As instructor I view my role as more of a facilitator of learning and am a collaborator with the students in my courses.

To assist students to discover how they can best learn the various competencies/skills they have to master and achieve the outcomes of the given course. My philosophy of learning can be viewed in the following metaphor; I am the nurse (aka facilitator! caring for a group of patients (aka students! in the classroom environment. I have to make sure that my patients vital signs are within normal limits and that mine are too. "y doing this I will ensure a balance of #healthy$ learning. The below are the keys to my learning philosophy %ITA& 'I()' MA and A*+ Acronyms %ITA& Meaning ,. %-%isual learner developing A& activities that reach this learning style. .. I - Intellectual learner developing A& activities that reach this learning style. /. T - 0verall learning environment. 1. A - Auditory learner developing A& activities that reach this learning style. 2. & - &imbic 'ystem developing A& activities that make students utili3e this part of their brain for more meaningful and lasting learning. %ital 'ign to obtain ,. %ision screening - making sure that both the student and I have a .4/.4 vision as to what needs to be learned. .. 5ulse 06 - making sure enough o6ygen is circulating to ensure at a cellular level learning can occur. /. Temperature - )o developing a #fever$ due to7 too much information or not enough 8 balance of mind9body. More literally the temperature of the classroom environment. 1. :earing screening - making sure that I am actively listening to my students and vice versa. 2. "lood 5ressure - to ensure the information is circulating to all parts of their MI thereby involving the mind9body. ,. ' - 'omatic learner and developing ,. 5ulse - an increase pulse e;ualing too much A& activities that reach this learning info/student is overwhelmed and not too low of style. a pulse e;ualing boredom/comates state. <espiratory <ate - Movement of learning7 stimulation to want to learn more. ,. M - Multiple Intelligence. ,. :eight - Making sure that each student is reaching .. A - Accelerated learning the ,4 their full potential and not shrinking because they elements. are not learning. As a facilitator of learning I need to incorporate the MI of learning7 reaching for this in each of my courses. .. =eight - "alancing the ,4 elements of A& to aid in the overall benefit of the learning processes. >utting out the fat and making the content lean and meaningful for the students. (?ood 5yramid!

'I()'

MA

A*+

,. A*+ - Alert *ducation +isaster (aka Automated *6ternal +efibrillator!

,.

If all of the above #%ITA& 'I()'$ remain within normal limits accelerated learning will be occurring and students will be learning. If however7 the above #%ITA& 'I()'$ are abnormal I need to use my A*+ to #shock$ my mode of instruction and reflect on what barriers are present that are inhibiting learning from occurring and make these changes.

"y doing the above I believe the medical assistant students I work with will have that solid learning foundation to ensure not only true learning has occurred but that they will be successful both in and out of the classroom. 0nce again7 this is all possible through collaborative effort between the student(s! and facilitator. To further aid in this collaborative process new teaching strategies like the accelerated learning methods need to be implemented to meet the diverse educational needs of our students. 0ne final acronym below represents the building blocks in my philosophy of learning that are essential in building a solid educational foundation for the M*+I>A& A''I'TA)T student. I have listed both e6pectations I have for myself but also e6pectation that I have for my students. "y welding these building blocks together with instructional design techni;ues/

methods we are collaborating to build the solid foundation in becoming an e6ceptional Medical Assistant.

?acilitator M Mentor the students in their @ourney of becoming a medical assistant E D

'tudent
Motivated to do their best in their studies. Excitement and Eagerness to learn. Dedication to their studies.

by showing by e6ample the professionalism and competence needed in this field. Experience 8 share with the students the #real life$ e6periences in the field. 'haring case studies to help them relate difficult concepts is an effective learning tool. Developing students in their role as an MA. This is done through the hands on e6periences in lab. It is an awesome thing to be able to see a student who is scare to death to do a skill like in@ection and by the end of the semester feel completely confident. This is a reward of the

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@obAAAA Ignite the e6citement in learning skills and techni;ues they can use to provide that high ;uality patient care. Critical Thinking 8 helping them see the bigger picture of why they do a certain step for a skill and the importance of this skill. ?or e6ample "5 why we teach them to palpate the radial pulse to ensure accurate results. Accelerated Learning methods in teaching - Implement new teaching strategies to reach the student. Trying new things and not being afraid to try something completely different. Lead the student in an effective way so that they see their growth and development by giving timely feedback.

Integrity in their studies7 in their e6ternship e6perience and ultimately their careers. Commitment to their course work7 to their fellow classmates7 and to themselves in doing their best. Accountability 8 Taking ownership of their learning and education. Learn by being opening to new ways of learning and open to new ideas.

A L

?acilitator A
Adapting my teaching strategies to reach the various learning style in the classroom. atis!action in knowing that I will give ,,4B for student to be successful. uccess understanding the different perspective of success and supporting the efforts reach the goal. Investment of high ;uality instruction will help make certain that the MA from MAT> knows what they are doing and are able to provide the e6ceptional patient care. timulate the students interest in their field of study to want to learn more and do their best Treasure every learning opportunity to do things better. A"areness of my strengths and weakness #urture the students by showing them I sincerely care about their success. Time commitment to the course I teach. 'etting aside course development time7 time to meet with students7 time to take time. Time in balance 8 time for work/family/faith/self.

'tudent
Adjusting to being a student again7 ad@usting to balancing home/work/family/school atis!action in their small and big accomplishments along the way. uccess for life. Applying what they have learned. Ideas of what it means and what it takes to be an MA. haring their perspectives7 ideas and goals. Tolerance of others and respect for their differences A"areness of their strength and weakness #ever say )07 I @ust canCtA Dnow you always can but it may mean a different path. Time to studyA Time in balance 8 time for work/family/faith/self.

T A # T