Module 3: The Teacher / Medical Technologist Clarity

and his / her roles in guidance ● Class Rules, Procedures, Consequences

must be clear and visible
As a Motivator ● Incorporate the Classroom Philosophy into
● Ways to Motivate the Learners Rules
● Medical Technologists in the Community ● Don't refer to the rules only when they are
broken. Also acknowledge the rules when
The Motivating Classroom they are followed.
Global Strategies - Incorporating the 6 C's ● Give clear, concise directions and
1. Creativity instructions. When there are multiple steps,
2. Community give one at a time, pausing and checking for
3. Clarity understanding before moving to the next
4. Coaching step.
5. Conferencing Coaching
6. Control "A good coach will make his players see what they
can be rather than what they are.”
Creativity - Ara Parseghian
● Inject variety and creativity into lesson A Good Coach
planning ● wants all of his players to win.
● Capitalize on visuals - Use drawings, ● knows all his players.
pictures, charts, graphs, etc. ● designs individual goals and group goals.
● Think outside the box (enhance curriculum ● uses the players' strengths.
with real world items or ideas) ● Consistently works on each player's
Community weaknesses.
● Students and parents must know we care Conferencing
● Your classroom is a community with its own ● One-on-one student/teacher conferences
culture, values, and standards of behavior should not be reserved for scolding or bad
● Each child must feel valued, accepted, behavior.
Included, and safe. ● Conferencing enables the teacher to
● Classroom culture must be inclusive develop meaningful relationships with
-Teachers must foster this especially for students.
new students. Cliques and special groups ● Actively listen to the student
should be avoided. Control
Ways to Show You Care "The beauty of empowering others is that your own
● Greet students at your door, smile, make power is not diminished."
eye contact, and call them by their preferred - Barbara Coloroso
name. ● Students usually don't want to snatch our
● Attend school plays, games, activities of power, they just want to exercise a bit of his
your students or her power.
● Be attentive and actively listen to your ● Allow students to make a few of their own
students when they talk to you choices.
● Criticize in private; praise in public! ● Allow each student to enjoy success, realize
● Circulate around the room in a natural, non progress, and be recognized and celebrated
threatening manner, ... walk and talk. for his strengths and interests.
● Acknowledge student progress, ● Avoid power struggles.
accomplishments, efforts, and birthdays ● Always use a calm voice, be respectful, be
● Inquire about health after an absence considerate, and be mindful of preserving
 dignity and integrity when confrontations ● Can be extremely sensitive to criticism
arise. ● Is greatly concerned about disappointing or
upsetting other people
The Eight Forces of Motivation Inquisitiveness: The Need To Know
● The 8 Basic Motivational Forces that inspire ● Has a need to learn and know
human beings to action and sustained ● Extremely curious, hungry for new
effort: information
1. Gregariousness ● Not limited to one or two areas of expertise,
2. Autonomy rather enjoys learning about nearly any
3. Status topic
4. Inquisitiveness ● Wants and values information
5. Aggression ● Feels uncomfortable if they believe
6. Power information is being withheld
7. Recognition ● Interested in gaining social, personal, and
8. Affiliation professional information about others in
their environment
Gregariousness: The Need To Belong ● These students want to know the how and
● Happiest with crowds why of everything, including rules,
● Has many, many friends and enjoys these procedures, etc.
relationships Aggression: The Need to Assert
● Prefers committees to work instead of ● Can be positive (leadership positions,
solitary projects assertive personality) or negative (bully,
● Both a joiner and a leader intimidator)
● Puts much effort in establishing and ● Confrontational
maintaining his relationships ● Stands up for personal injustices or
● Can be positive (popular, friendly) or unfairness
negative (gang member, hostile leader in ● Interested in expanding their sphere of
classroom, challenging authority) influence
Autonomy: The Need for Independence ● They want their feelings and opinions to be
● Relishes opportunities to work recognized and responded to
independently on projects Power: The Need for Control
● Dislikes committee work ● Greatly concerned with control and
● Inspired by solitary projects where results influence
depend upon his performance ● This person could have very strong or very
● Decision-makers weak self-esteem (need for power may be
● Highly committed to making those decisions rooted in feelings of confidence and
work well superiority or it may be rooted in feeling of
● Chooses to run things themselves helplessness and inferiority)
● These types of students will take over group ● Relish responsibility and authority
work if it isn't done to their level of ● Enjoys autonomy, dislikes being
achievement. micromanaged
Status: The Need To Be Important ● Students oftentimes want the last word and
● This individual's self-esteem is tied to the are argumentative.
opinions of others Recognition: The Need for Acknowledgment
● Greatly concerned with viewpoints others ● Highly motivated by their achievement
hold regarding this person's performance recognition
and progress ● Not necessarily braggarts, just driven to be
● Eager to please others recognized by their accomplishments
 ● Will work hard for the goal
● Are not always competitive, quite often it is Module 4: LEARNING THEORIES
an intrinsic drive that motivates them to
achieve OVERVIEW
Affiliation: The Need to Associate and Belong ● Learning theories and styles
● Strong need to be connected with others ○ Behavioral Theories
and with organizations, movements, and ○ Cognitive Learning Theories
institutions ○ Social Cognitive Theory
● Great strength is gathered from these ● Types of Learning
associations ○ Signal Learning
● They identify and feel a sense of belonging ○ Stimulus Response Learning
with the group, organization, etc. ○ Chaining
● Children who are driven by affiliation often ○ Verbal Association
seek the approval of and association with ○ Discrimination Learning
teachers. ○ Concept Learning
● School logos, official sports clothing, social ○ Rule Learning
clubs, etc. are important to the person ○ Problem Solving
driven by affiliation. ● Learning Style Models
○ Kolb's Theory of Experimental
How to Motivate All Students Learning
● Utilize a wide variety of approaches, ○ Gregor Cognitive Styles Modelsh.
strategies, and techniques ○ Field Independence
● Try to determine the child's unique ○ Dependence Model
motivational type and tailor instructional ○ Matching Learning Styles to
lessons or activities toward that Instruction
● Incorporate the Six P's: Projects, People,
Praise, Prizes, Prestige, and Power LEARNING THEORIES AND STYLES

