Hispanic and Native American Center of Excellence -

Glossary

Term

Definition

Active Learning

Means active listening, reading, and studying for understanding, and taking an interactive role in the learning process. Student is proactive, completes advanced preparation for class to discuss, analyze, participate. Student centered.

Cooperative Learning

Interaction between instructor/student, and student/student that promotes learning, usually in a group setting.

Equal Opportunity

The process of engaging and including all students as partners in the learning experience.

Group Process

The interactive behaviors inherent in communication among several individuals embarked upon a shared purpose or goal.

Learning Disability

A permanent neurological disorder that affects the manner in which information is taken in or received, organized and remembered, and then retrieved or expressed.

Learning Process

Reflection, trial and error, repetition.

Learning Skill

Reading, listening, writing, coding, mapping, memorizing.

Learning Strategy

An organized and purposeful approach to the learning task.

Learning Style

The way a student learns best. Very individual. Could be a preference for kinesthetic, auditory, linguistic, or visual ways of learning, among others.

Learning to Learn

The process of identifying one’s preferred style and best strategy to use for each learning task.

Non-traditional teaching methods.

Interactive between instructor and students. Both students and instructor are active participants in the process of learning. Learning is self directed, as an active problem-solving orientation, instructor acts as facilitator and coach.

Passive Learning

Student listens to prepared and presented material, takes notes, and is tested on recall and understanding.

Traditional teaching methods.

Lecture, class notes, review, test. Discussion centers upon the instructor. Instructor centered.

References

Barr, M.J., Keating, L.A. & Assoc. (1985). Developing Effective Student Services Programs. Jossey-Bass Publishers, San Francisco.

Barrow, J.C. (1986). Fostering Cognitive Development of Students. Jossey-Bass Publishers, San Francisco.

Bordage, G., (2002). Are semantically competent clinicians born or made? Presentation, Ottawa Conference.

Bramley, W. (1979). Group Tutoring, Concepts and Case Studies. Kogan Page, London.

Brightman, Harvey J. (2003). GSU Master Teacher Program: On Learning Styles.

http://www.gsu.edu/~dschjb/wwwmbti.html. Georgia State University.

Brislin, R.W. & Yoshida, t. (1994). Improving Intercultural Interactions. Sage: Thousand Oaks, CA.

Brown, W.F. (1972). Student-to-Student Counseling, an approach to motivating academic achievement, Hogg Foundation, Univ. of Texas Press, Austin.

Connell, K.J., Bordage, G., Gecht, M.R., Chang, R. (1998). Assessing Clinicians' Quality of thinking and Semantic Competence: A training manual for researchers and medical educators. University of Illinois, and Northwestern University Medical School, Chicago.

Cotton, J. (1995). The Theory of Learning Strategies, An Introduction. Kogan Page, London.

Davidson, G.V. (1990). Matching learning styles with teaching styles: Is it a useful concept? Performance & Instruction, 29 (4), 36-38.

Dunn, r. (1995). Multiculturalism and the learning-style characteristics of major cultural groups in the United States. In Griggs, S. (Eds.). Multiculturalism and learning style: teaching and counseling adolescents, (pp.37-48). Westport, CT: Praeger.

Fuhrmann, B.S. & Grasha, A.F. (1983). A Practical Handbook for College Teachers. Little, Brown and Company, Boston.

Goodlad, S. (Ed.) (1995). Students as tutors and mentors. Kogan Press, London.

Imel, S. (1995). Inclusive adult learning environments. ERIC Clearinghouse on Adult, Career, and Vocational Education, ERIC Digest No. 154. Columbus, OH.

Kaplan, E.J. & Kies, D.A. (1993). Together: Teaching styles and learning styles improving college instruction. College Student Journal, 27 (4), 509-513.

Maxwell, M. (Ed.) (1994). When tutor meets student (Second Edition). The University of Michigan Press, Ann Arbor.

McCaulley, M.H. and Moody, R.A. (2001). Multicultural Applications of the Myers-Briggs Type Indicator.

Handbook of Multicultural Assessment, 2^nd Ed., Clinical, Psychological and Educational Applications. Suzuki, L. Ponterotto, J., and Meller, P. (Ed). Jossey-Bass.

More, A.J. (1990). Learning styles of Native Americans and Asians. (Report No. RC-018-091). Vancouver, CA: University of British Columbia. ERIC Document Reproduction Service No. ED 330-535.

O’Neil, H.F., Jr. (Ed.) (1979). Cognitive and affective learning strategies. Academic Press, New York.

Pelley, J.W. & Dalley, B.K. (1997). Success types for medical students. A program for improving academic performance. Texas Tech University Extended Studies. Lubbock, TX.

Phillips, S.U. (1983). The Invisible Culture. Longman Publishing, NY.

Prichard, K.W. & Sawyer, R.M. (Ed.) (1994). Handbook of college teaching, theory and applications. The Greenwood Press, Westport, CT

Sitaram, K.S. & Cogdell, R.T. (1976). Foundations of intercultural communication. Charles E. Merrill Publishing Co., Columbus, OH.

Sleeter, C. & Grant, C. (1988). Making choices for multicultural education, five approaches to race, class, and gender. Merrill Publishing Co.

Stanley, L.A. (1987). Training curriculum development. International Center for Public Enterprises in Developing Countries. Yugoslavia.

Wheeler, S. & Birtle, J. (1993). A handbook for personal tutors. The Society for Research into Higher Education & Open University Press, Buckingham, England.

Whitman, N.A. et al (1997) Reducing stress among student. Association for the Study of Higher Education. ERIC Clearinghouse on Higher Education, ED284526 87.

Winston, R.B., Jr., et al (1984). Developmental Academic Advising. Jossey-Bass Publishers, San Francisco.

Acknowledgements

Thanks to Scott Obenshain, M.D. for reviewing the handbook and offering many useful clarifying comments, including the concept of semantic qualifiers. Thanks also to Cheri Koinis, M.Ed., Sharon Phelan, M.D., and Stewart Mennin, Ph.D. for their insight and helpful suggestions. All reviewers are University of New Mexico School of Medicine faculty and staff.

Contact the Hispanic and Native American Center of Excellence
University of New Mexico School of Medicine
(505) 272-1419

Comments about us.


	Disclaimer \| Privacy Statement University of New Mexico	Search \| HSC Home \| HSC Intranet \| UNM Comments: HSC Web Development Team