The five main needs are: self-actualisation, esteem needs, love and belonging, safety and security and psychological needs.4 Failure to meet needs in the lower section could be due to job loss or marital and financial insecurities. Self-actualisation involves the discovery of one’s potential, esteem is the ability to become self-dependent. A self-actualised individual is one that can cope with uncertainty and looks at life objectively. All factors affect the learning process at different magnitudes. Motivation In a hospital ward full of elderly patients, a new employee would have to cope with several challenges. These is group of needy individuals who are in need of more assistance than the average patient. An individual who was raised in an environment that built her self-esteem would transfer these qualities to her patients. She would offer them the care that is indigenous in her nature. She would be able to cope with the pressure that the overwhelming work will come with because of her level of understanding.5 An individual who might have been mistreated in their development stages would have a tough time relating to the issues surrounding her. Offering care to her patience would be a task that would be performed with emotional neglect. She would therefore not be present as a whole human being but as a pure professional.5 Such an individual needs to be guided through the institutional processes. Motivation is done through giving the person a focus on their goals. If she is aligned with the organisational values of the institution it would serve to personalise these values. Giving the employee the proper guidance in the form of mentorship will forge these values in her.5 Learning Activity on Teamwork For people to work effectively, they need to work together. The ability of a group of individuals to work together is a skill that needs to be nurtured. In any setting be it the work place or an institution like a university, people will work together on various tasks. It is therefore essential for one to develop skills that will enable them to fit in appropriately.6 The human race is widely diversified in terms of culture and behaviour. People have ideas that differ at various levels and they may find themselves grouped together for a common task. A team should be competitive and flexible equivalently. The tasks assigned require problem solving and it is a requirement for every member of the team to participate. This is because, the final assessment may be carried out at an individual or a team level. Each team should have ground rules that will govern the processes. These should be terms that are agreed upon by each member. These rules include: all team meetings should have a formal setting, each undertaking should be followed with a concise report, peer assessment should be carried out at the end of every task and problems should be resolved at team meetings. Once the students are clear on these guidelines, they are tasked on a project at a team level and the evaluation is done with regard to the guidelines. The learners should agree on the evaluation criteria and should carry out their own assessment before the tutor does his/hers.6 A reflective evaluation will then be carried out at the individual level; this involves each student’s contribution. This report is meant for the tutor only. If these reports agree with the group statements, then the team grouping is a success and the learners have developed the skills needed to integrate with others at a team level. On the peer assessment activity, the group will evaluate each member and agree on the report. This is aimed at eliminating bias opinions from the final report. The students are made to understand the meaning of working as a squad as opposed to the personal level. The benefits of carrying out the peer assessment is: it helps the learners to appreciate the criteria used for evaluation, it encourages the engrossment of the students and it gives them a sense of obligation, they cultivate skills in autonomous judgement and the learners get a feel of the working environment at the career level. The disadvantages that couple this activity is: it increases the workload of the teacher since he/she has to train the students how to evaluate each other, friendship links may bias the judgement of the students and fear of discrimination may dilute the fairness of the evaluation.7 However, the tutor has to abide by the following guidelines: teamwork should only be used where it is essential, the groups should be small (up to 5 members), balance the gender and cultural distribution, give the learners sufficient time for meeting and compiling results, assess the product and the process differently and apply minimal pressure to the teams (some students are new to teamwork). New Employee New personnel orientation plays a key role in influencing the employee’s decision to stay or seek other job alternatives. The employee comes in with the skills and it is the work of the direct superior to mentor the employee into the work culture so that he/she feels valued.8 The first day, week and month are very vital for a new operative. The following activities are for the first day: I introduce the employee to his/her co-workers followed by a tour of the establishment, have a review of the daily routines and the job description. This would be followed by guiding the recruit on the filling of the paperwork in regard to the payroll setup and signing of the confidentiality agreement (for the clientele). For the first week, I would familiarise the employee with the work procedures and help him/her work with the fellow workmates by defining the relationship between his/her roles and those of other staff. Establish a communication channel which would enable the employee to discuss general work related issues with me. As time progresses, I would meet with the new employee after the first month to carry out an evaluation of the time so far. After that, we would discuss and set the employees targets; short-time and long-term.8 References Bloom S. (1956). Taxonomy of Educational Objectives, New York: David McKay Co Inc. The VARK Modalities, Retrieved from, http://www.vark-learn.com/english/page.asp?p=categories McLeod S. 2007. Maslow’s Hierarchy of Needs. Retrieved from, http://www.simplypsychology.org/maslow.html Jan. 2007. Motivating Staff and Volunteers Working in NGOs. Retrieved from, http://www.peopleinaid.org Griffith Graduate Attributes Teamwork Skills Toolkit. Griffith Institute of Higher Learning (GIHE) Retrieved from, http://www.griffith.edu.au/__data/assets/pdf_file/0008/290870/Teamwork-skills.pdf New Employee Orientation Guidelines. Early Childhood Development Support Centres (NSCC). Retrieved from, http://www.ecdsc.nscc.ca/documents/NewEmployeeStaffOrientationGuidelines0713.pdf Read More