Behavioral Theories
● Watson and Pavlov defined learning as a
more or less permanent change in behavior.
● Postulated that behavior is a result of series
of conditioned reflexes, and all emotion and
thought are a result of behavior learned
through conditioning,
● According to Thorndike and Skinner, other
well-known behaviorists, stimulus-
response bonds are strengthened by
REINFORCEMENTS such as reward or
punishment.
● Thought processes believed to be the result
of stimulus-response activities.
● Teachers who adhered to the behaviorist
school extolled the value of drill and practice
and memorization.
Cognitive Learning Theories
● Cognitive science is the study of how
human brains work in the process of
 perceiving thinking, remembering, and meaningful and interesting and on tying it to
learning (Breur,1993). student's existing mental schemata.
● Information processing - explains the way ● Educators focus on deep understanding of
that information is handled once it enters core materials through active learning
the senses and how it is organized and techniques.
stored (Driscoll,2005). Social Cognitive Theory
● Instead of a focus on behavior, the focus is ● Postulated by Albert Bandura
on mental processes that are responsible ● First called as Social Learning Theory
for behavior and its meaning. ● Says children and others learn through
● Ausebel proposed that new information is observation (Modelling)
subsumed into existing thought and memory ● May imitate what they see vicariously. (Ex.
structures. Television)
● Meaningful learning is thought to occur only ● Empirical evidence: Bobo doll studies
if existing cognitive structures are organized ● Rewarded and unpunished violence more
and differentiated. likely to be imitated
● Example: To learn and remember ● Punished violence less likely to be imitated.
information about Aseptic technique ● Through his research, Bandura observed
● Repetition of meaningful material and its that components of learning occur through
use in various contexts would enhance the observation and modeling behaviours.
retention of the material (Ausubel). ● This concept led to the theoretical
● Rumelhart (1980) built a more framework of the social cognitive learning
comprehensive theory of cognitive learning, theory.
whose foundation was the concept of ● Models can be real people (Teachers,
"Schema/ Schemata. coaches, etc.)
● Schemata are knowledge structures that ● Models can also come from media: Books,
store concepts, and the knowledge of how TV, Magazines (Symbolic)
to use them, in memory. ● Models can influence behaviour: Positive or
Negatively (Schunk, 2012)
BOBO DOLL EXPERIMENT
● Adults were recorded being aggressive to
bobo dolls.
● Children were shown the video and then
allowed to play in a room full of toys.
● Children were aggressive to the bobo doll
just as the adults were in the video (Cherry,
2014)

