Fundamentals of Teaching

Darshana Shah. PhD.Professor of Pathology

Associate Dean Office of Faculty Affairs & Professional Development

Marshall University , Joan. C. Edwards school of Medicine

What does the following terms means to you?

BLOOM’S TAXONOMYVARKMALCOM KOWLSPEDAGOGYFORMATIVE SUMMATIVE

What does the following terms means to you?

⌂ BLOOM’S TAXONOMY: identified three domains of educational activities: CAP

⌂ VARK: Visual, Aural, Read and write, Kinesthetic, Multimodal

⌂ MALCOLM KNOWLES: adult learning theory

⌂ PEDAGOGY: strategies of instruction, or a style of instruction

⌂ FORMATIVE: Mid point ⌂ SUMMATVE: End point

Define : Excellent Teacher?

Define : Excellent Teacher?⌂ Knowledgeable⌂ Organized⌂ Good interpersonal

skills/good communicator

⌂ Enthusiastic and interested in teaching

⌂ Provides expectations

⌂ Provides examples⌂ Promotes self

directed learning

⌂ Includes learner actively

⌂ Values the learner⌂ Teaches at the

learner’s level/varies style

⌂ Makes teaching relevant

⌂ Suggests ways to apply material

⌂ Makes learning fun!⌂ Is comfortable

saying, “I don’t know.”

Our Educational Strategies

⌂ Develop through observation of our teachers

⌂ Are changed by experimentation with new methods and reflection on these experiences

⌂ More experienced teachers have a larger repertoire of strategies

Good Lectures

⌂ Challenges student to significant kinds of learning

⌂ Use active forms of learning⌂ Have teachers who care- about the

subject, their students, and about teaching and learning

⌂ Have teachers who interact well with students

⌂ Have a good system of feedback, assessment and grading

Reflective exercise:What frustrates you the

most?

Reflective exercise:What frustrates you the most?

Goal: To provide tools and techniques for effective

teaching

Participants will be able to: Identify learners’ need Apply educational theory to write

learning objectives Structure the learning experience to

achieve learning objectives Conduct quick assessment of

significant learning

We are dealing with adult learners

Andragogy—five assumptions about adult learning Adults are independent and self directingThey have accumulated a great deal of experience, which is a richresource for learningThey value learning that integrates with the demands of theireveryday lifeThey are more interested in immediate, problem centeredapproaches than in subject centered onesThey are more motivated to learn by internal drives than byexternal one

Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass

Malcolm Knowles theory:

Learning is teacher centered

Learning is learner centered

Teacher's experience is paramount, lecture is the dominant mode

Adults build on their experience. Explore these and set expectations

Learners are ready to learn when the teacher says so.

Learners learn when they perceive a need in real life.

Learning a series of discrete units.

Learning is a cycle of learning, reflection and action

Children Adults

They are from different generation

Generations Birth Years Ages in 2006

GI Generation 1901 - 1924 81 -

Silent Generation 1925 - 1945 61 - 80

Baby Boomers 1946 - 1964 42 – 60

Generation X 1965 - 1978* 28 - 42

Millennials 1979*- 1994 12 - 27 *Experts differ on end or beginning date of generation : 1974-1981

Different learning Style

VARK (Visual/Aural-Auditory/ Read-Write/ Kinesthetic)

Lesson activities for visual learners

Lesson activities for auditory learners

Lesson activities for kinaesthetic learners

Diagrams

Simulations on the internet.

Explanations of visual prompts

Encouraged to discuss what parts of the heart they are looking at in the dissection

Models of the heart

Dissection of the heart

Teacher

Plan Your Teaching

What do we focus on?

Take a minute……

Planning is all about Aligning !

Learning Objectives

Instructional Method

AssessmentFormativeSummative

Teaching planGO FAR !!!!

⌂ G OAL: What is the broad purpose?

⌂ O BJECTIVES: Specifically what should learner achieve?

