learning methods notes for Foundation courses

Foundation course unit helps one to gain knowledge on the different methods and approaches onto learning throughout his or her course.

1. LEARNING METHODS
By. Mr. Patrick Lubowa
ECUREI
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2. Introduction
Irrespective of your age there are various
learning methods to help you continue
learning day in and day out.
Since childhood we are learning—parents
teach us morals, teachers teach us science,
society teaches us acceptance, our work
teaches us how to do our job, etc.
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3. Life has a whole new book of things to teach
you Even if you are 75
You just need to have the heart and
willingness to learn.
What you learn today will always benefit you
today and tomorrow. The question is, with
such limited time in life, how can we learn
effectively?
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4. Lecture Objectives
Effective ways of learning
Types of learning methods
Habits that help in learning
Utilizing learning methods and tools at your
disposal
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5. Effective ways of learning
1.Comfort Zone;
The mind of a person opens up when they
are in their comfort zone and helps them
retain information. discovering how you’re
comfortable learning helps you effectively
retaining new information, and you will
remember it for a longer period of time
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6. 2.Learning Through Play;
This is implementing what you have learned
E.g if you’ve just learned how to make liquid
soap, the best way of making sure you know
it properly and remember it is by
immediately making it at home.
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7. 3.Pass That Information on
Teaching something to someone forces us to
retrieve that information over and over again
facilitating retention
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8. Styles \ Types of Learning
methods
1.Visual
This type of learning requires visual material
to understand. This could be in the form of
videos, graphics, and images. This method
helps people in visually understanding what
they see.
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9. 2.Aural
This kind of learning style uses audio like
music and sounds to understand. You may
like this learning method if you often
remember information after lectures or are
good at memorizing the words to songs.
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10. 3.Verbal
This method is usually for people who like to
speak and narrate their stories in order to
learn.
This can be done through scripted speeches,
narrations, or even just daily conversations.
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11. 4.Logical
Many people like learning through logic; they
won’t understand a concept if they’re just
spoon-fed it.
They want proper reasoning to why and how
something happened for them to properly
learn something.
These people are often very good at forming
arguments, problem-solving, and
participating in debates
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12. 5.Social
This is when people learn better when
they’re divided into groups and are with
other people. These
 
social groups
 
help
expand their horizons and give them
confidence to ask questions and solve
problems.
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13. 6.Solitary
This learning style is usually best for people
who prefer to learn alone in a confined place
that has no distractions whatsoever. They
are either easily distracted with other people.
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14. Physical
This is a learning technique where people
learn through physical acts, like using their
hands or simply by the sense of touch.
If you enjoy building or designing things, this
may be your preferred learning method.
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15. 10/11/24 Musisi Edit

