© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
Introduction on
Learning
Pathology
at the SOU Course Western Medicine 2
© 2012, Toine Korthout
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
Toine Korthout
M.D.
acupuncturist
teacher
www.natuurlijkbeter.com
info@natuurlijkbeter.com
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
program
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•
•
•
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Aim of this introduction
Learning
Learning process
Learning styles
Feedback
Personal Development Plan
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
aim of this introduction
Tuning in at learning (again)
• This course WM2 requires a lot of study work
• Students don’t study and learn all in the same way
• This presentation aims to help you discover ways
to optimalize your personal learning or make it
easier
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning
cognition
skill
knowing things
Being able to do things
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning
Reminding:
10% by hearing
35% by seeing
55% by hearing and seeing
70% by saying it yourself
90% by saying and doing it
yourself
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning
That’s why classes pathology offer plenty
opportunity …
• to tell what you actually already know
• to tell what you have studied
• to tell what you do
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning
• Learning isn’t something for once only
• Learning is linking new knowlegde and skills to
previously achieved knowledge and skills
• Learning is a continuous process
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning process
do, experience, act, try out, searching for information
(I do and see what happens / how it’s going)
check, implement concepts and
theories,
experiment actively
(How would things be/go if …?)
watch, analyse,
observe how things
are/were going
(What do I see?)
think, theorize,
build concepts
(How do things work?)
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning process
do, experience, act, try out, searching for information
(I do and see what happens / how it’s going)
check, implement concepts
and theories,
experiment actively
(How would things be/go if
…?)
watch, analyse,
observe how things
are/were going
(What do I see?)
think, theorize,
build concepts
(How do things work?)
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning process
do
check
watch
think
One can enter the
cycle at any average
step
One may have a
preference to one of
these four steps of the
learning process
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning process
• As a student you may feel familiar with such a
preference
• The preference is often the step at which you
tend to enter the learning cycle:
•
•
•
•
doer?
watcher?
thinker?
checker?
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Doer:
• “What is the next step?”
• “I just DO, and see where I get.”
• Meaningfull words:
•
•
•
•
•
•
motion
renewal
freedom
do
honesty
action
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
watcher:
• “How do I look at this?”
• “What have I seen? What do I actually
already know?”
• Meaningfull words:
•
•
•
•
•
•
•
time
experience
share
balance
meaning
contemplation
to process
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Thinker:
• “What’s yet another view, approach?”
• “Which other ways are there for me
to get familiar with this?”
• Meaningfull words:
•
•
•
•
•
•
values
overview
clarity
vision
concepts
perspectives
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
checker:
• “What do we want to reach?”
• “What is it that I want to learn, to
know, to be able to do?”
• Meaningfull words:
•
•
•
•
•
•
•
background
strategy of the context
plan
map
system
schedule
pattern
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
What is your predominant learning style?
Mabe you already recognized it …
With which one do you already feel familiar or safe?
This test may help you to discover your
predominant learning style:
http://www.ldpride.net/learning-style-test.html engl
http://vo.upnet.nl/content/tests/test_kolb1.php dutch
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Your predominant learning style
On the basis of your (predominant) learning style
you can determine your stronger and weaker
points at learning/studying.
You can take this into account at your study in
this course.
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Doer
• The Doer’s force is in ‘doing’.
• His actions are goal-orientated, he can get along well
with people and wants to achieve concrete results.
• A Doer likes to get involved into a process and likes to
work out plans practically.
• In doing so, he orientates on information from other
persons, rather than on own analytic capacities.
• He is capable to adapt easily to specific and concrete
situations.
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Optimal learning circumstances of a Doer:
• Challengeing and exciting situations that
demand choices
• A lot of change in type of tasks
• Opportunity for humour, pleasure and
relaxation
• Feedback on own actions
• Atmosphere and contact are important
• Mandate and freedom to quick reactions
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
The Doer’s power
•Serious worker
•Ready to action
•Enthousiasmising
The Doer’s pitfalls
•Does not get to implementation
•Taking the wrong path
•Overdue into action, ‘missing
the train’
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for the Doer:
• Get yourself clear targets and go purposely to
work
• Follow the path (yours and teacher’s) of subjects
to be studied
• Before you get into action: ask yourself wether it
is a main or a side issue.
• In any action: stand still a moment and decide
wether you’re doing what really has to be done.
• Try to achieve implementation
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Doer for functioning well at classes,
especially in co-operation with other students:
• Participate actively in discussions
• Act actively in praktical tasks
• Draw, write and give practical presentations
• Produce a schedule together with a Checker
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Watcher
• A Watcher emphasizes concrete experiences
and has a big imaginative power
• His strength is the imagination and phantasy
to observe from several points of view and to
relate easily between different observations.
• Watchers often are creative persons, who also
need time and space to create ideas.
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Optimal learning circumstances of a Watcher:
• Opportunity to express experiences and feelings
• Time to process experiences
• Opportunities to get familiar to the group and to
exchange thoughts
• Confrontation with various views and visions
• Safe approach
• Visual presentation of the subjects to be studied
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
The Watcher’s power
•Stand still
•Ease and quiescence
•Safe
•Creative
•Accurate
•Reflective
The Watcher’s pitfalls
•Doesn’t get to action
•Cannot get started
•Sticks to introspection
•Own frame of reference is too
strong
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Watcher:
• Deal with the subjects to be studied in a creative way
• Look for pictures, video’s etc related to the subjects
• Try to imagine how subjects studied are
• Dare to begin with a new subject
• Dare to let loose your own vision at the subject
• Dare to watch outside your well known frames
• Dare just to start a (new) subject and to come into
action
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Watcher for functioning well at classes,
especially in co-operation with other students:
• Observe other students and tell them what you
see
• Observe the teacher
• Be alert at visual presentations
• Look for pictures that describe the subject, or
mention it as a metaphore
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Thinker
• A Thinker emphasizes in logical coherence
among matter.
