Shifting from TEACHING to LEARNING approaches

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Shifting from TEACHING to LEARNING approaches
Marion Muehlen, EPIET Scientific Coordinator,
ECDC Public Health Training Section, Stockholm,
Sweden
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• Acknowledgement
• Based on material and lectures from
• Angela Giusti
• Public Health Researcher, MSc Adult Education
• National Institute of Health, Rome
  angela.giusti_at_iss.it
• Sonsoles Guerra Liaño Biagio Pedalino

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Objectives

• Recognize different thinking and learning styles
• Apply the brain dominance tool to learning
  contexts
• Describe the characteristics of the adult learner
• Experience different styles in a working group
• Design a training unit for a specific target
  group
• Employ strategies that promote active
  participation and involvement of adult learners
  in training units

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Warm up excercise
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Who are we? Who are the participants?The
Herrmanns whole brain model
Source Whole Brain Model, by Ned Herrmann
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WHOLE BRAIN ACTIVITY
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What are the Four Brain Quadrants?
Analyze Facts, logic, statistics, data Rationale for listening, taking action, making decisions What?
Organize Details, arranged systematically (linearly, sequentially) Safety, reliability, history How?
Personalize Emotional connection between speaker and listener (strong motivational factor) Who?
Strategize Big picture, future vision Explores possibilities, sets long-term goals Why?
Herrmann Brain Dominance Instrument (HBDI) and
Whole Brain Thinking Model)
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Relationship Between Brain Dominance and
Competencies
BRAIN DOMINANCE
INTEREST
PREFERENCE
MOTIVATION
weak
STRONG
COMPETENCE
low
HIGH
Source Whole Brain Model, by Ned Herrmann
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ADULT LEARNING PRINCIPLES
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Adult learners are goal oriented
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Are practical and problem-centered

• Provide overviews, summaries, examples
• Use stories to link theory to practice
• Discuss/plan for direct application of new
  information
• Use collaborative, authentic problem-solving
  activities
• Anticipate problems applying the new ideas to
  their setting (trainer gt offer suggestions)
• Less theory, more practice

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What does this mean for the trainer?
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Promote their positive self-esteem

• Provide low-risk activities in small group
  settings
• Build individual success incrementally
• Become more effective and confident through
  guided practice and establishing routines
• Readiness to learn depends on motivation

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Allow for choice and self-direction

• Ask what they know already about the topic
• Ask what they would like to know about the topic
• Compare desired behaviors (goals) actual
  behaviors
• Allow for options so you can easily shift if
  needed
• The unknown Unknowns use learners perception of
  needs vs. research on needs vs. organizational
  needs to guide your planning

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Experience is a motorway for the learning process
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Integrate existing knowledge with new ideas

• Capitalize on what is already know from prior
  experience
• Create activities that use their experience and
  knowledge
• Listen and collect data about participant needs
  before, during and after the event
• Adjust time and build in options for topics to
  fit their needs
• Suggest follow-up ideas and next steps for
  support and implementation after the session
• Provide for the possible need to unlearn old
  habits or confront inaccurate beliefs

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Show respect for the learner

• Breaks, snacks, coffee, comfort
• Use everybodys time effectively and efficiently
• Provide a quality, well organized, experience
• Avoid jargon and don't "talk down" to
  participants
• Validate and affirm their knowledge,
  contributions and successes
• Request feedback on your work, assumptions, or
  ideas
• Provide input opportunities
• Choice of words (different cultural backgrounds)

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Challenges in Adult Learning

• Lack of confidence in learning capacity
• Fear of looking weak in the group
• Want to avoid making mistakes
• Reduced speed of learning (but more in depth)
• More resistant to change
• Highly conservative
• Difficulty accepting views of others
• Wide inter-individual differences

Based on The adult Learner, by Malcom S.
Knowles et al, 2005
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TOOTHPICK TREES ACTIVITY
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Toothpick tree activity

• 6 Groups ( 3min presentation groups)
• Material provided
• 1 pen
• 2 sheets of paper
• 9 toothpicks
• Instructions
• It has to be a collaborative design
• SILENCE, but laughing is allowed
• Free role distribution within the group

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Instructions

• Using the toothpicks, try to make as many trees
  as you can without repetitions
• A tree is defined as having (at least) 1 trunk
  and (at least) 3 branches
• Toothpicks CANNOT be broken to produce more trees!

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Instructions

• Draw each new tree on the sheet of paper
• ONLY trees that have been created with the
  toothpicks can be drawn on the sheet of paper
• You have 5 minutes!

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Think in the group for 5

• Name a reporter and answer these questions
• How many trees did you draw?
• What happend during the activity?
• What did you observe?
• Did you develop a group strategy?
• Any lesson learnt for the next
• group activity?

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More questions

1. How did you feel in the group?
2. What was your reaction to the task?
3. Which was your role?
4. How did you assign the roles?
5. How did you feel about the person who was slow at
   seeing the solutions? If you were that person,
   how did you feel?
6. Was there a climate that helped or hindered? How
   was the climate?
7. Other observations, comments, learning points?

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Teaching and learning MATERIALS AND METHODS
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Teaching and learning methods

• Coaching
• Cine forum
• Debriefing
• Case study
• Counselling
• Brainstorming
• Guided discussion
• Group discussion
• Field experience
• Guided practice
• Demonstration
• Metaplan
• Lecture

Modeling Role playing Microteaching Problem
solving Reading information Problem-based
learning Project work (ind. or group) Skill
practice (ind. or group) Theatre of the
oppressed Research (ind. or group) Self-case
study Theatre forum Simulation
More info about teaching methods
www.go2itech.org/HTML/TT06/toolkit.html
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Learning environments
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Learning environments
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Five levels of training impact and evaluation

• 1   Are the trainees satisfied?
• 2   What have the trainees learned?
• 3   What do trainees do differently in the
  workplace?
• 4   What is the effect on the output of the
  trainees team or department?
•  How has the training contributed to achieving
  public health objectives?

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The facilitators role

• The facilitator proposes a range of methods and
  activities to promote an effective learning
  process, that includes
• Creating a supportive environment
• Creating a mechanism for a continuing shared
  training/learning process (objectives, methods,
  activities, evaluation)
• Meeting trainees individual learning needs
• Making course content relevant and coherent with
  expressed needs
• Using a variety of teaching methods and providing
  learning opportunities, consistent with
  objectives and group needs
• Using bi-directional sensitive feedback to
  correct and reinforce
• Making a continuous participated assessment of
  the learning process and acting consequently

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From health goals to learning objectives
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The Training Planning in Public Health
Performance Evaluation
Monitoring
Process and Outcome Evaluation
Traning Realization
Problem analysis
Evaluation plan setting
Supervision
HEALTH GOALS definition
Project cycle in public health
Training cycle
Learning strategies and methods definition
Strategies choice
Realization
Learning objectives definition
Expected results and activities definition
Learning needs analysis
Resources provision
Participants and tasks description
Performance goals definition
Timetable
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THANK YOU!