Chapter 1: The Art and Science of Learning in Anatomy and Physiology

Foreign, Familiar, Mastery

Three Stages of Learning

Foreign Stage of Learning

A student is exposed to the information for the first time.

Classroom Setting

Where foreign stage of learning occurs

Story-telling

Creating stories to help remember

Chunking

Grouping items together

Structure, function, differences, or similarities

Chunking can be based on the following:

Repeated exposure to material

The transition from foreign to

familiar is achieved through ______

Continual practice

The transition from familiarity to mastery is achieved through _____

Retrieval Practice

Helps strengthen memory through habitual recollection

Retrieval Practice

Philosophy behind assigning homework, quizzes, and in-class questions

Bloom’s Taxonomy

An educational framework for evaluating the skills used in a question

or task

Remember

You cannot apply information if you cannot ______ it first.

Remembering

Bloom’s levels of taxonomy begins with ______

Remembering Skills

• Memorize

• Define

• Recall details

Understanding Skills

• Recognize a concept in a new situation.

• Thoroughly understand a concept

Application Skills

• Apply information in a new situation

• Use a previous example or model to understand a new example.

Analyzation Skills

Assess a new piece of data or graph to make a conclusion

Evaluation Skills

• Justify a conclusion

• Choose a best among a group of plausible explanations

Creation Skills

Produce a new work, idea, or writing

Learning Objectives

• Help students understand what they are expected to know after

they read the section within the chapter

Learning Objectives

Improve transparency between student and instructor

Learning Objectives

Located at the beginning of each section and end of each chapter

Foreign to Familiar

• Reading/rereading your notes

• Copying/rewriting your notes

• Watching and rewatching lectures

• Reading and rereading your textbook

• Using flashcards to memorize terminology

Familiar to Mastery

• Teaching or explaining the material to someone else

• Drawing and/or labeling a structure or structures

• Writing out an explanation of a concept

• Recreating a graph with explanations

• Completing practice problems

• Answering the question “what happens if these components don’t work?”