Energizing Teaching Skill Basic MedEd Episode I CHANON NUNTAWONG, MD DEPUTY DIRECTOR OF EDUCATION AND QUALITY ASSUARANCE AFFAIRS, SARABURI MEC Concepts of education Contents Educational domain Outcome-based education Effective teaching in a large class room Charles Sidney Burwell Dean of Faculty of Medicine, Harvard School of Medicine, USA 1893-1967 "Half of what we are going to teach you is wrong, and half of it is right. Our problem is that we don't know which half is which.” - 1944 QUESTION PARTICIPATION GROUND RULES DISTRACTORS What’s the difference between… ? TEACHING LEARNING He taught stripe how to whistle… Teaching is ……………. knowledge to someone else Teaching Vs Learning Learning is ……………. knowledge for yourself Learning is “Change” for the better HERBERT A. SIMON, one of the founders of the field of Cognitive Science, Nobel Laureate, and University Professor (deceased) at Carnegie Mellon University ‘Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.’ Ambrose, Susan A.. How Learning Works: Seven Research-Based Principles for Smart Teaching (p. 1). Wiley. Kindle Edition. ‘Learning: the process leads to change’ IS A PROCESS, NOT A PRODUCT INVOLVES CHANGE IN KNOWLEDGE, BELIEFS, BEHAVIORS, OR ATTITUDES. IS NOT SOMETHING DONE TO STUDENTS, BUT RATHER SOMETHING STUDENTS THEMSELVES DO. Constructivism - Knowledge is not given (transferred) but constructed - Student-centered - Needed Time Educational domain OBJECTIVE LEARNING EXPERIENCE EVALUATION AFFECTIVE O Learning objectives COGNITIVE PSYCHOMOTOR Bloom’s Taxonomy (of cognitive domain) [1956] Higher order thinking skill Bloom’s Taxonomy (of cognitive domain) Lower order thinking skill Noun Verb 2001 Dave’s Pyramid of Psychomotor domain (1975) Pyramid of affective domain (Bloom, Krathwhol &Masia, 1964) ”The greatest difficulty in life is to make knowledge effective, to convert it into practical wisdom.” Father of Modern Medicine Sir William Osler One of four founding professors of John Hopkins Hospital, Baltimore,USA Expert’s organization of knowledge Ambrose, Susan A.. How Learning Works: Seven Research-Based Principles for Smart Teaching (p. 45-49). Wiley. Kindle Edition. Help Quality of prior knowledge that help or hinder learning active (irrelevant) Inactive (irrelevant) sufficient (for task) Insufficient (for task) appropriate (for context) Inappropriate (for context) accurate Inaccurate Hinder Ambrose, Susan A.. How Learning Works: Seven Research-Based Principles for Smart Teaching (p. 13). Wiley. Kindle Edition. Learning experiences Large group teaching Small group teaching Large group teaching (Lecture) • Most common method of teaching • Economical and Efficient means of transferring knowledge & concepts to large groups of students • Providing an entry into a difficult topic • Direct student learning Small group teaching • S: Specific task and objectives • A: Active participation • R: Reflection Kolb’s Learning Cycle Kolb, 1984 The Learning Pyramid Self-directed Adult learning theory Need to know Problem-centered Experiences Internal factors Malcolm Knowles, 1984 Assessment/Evaluation กระบวนการตัดสินคุณค่าของการกระทำใด ๆ ที่จุดใดจุดหนึ่ง โดยเปรียบเทียบกับเกณฑ์มาตรฐาน Evaluation = Measurement + Judgment Why Parameters of Assessment When What How By whom Pe Ski rform lls, a Att nce, itu de s Expert Performance in simulated situation Competence: Ability to apply knowledge le d ge Miller’s Performance in actual situation ow Competence Kn pyramid Novice Knowledge Knows about Heard of Awareness level Competence - what people can do in a contextual vacuum, under perfect conditions. Performance - how people behave in real life, on a day-to-day basis. Miller GE. The Assessment of Clinical Skills/Competence/Performance; Acad. Med. 1990: 65(9); S63-S7 Miller's Prism of Clinical Competence (aka Miller's Pyramid) It is only in the 'does' triangle that the doctor truly performs Base on work by Miller GE. The Assessment of Clinical Skills/Competence/Performance; Acad. Med. 1990: 65(9); S63-S7 Adapt by Drs. R. Mehay & R. Burns, UK (Jan 2009) Outcome-based education Health Professional Education Julio Frenk. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet 2010; 376: 1923-58 Outcomebased education LEARNING & INNOVATION SKILLS INFORMATION, MEDIA & TECHNOLOGY SKILLS LIFE AND CAREER SKILLS Learning & innovation skills https://youtu.be/QrEEVZa3f98 INFORMATION, MEDIA & TECHNOLOGY SKILLS Media literacy ICT literacy Information literacy Life and career skills FLEXIBILITY & ADAPTABILITY INITIATIVE & SELF DIRECTION PRODUCTIVE & ACCOUNTABILITY SOCIAL & CROSS CULTURAL SKILLS LEADERSHIP & RESPONSIBILITY Why using large group teaching? Effective teaching in a large class: Objectives How to prepare large group teaching? How to energized your large group teaching? Large group teaching (Lecture) • Most common method of teaching • Economical and Efficient means of transferring knowledge & concepts to large groups of students • Providing an entry into a difficult topic • Direct student learning Ineffective ways of teaching (Skills, Attitudes, Higher order thinking) Limitation of Lectures Encourage passive learning Requires effective speaker Energizing your lectures Effective speaker TONE PITCH PACE The learning pyramid Knowledge retention at 2 weeks The Good Teaching Preparation – ¼ Theatre – ¾ Gail Godwin “KAOS” Preparation- KNOWLEDGE AUDIENCE OBJECTIVES SETTING Death by PowerPoint Significant Structure Simplicity Rehearsal Simple design’s rules ONE POINT PER SLIDE VERY FEW FONTS LESS TEXT, MORE IMAGINARY IMAGES Theater (Lecture phase) Introduction Body Conclusion 1.Introduction State objectives Involve the class Ask questions Cases Examples 2.Body HIGHER ORDER THINKING DEPENDS ON OBJECTIVES 3.Conclusion Help students consolidate their learning Rehearsal within 30 minutes to consolidate Rehearsal encourage connection between concepts Long term memory Surface learning: Deep learning: memorization of facts Make connection and link prior knowledges Establish relationship between facts, concepts, pre-existing information The Bowing effect Items learned at the beginning and end of the lecture are remembered best Start Middle End Reinforcement helps consolidation Keep students active! Students summarize important points Students generate questions at start and answer at end Giving tasks to practice Characteristics of the effective lecture Engaging the audience Lecture clarity Active learning Engaging the audience Attention Arousal Motivation Engaging 1: Attention (Low attention after 30 minutes) Take a break or change activity every 20 minutes Effect of rest or change of activity on learning Engaging 2: Arousal AUDITORY STIMULATION VISUAL STIMULATION NOVEL STIMULATION INTENSITY OF STIMULATION Engaging 3: Motivation (Adult learning theory) Self-directed Experiences Problemcentered Internal factors Need to know Intro phase Lecture clarity •Objectives •Lecture outline Body phase •Segment summary •Transition cues Body phase Segment summary Transition cues Content: “To review, the 3 parts of a lecture are the intro, body and conclusion” Statement Words Structure: “We’ve gone over the 3 parts of a lectures, now we’re going to talk about……” Symbols Active learning by using small group methods Brainstorming Buzz groups Free-discussion Games & simulation Role play ‘If you want different results, do not do the same thing.’ Albert Einstein (1879-1955) Today…Summary Concept of Education Teaching ≠ Learning Educational domain Objective, learning experience, evaluation Outcome-based education 21st century skills Effective lectures Preparation (KAOS) Theater: intro, body, conclusion William Arthur Ward (1921-1994) ‘The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.’ Take home message How can we enhance our students learning better?