APPLICATION OF THE THEORY

SCENARIO-BASED LEARNING
● Examples: The processes of remembering ● This is the process of dividing students into
how to bottle-feed an infant or remembering small groups and then providing a
the route to work (Cust,1995). situational learning environment (Ex. CPR).
● People do not remember just the steps of ● The instructor demonstrates the procedure
how to bottle-feed or a series of street of providing CPR and then students emulate
names. They remember patterns of facts or the behavior. Feedback is provided and
visual, auditory, or tactile cues-schemata. students are able to self-correct. Students
● Educators who base their work on cognitive gain increased self-efficacy as they
theories tend to focus on making learning progress in the activity.
 ● Rule learning is a fairly sophisticated level
TYPES OF LEARNING of learning
● Signal Learning PROBLEM SOLVING
● Stimulus Response Learning ● To solve problems, the learner must have a
● Chaining clear idea of the problem or goal being
● Verbal Association sought and must be able to recall and apply
● Discrimination Learning previously learned rules that relate to the
● Concept Learning situation.
● Rule Learning ● Another way of viewing problem solving is
● Problem Solving as a process of formulating and testing
hypotheses.
SIGNAL LEARNING
● Also known as conditioned response LEARNING STYLE MODELS
● Simplest level of learning ● Kolb's Theory of Experimental Learning
● The person develops a general diffuse ● Gregor Cognitive Styles Models
reaction to a stimulus. ● Field Independence
STIMULUS RESPONSE LEARNING ● Dependence Model
● Stimulus Response Theory is a concept in ● Matching Learning Styles to Instruction
psychology that refers to the belief that
behavior manifests as a result of the LEARNING STYLES
interplay between stimulus and response. ● Your learning style is your learning
● Development of voluntary response to a preference.
specific stimulus. ● How do you like to learn?
CHAINING
● Chaining is the acquisition of a series of Knowing about your learning style helps you to:
related conditioned responses or ● Be more productive
stimulus-response connections. ● Increase achievement
● Skills are taught in a logical sequence that ● Be more creative
leads to the mastery of longer tasks. ● Improve problem solving
VERBAL ASSOCIATION ● Make better decisions
● Is a type of chaining ● Learn more effectively
● Easily recognized in the process of learning
medical terminology KOLB'S THEORY OF EXPERIMENTAL
DISCRIMINATION LEARNING LEARNING
● Discrimination learning is a process of ● Kolb's model depicts learning as a
learning to behave differently when given four-stage cycle beginning with an
different, or unique, stimuli. immediate concrete experience during
CONCEPT LEARNING which the person makes observations and
● Learning how to classify stimuli into groups reflections.
represented by a common concept. ● Then the person develops an abstract
● Learning from examples theory from which he or she develops ideas
● General to specific ordering on how to proceed:
● Kolb hypothesized that learners need four
abilities to be effective.
RULE LEARNING Kolb's hypothesized that learners need four
● A rule can be considered a chain of abilities to be effective:
concepts or relationship between concepts.
 ● Perception ability, or the way you grasp
incoming stimuli, is on a continuum ranging
from Abstractness to Concreteness.
● Ordering ability, the way you arrange and
systematize incoming stimuli, is on a
continuum from sequence to randomness.

Four mediation Channels:

1. Concrete Sequential (CS)
2. Concrete Random (CR)
3. Abstract Sequential (AS)
4. Abstract Random (AR)

Kolb identified four possible learning styles

based on the above concepts:
1. Converger: A person who learns by AC and
AE. This person is good at decision making
and problem solving and likes dealing with
technical work rather than interpersonal
relationships.
2. Diverger: A person who stresses CE and
RO. This person excels in imagination and
awareness of meaning. He or she is feeling
oriented, and people oriented and likes ● Concrete sequential learners like highly
working in groups. structured, quiet learning environments and
3. Accommodators: A person who relies do not like being interrupted.
heavily on CE and AE. He or she likes to ○ Focus on details, like concrete
actively accomplish things, often using learning materials especially visual,
trial-and-error methods to solve problems. and they may interpret words,
This person may be impatient with other literally.
people. He or she acts in intuition and is a ● Concrete random learners are intuitive,
risk taker. use trial-and-error methods, and look for
4. Assimilator: A person who emphasizes AC alternatives.
and RO. The strengths of this person are in ○ tend to order new information
Inductive reasoning, creating theoretical mentally into a 3-D pattern
models, and integrating ideas. He or she ● Abstract sequential learners are holistic
prefers playing with ideas to actively thinkers who seek understanding of
applying them. This person is more incoming information.
concerned with ideas than with people. ○ Need consistency in the learning
environment and do not like
GREGORC'S COGNITIVE STYLES MODEL interruptions.
● Gregor hypothesized that the mind has the ○ With good verbal skills; logical and
meditation abilities of perception and rational
ordering; that is, the perception and ● Abstract random learners think holistically
ordering of knowledge affects how a person and benefit greatly from visual stimuli.
learns. ○ They like busy, unstructured learning
environments and are often focused
on personal relationships.
 ● Field Independent (FI) learners pick out
hidden figures in a complicated drawing
more quickly.
○ They tend to perceive elements
independently of a context or field
and focus on details. They are more
analytical.
● Field Dependent (FD) learners are more
inclined to see the whole drawing and have
difficulty separating into parts.
○ They tend to perceive the whole field
or situation and focus on general
meaning. They are more relational.

DIFFERENCE BETWEEN FD AND FI LEARNING

STYLES

MATCHING LEARNING STYLES TO

INSTRUCTION
● Research results are inconclusive about the
effectiveness of matching teaching style to
learning styles.
● Some studies have shown an increased
level of student achievement when learners
with a strong preference for a certain style
were matched with a similar teaching or
testing style.