• He wants do deal with building concepts and his
biggest power is making theoretical models.
• Logics, punctuality and thinking in clear abstract
concepts predominates.
• Thinkers try to argue towards reality from
theoretical models.
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Optimal learning circumstances of a Thinker:
• Clear goals and program
• Oportunity to ask for the background
• Confrontation with complex problems
(considered to be challenging)
• Order and tranquility
• Time to deal oneself with the study subjects
and placing them in their own frames
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
The Thinker’s power
•Wide scope
•Arguing
•Conceptualise
•Overview
The Thinker’s pitfalls
•Can not decide
•Sees too many objections
•Sticks in details
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Thinker:
• Take your time for subjects to be studied
• Put study subjects in a frame, a model, and
search for its logics
• Try to find the theory behind practice
• Dare to question about the backgrounds
• In case you don’t advance well, return a moment
to the program, the list of tasks etc.
• Dare to take some distance in order to get
overview rather than seeing too many details
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Watcher for functioning well at classes,
especially in co-operation with other students:
• Argue what you have seen in other students
and what they made you aware of
• Try to clarify things you get into
• Share this all with others in headwords
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Checker
• The Checker’s goal is to get to solutions and
to technological application of concepts,
models and theories.
• He likes to face problems that need just one
correct solution.
• His prefered procedure is goal centered and
methodical.
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Optimal learning circumstances of a Checker:
• A clear line in matter to be studied
• Oportunity to draw his own practical conclusions
• Clear relation between subjects to be studied and
own practice
• Techniques and advises to solve problems
independently
• Competent teachers (who can do themselves
what they teach)
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
The Checker’s power
•Making and keeping the speed
•Achieves results
•Realises motion
•Summarize and ticking off
The Checker’s pitfalls
•Exclusively targeted at result
•Panic in case of lack of
structure
•Rigidity in own patterns
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Checker:
• Look for the mainstream in subjects you study
• Make summaries
• Tick off what you have finished
• Make a schedule of work to do
• Ask for structure in case things are not clear
enough for you
• Dare to try ‘to think out of the box’, but try also to
recognize the pattern in yet unknown fields
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
learning styles
Tips for a Checker for functioning well at classes,
especially in co-operation with other students:
• First mention how you would like to deal with
things
• Mention the structure and coherence you
recognize
• Support the group with logical sequences etc.
• Summarize the contribution of others
• Write down a summary together with a Thinker
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
feedback
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
feedback
Feedback has several functions, such as:
• It may help others to proceed
• It may help to bring yourself and others
readjustment and order
• It may help to let off steam
• It may help low point processes to get into
motion again
• All of this among students, but also between
teacher and students (and in reverse)
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
feedback
At several moments ‘at pathology class’ you wil
co-operate with in some way with fellow students:
• Several settings of group work
• Doing your presentation
• Attending to someone else’s presentation
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
feedback
Feedback can be given
• at evaluation moments
• at moments where feedback is logically asked
for explicitly
• at moments where there is need for feedback
• in that case especially to help along yourself or
others
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
feedback
Playrules of feedback
Any feedback is given in this way:
I. I’ve seen/heared you doing [xxx]
II. That had this effect on me: [yyy] / It provoked [yyy] in me
III. It would have helped me a lot / you helped me a lot by
[zzz]
Nothing more and nothing less than that!!
The one who gets feedback reacts with nothing but “Thank
you”.
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
personal development plan
• The SOU course WM2 has targets to be
achieved
• The teacher offers education in a variety of
subjects and tasks
• The student gradually grows in knowledge and
skills, following the curriculum
• The student is the director and manager of his
own development, based upon the education
offered
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
personal development plan
Getting hold on your own development by using
a personal development plan (PDP) :
1. What do I want to achieve / to be able to do
[competence]?
2. Where am I right now [actual situation]?
3. What is needed to achieve what I want
[subjects to be learnt]?
4. What, how, where and when am I going to do
that [actions and their program]?
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
personal development plan
• Try to build your personal development step
by step
• Small steps keep your development
accessible and do-able.
• For that reason: ‘stay close to home’ and
formulate your subjects to be learnt ‘smart’ …
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
personal development plan
Formulate your subjects to be studied as much as possible
SMART:
Specific
•
Know what you want to achieve
Mesureable
•
Will your reality have been changed after reaching the goal?
Acceptable
•
Let the goal be attractive and challenging to you
Realistic
•
Make sure that the goal is really faesible
Time related
•
Make sure that there is a realistic time table, without an open
end
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
personal development plan
• You can use the four steps mentioned for a
range of steps in your development
• Write every step with 4 substeps on a sheet of
paper or in a document
• Create a folder in which you gather your
personal development plan, by adding all your
seperate steps
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© A.C.F.M. Korthout, MD * Praktijk voor Natuurgeneeskunde Sleeuwijk – www.natuurlijkbeter.com
sources
• Website Vergouwen Overduin about learning
styles: http://www.vergouwenoverduin.nl/testuzelf/test-leerstijlen
• Honing M, Zwartkruis M. Pedagogischdidactische bekwaamheid voor docenten in
het HBO. 2011, Nijmegen, Interstudie NDO
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