⌂ F RAMEWORK: What is the best way to structure the learning experience to achieve learning objectives?

⌂ A SSESSMENT: Were the learning experience and teacher effective? Were learning objectives achieved?

⌂ R EVIEW: What should be done differently next time?Teacher & Educational Development

University of New Mexico School of Medicine

GO FAR !!!!

GO FAR !!!!!

Goal Objective

Goal- BroadObjectives - Specific

Learning Objectives

⌂ Learning Objectives should be “SMART”

⌂ S Specific⌂ M Measurable⌂ A Attainable for Target Audience⌂ R Relevant and Results Oriented⌂ T Targeted to Learner

Frameworks for Educational Objectives

Bloom's Taxonomy of Educational Objectives: (1956) identified three domains of educational activities:

Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional

areas (Attitude) Psychomotor: manual or physical skills

(Skills)

Cognitive Domain Hierarchy of

Learning

KNOWLEDGE

Recalls Specifics

INTELLECTUAL ABILITIES AND SKILLS

Recalls Methods and

Processes

THEORIES PRINCIPLES

KNOWLEDGE

Recalls Specifics

Recalls Procedures

Recalls Patterns,

Structures and Settings

EXTRAPOLATES INTERPRETS TRANSLATES

COMPREHENSION

Recalls Specifics

Recalls Procedures

Recalls Patterns

Understands Material Being

communicated

APPLICATION

APPLICATION

Recalls Specifics

Recalls Procedures

Recalls Patterns

Understands Material

Uses Abstractions in

Concrete Situations

ORGANIZATION RELATIONSHIPS

ELEMENTS

ANALYSIS

Recalls Specifics

Recalls Procedures

Recalls Patterns

Understands Material

Uses Abstractions

Breaks Down Material Into

Its Component Parts

ABSTRACTIONS DESIGN COM-MUNICATION

SYNTHESIS

Recalls Specifics

Recalls Procedures

Recalls Patterns

Understands Material

Uses Abstractions

Analyzes Material

Develops New Material From

Component Parts

EXTERNAL CRITERIA, INTERNAL EVIDENCE

EVALUATION

Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Foundational Knowledge

Understanding and remembering:

InformationIdeas

ApplicationSkill

ThinkingCritical , Creative

IntegrationConnecting

IdeasPeople

Human DimensionLearning about

oneself

CaringDeveloping

FeelingsInterestValue

Learning How to learn

Becoming a better student

Self –directed learning

A Taxonomy of Significant Learning

L. Dee Fink Jossey- Bass

How do you create a useful learning objective?

⌂ It’s helpful to finish the sentence, “After this session, you should be able to…”

⌂ Start with an observable action word that captures what the learner should be able to do (see examples in your handout )

⌂ Avoid ill-defined terms that are open to variable interpretation (e.g., understand, learn, grasp);

GO FAR !!!!

Frame Work

⌂ What is the best way to structure the learning experience to achieve learning objectives?

Delivery method (pedagogy)

⌂ Determine which style will most effectively accomplish objectives

⌂ Use of appropriate method increases likelihood of learning

Learning Pyramid

Lecture5%

Reading 10%

Audio Visual 20%

Demonstration 30%

Discussion Group 50%

Practice by Doing 75%

Teaching Others 90%

Teaching Methods

⌂ What is the best way to teach?

⌂ Variety of teaching methods¤Lectures¤Team based learning¤Problem-based learning¤Small group discussions¤Simulation/skills teaching¤Self-learning packages

3:Components

⌂ Introduction⌂ Main Body⌂ Closure

Introduction: should get attention, set the mood, establish expectations

⌂ SMART: objectives, demonstrate relevance, tie to the larger context, create rapport, and motivate the learner.