16. Habits that help in learning
1.Sleep More
An active brain is one that sleeps
 
almost 8-10
hours a day
2.Eat Healthy
Drink lots of water and generally stay away
from refined carbs.
3.Socialize
By meeting new people every day, you’re not
only giving your brain a chance to open up
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17. 4.Do Activities That Challenge Your Brain
If your brain hasn’t yet been exposed to
challenges where you really have to think
and work your mind, you may not be an
effective learner, despite engaging in the
above learning methods.
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18. Pyramid of Learning
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19. A curriculum
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20. LEARNING METHODS
DEFINITIONS:
 A curriculum is a set of courses or a plan for a
particular area of study.
OR
A curriculum is a road map composed of routes
students should take if they are to reach their
required destination at the end of the programme.
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21. Learning Methods
A curriculum outlines:
A statement of underlying philosophy or learning
theory
Course units (CU)
Goals, strategies, objectives
Instructional materials
Time frame
Activities : workshops, practicals
Accountability
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22. Learning Methods
Broad types of curriculums
Traditional Curriculum/ Teacher Centered
Lecture system
Student Centered (Teaching/Learning)
Task Based Learning
Project Based Learning
Problem based learning (PBL)
Case Study Method
Life Long Learning
Continuing Professional Development
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23. Traditional Curriculum
Students learn primarily through prepared
lectures
Teachers control access to information and direct
learning process, which is envisioned to consist
of knowledge transmission to student
Students are envisioned as empty vessels
Syllabi are discipline-specific and product based
Assessment is typically by exam
Lecturer is the primary source of information
Students learn in Large groups
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24. Discussion
Teacher-centered lectures can have many
negative aspects. In your view, what are the
negative aspects of lectures?
However, teacher-centered lectures can have
positive aspects and serve specific needs of
institutions. In your view, what can be the
positive aspects of lectures?
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25. Student Centered Learning (SCL)
Teachers are facilitators of the learning process,
which is envisioned to consist of constructing
meaning of information within social contexts and by
means of reflection
Students prior knowledge is valued and individual
learning styles are recognized
Syllabi are organised not merely around facts but
also on the process of learning them
Assessment is typically continuous assessment of
the learning process
Learning outcomes (rather than teaching objectives)
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26. Problem Based Learning (PBL)
Key Terms:
1.PBL: Problem Based Learning
2.OVL: Over view Lectures
3.SDL: Self directed learning
4.SCL: Student Centered Learning
5.Wrap up Seminars
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27. Problem Based Learning (PBL)
PBL is a method of learning that uses true-life
problems as a stimulus for the students to
learn.
Axiomatic to PBL is that the problem comes
first without advance readings, lectures or
preparations.
This is followed by student centered inquiry
process.
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28. Problem Based Learning (PBL)
A student is placed in a position to play an
active role of a problem solver
A tutor is a facilitator and supporter i.e. the
role of a tutor is coach.
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29. Problem Solving Vs Problem
Based Learning
Different but interrelated
Problem Solving: Arriving at decisions based
on prior knowledge and reasoning
Problem Based Learning: The process of
acquiring new knowledge based on the
recognition of the need to learn
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30. An Example of PBL (problem)
Students analyse the problem, using
previously known information
Students search for additional information,
not previously known to them
Students apply their knowledge and analyse
potential solutions
Students decide on a single solution and
make a presentation or short report
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31. Reasons for Introduction of PBL
1.New Demands on Health workers e.g. had
to play new roles i.e. planners, managers
and development agents.
2.Information explosion: advances in
technology.
3.New research findings on how students
learn best.
4.Students learn in context and builds on what
is already known
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32. A PROBLEM
A problem is an well structured true life
situation with in which a compelling problem
is yet to be defined.
Problems are sometimes referred to as cases
A case / problem most often begins with a
chief complaint e.g. the reason for a person’s
visit to a health professional.
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33. Problem based Learning
Problems are created by the faculty to
represent an important priority health
problems of the region as well as the
prototypical situations and knowledge
domains.
The format of the problem simulates
professional practice or a real life situation.
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34. Problem based Learning
A problem can therefore involve a real or
standardized patient or a paper case.
The case is constructed in such a way that
when students explore what they already
know, it becomes evident to them that they
do not have the enough information and
develop a need for additional information
becomes imperative.
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35. Problem Based Learning
Problem serve the following:
•Stimulus for the need to know
•Initial challenge or motivation to attention
•Appeal to human desire, stasis or harmony
•Mirrors true-life situations
•Aid knowledge retention
•Provides context for learning that follows.
•Develops skills for life long-learning since they
continually explore knowledge, identify personal
learning needs and strategies required to address
them
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36. Advantages of PBL
Improves communication skills.
Promotes students interactivity which
enhances interpersonal skills.
Promotes students use of self-selected
journals, textbooks and other resources.
Promotes self-motivation and self-
responsibility to learn.
Determines what knowledge you need to
acquire to understand the problem.
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37. Advantages of PBL
Encourages learning from experience,
allowing students use and organise what has
been learnt to understand problems.
Retention knowledge
Emphasis on meaning, not facts. By replacing
lectures with discussion forums, faculty
mentoring, and collaborative research,
students become actively engaged in
meaningful learning (promotes deeper rather
than superficial learning).
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38. Advantages of PBL