⌂ Dramatic statistic,⌂ Startling question or

challenging statement⌂ Quotation⌂ Picture, anecdote⌂ Case history

Students’ perception of the relevance of what they are being taught is a vital motivator for learning

For the body:

⌂ Limit major learning points to a maximum of three to five per hour, corresponding to objectives.

⌂ Decide on an appropriate organizational structure (e.g., chronological, procedural, cause-effect, problem-solution, topical, general to specific, specific to general, etc.)

⌂ Develop an outline.⌂ Plan time for questions and a conclusion

(10 min/50 min).

For the body:

⌂ Develop concrete examples to illustrate your main points.

⌂ Decide how to illustrate key points (e.g., story, demonstration, case, etc.).

⌂ Decide how to supplement key points (e.g., audio-visuals, props).

⌂ Build in transitions.⌂ List questions you plan to ask.

For the conclusion:

⌂ Summarize major points.⌂ Relate content to objectives and the

big picture.⌂ Do not introduce any new material.⌂ Do not end with “Any questions?”⌂ Tie back in to the introduction

Active Learning!!!where students do more than

simply listen to a lecture.

Elements of active learningTalking and listeningWriting & reading Reflecting.

In-class active learning techniques

⌂ Think-Pair-Share⌂ Collaborative learning

groups⌂ Student-led review

sessions⌂ Games⌂ Concept mapping

GO F A R !!!!

Learning is driven by Assessment !!

Which is your favorite methods of assessment and why?

Multiple methods of assessment

Provide opportunities for frequent self-assessment

Assess not just medical knowledge but also interpersonal skills, qualities of mind, professionalism

AssessmentDoes

Shows HowOSCE

Simulated patient based test

Knows HowMCQ, Essay questions,

extended matching items

KnowsMCQ, Essay questions, extended

matching items

SP, portfolio, log

GE Miller. The assessment of clinical skills/competence/performance. Acad Med 1990; 65: 63S-67S

Class room assessment technique (CATs)

⌂ Minute paper ( Crystal clear/ Muddy point)

⌂ Chain Notes (question in the envelop)⌂ Memory matrix⌂ Directed paraphrasing (Ask students to write a

layman’s "translation" of something they have just learned

⌂ One-sentence summary (summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?"

⌂ Application cards (one real-world application for what they have just learned

⌂ Student- generated test questions

Feedback

⌂ FAST⌂ Frequent⌂ Accurate⌂ Specific⌂ Timely

GO F A R !!!!

⌂ What to considerbefore “next time

GO F A R !!!!

⌂ What I will keep the same is…⌂ What I will do more of is …⌂ What I will do less of is…⌂ What I will stop doing is…⌂ What I will do differently and how

is…⌂ What I will add is…

Added value: Scholarly componentInterpret quality through outcomes:

What you have learned and how you plan to disseminate your learning.

Are you collecting data to demonstrate your teaching effectiveness?

Do you use this data to inform your future teaching?

How do you use information from learners to choose the appropriate teaching method to meet their needs?

What can you take home?

⌂ DIRECTIONS: Please take a moment to recall the ideas, techniques, and strategies we've discussed – and those you've thought up – to this point in the session.

⌂ IDEAS/TECHNIQUES POSSIBLE APPLICATIONS

For references and additional information, please see:

⌂ Anderson, L.W. & Krathwohl, D.R. (Eds.). (2001). A taxonomy of learning, teaching, and assessment: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

⌂ Biggs, J. (1999). Teaching for quality learning at university. Philadelphia: Buckingham.

⌂ Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: Longmans, Green.Bloom, B.S., Englehart, M.D., Furst, E. J., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay.

⌂ Krathwohl, D., Bloom, B.S., & Masia, B. (Eds.). (1964). Taxonomy of educational objectives, handbook II: Affective domain. New York: McKay.

⌂ The Guide to Writing Effective Goals and Objectives for Learning was developed by Kathryn Huggett, Ph.D., Director, Medical Education Development and Assessment at the Creighton University School of Medicine.