Learning environment is more stimulating and
humane
Self directed learning skills are enhanced and
retained
Foster clinical reasoning and problem solving
skills (medical students)
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39. Disadvantages of PBL
Role of the student; Most students have spent
their previous years assuming their teacher was
the main disseminator of knowledge.
Instructors in curriculum need to alter their
traditional teaching methods of lectures,
discussions, and asking students to memorize
materials for tests. In problem based learning,
the instructor acts more as a facilitator than
disseminator of information. Because this role
will be foreign to some teachers, they may have
trouble breaking out of their past habits.
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40. Dis………….
Appropriate problems; Generating the proper
question is the most critical aspect of PBL. Without
problems that encompass both a large goal and
specific objectives which students must find on
their way to reaching the goal's solution, there is a
good chance that important information will not be
studied.
Stressful for students and staff
May be difficult to implement when class sizes are
large
Demanding of staff time
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41. Task Based Learning (TBL)
Definition: Training based on a series of brief,
concrete exercises that are gradual and
sequenced and which help practice specific
points leading up to and overall aim stated in
terms of learning outcomes
Less student autonomy in Task-Based
Learning with respect to Project-Based
Learning
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42. Project Based Learning (PBL)
Definition: Training based on a series of
exercises which help practice points leading
up to a pre-defined final product; the
exercises and sequence is determined by the
teacher and student in accordance with the
learning needs for the final product
Greater student autonomy in Project-Based
Learning with respect to Task-Based
Learning
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43. Case Study Method
Definition: Learners are faced with a relatively
challenging, authentic problem which learners must fully
analyse and propose a solution for, writing up the
potential solution in the form of a report.
The case study method involves the following
sequencing: analysis of the problem in its actual context
using existing knowledge, search for unknown
knowledge and integration into known knowledge,
application of the knowledge to the situation, write up a
report
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44. An Example of Case Study
Analysis of the problem in its actual context
using existing knowledge
Search for unknown knowledge and integrate
into known knowledge
Application of the knowledge to the situation
Write up a report
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45. Problem Based Learning
PBL enhances the following:
S- Student Centered
P- Problem based
I - Integrated
C- Community based
E - Elective Module
S - Systematic planning
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46. Tutorial (Group Learning)
Typically 5-8 students work collaboratively in
a group (tutorial), guided by one or more
facilitator(s) (tutor) to:
•Identify the problem
•Develop hypotheses
•Explain problems
•Explore preexisting knowledge relevant to
issues
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47. Tutorial( Group Learning)
Students are usually randomly assigned to
groups.
Duration varies and is defined by the
institution
Usually requires more than one session
SDL is done in between sessions
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48. Categories of participants
Tutor (facilitator)
Chairperson
Scribe
Group members
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49. Roles of a tutor
To facilitate and guide learning without
contributing directly to the solution Or being
the primary source of information.
Create an optimal learning environment in
which students feel free.
Tutor listens carefully, responds, and uses
questions to stimulate student’s thinking.
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50. Roles of a tutor
Helps the group:
Set standards for depth and breadth of knowledge.
Develop reasoning ability
Enhance communication skills
Adopt professional behaviour and attitudes
Develop skills for self and peer assessment
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51. Roles of Chairperson
Lead the group through the process
Encourages all members to participate
Ensures that the scribe can keep up and is
making an accurate record
Keep to time
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52. Roles of Scribe
Records points made by the group
Records the resources used by the group
Keeps the group forcused
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53. Roles of Group Members
Follow the steps of the process in the
sequence
Listen to and respect the contributions of
others
Ask open questions
Share information with others
Research all the learning objectives
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54. The Tutorial Environment
The tutorial process creates an optimal
learning environment in which the student
feels free to be themselves and express their
uncertainties about case related subjects and
the group process.
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55. Key elements in tutorial (PBL)
Formulation of questions that can be explored
Systematic, self directed inquiry and the
testing
Revision of a hypotheses through the
application of newly acquired knowledge.
Active discussion
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56. Key elements in PBL
Analysis of problems, hypotheses and
mechanisms, and
Learning issues
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57. TUTORIAL PROCESS
Tutorial steps
1.Getting started
2.Reading the problem
3.Unfamiliar terms
4.Concept map
5.Learning Objectives
6.Self Directed Learning
7.Feedback
8.Report Back
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58. Generic skills and attitudes
Teamwork
Chairing a group
Listening
Recording
Cooperation
Respect for colleague's views
Critical evaluation of literature
Self directed learning and use of resources
Presentation skills
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59. Aspects assessed in Tutorial
Process
Communication skills. Ability to convey
information to another effectively and
efficiently.
Social congruence. State achieved by coming
together and agree
Interpersonal skills. Life skills used everyday
to communicate and interact with other
people.
Time management. Time should be used
effectively and productively
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60. Aspects assessed in Tutorial
Process
Participation and contribution
Self assessment
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61. Reporting Back
In the follow-up tutorial, students reconvene
to report on their self-directed study and
share and integrate new knowledge.
All students should contribute to the report-
back and their unique perspectives are
incorporated into the process of knowledge
building. The exchange and debate of ideas
promotes the consolidation and elaboration of
new knowledge and understanding
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