Kathy Stewart, MD
David Feldstein, MD
PCFDP
11/13/10

Introduction

Objectives
 Describe active learning techniques for small and large groups
 Formulate learning objectives for an educational program
 Design appropriate instructional techniques for an educational program
 Formulate an evaluation plan for an educational program

Overview of Program Planning
 Things to consider when planning a program
 Learners educational needs
 Intended learner outcomes
 Learning activities
 Evaluation plan

Overview
Learning
Objectives
Learning
Activities
Evaluation

Learning
Activities
Overview
Learning
Objectives
Evaluation

Pedagogy v. Andragogy
 Pedagogy
 Art and science of teaching children
 Andragogy
 Art and science of helping adults learn

Learner
Pedagogy v. Andragogy
Pedagogy Andragogy
Dependent on teacher Self-directed

Pedagogy v. Andragogy
Pedagogy Andragogy
Learner Dependent on teacher Self-directed
Experience Little previous experience
Wealth of experience is a resource for new learning

Pedagogy v. Andragogy
Pedagogy Andragogy
Learner
Experience Little previous experience
Readiness to
Learn
Dependent on teacher Self-directed
Ready to learn when told
Wealth of experience is a resource for new learning
Ready to learn when experience a need for more knowledge

Pedagogy v. Andragogy
Pedagogy Andragogy
Learner Dependent on teacher Self-directed
Experience Little previous experience
Readiness to
Learn
Orientation to
Learning
Ready to learn when told
Subject-centered curriculum
Wealth of experience is a resource for new learning
Ready to learn when experience a need for more knowledge
Problem-centered curriculum

Pedagogy v. Andragogy
Pedagogy Andragogy
Learner Dependent on teacher Self-directed
Experience Little previous experience
Readiness to
Learn
Orientation to
Learning
Motivation
Ready to learn when told
Subject-centered curriculum
External motivation
Wealth of experience is a resource for new learning
Ready to learn when experience a need for more knowledge
Problem-centered curriculum
Internal motivation

Learning Objectives
 Goals


Broad and generalized
The ultimate ‘target’
 Too broad for designing assessment
 Example: Student will learn proper grammar and spelling.
 Objectives
 Specific, measurable, short-term observable learner behaviors

Learning Objectives
 Specific, measurable, short-term observable learner behaviors
 Lead to assessment
 Ensure students reach goals
 Target four areas
 Audience
 Behavior
 Condition
 Degree

Three Domains of Learning
 Affective domain
 Five levels: Receiving, responding, valuing, organizing, characterizing
 Psychomotor domain
 Cognitive domain

Bloom’s taxonomy

Bloom’s Taxonomy

Bloom’s Taxonomy

Bloom’s Taxonomy
Clark, B. (2002). Upper Saddle
River, NJ: Merrill Prentice Hall.

Writing Objectives
 Knowledge: Cite, define, list, name, select, state, write
 Comprehension: Associate, classify, contrast, distinguish, interpret, review
 Application: Calculate, demonstrate, order, practice, relate, use

Writing Objectives
 Analysis: Analyze, summarize, debate, distinguish, criticize, differentiate
 Synthesis: Assemble, collect, design, manage, prepare, specify
 Evaluation: Appraise, determine, judge, measure, score, test
 Verbs to avoid: Appreciate, know, learn, comprehend, study, understand, believe

Writing Objectives
 Psychomotor domain: Integrate, measure, visualize, hold, project, diagnose
 Affective domain: Exemplify, realize, reflect

Example 1
 Diagnose diabetes

Example 2
 Students will gain knowledge regarding the management of complex congenital heart disease.

Example 3
 Demonstrate their efficiency in the use of systems based practice.

Writing Your Own Objectives
 Now take 5 minutes to write 2-3 objectives for a learning program that will facilitate

Sharing Your Objectives
 Pair up in groups of 2-3 and share and critique each others learning objectives

Instructional Techniques

1.
2.
Factors to Consider
Learning objectives
Instructor’s skills and comfort
3.
4.
5.
Learners
Context
Content
6.
7.
8.
Characteristics of techniques
Logistical constraints
Time

Potential Techniques
 Knowledge Acquisition
 Lecture
 Computer tutorials
 Email or listservs
 Sharing of information or questions

Potential Techniques
 Enhancing Cognitive Skills
 Case study
 Debate
 Observation with discussion

Potential Techniques
 Psychomotor skills
 Demonstration and return demonstration
 Simulation – Live or computer-based
 Skill practice session

Learner Attention Span
Mills, H.R. (1977) Techniques of Technical Training, 3rd Ed

Active Learning

“Involves learners in doing things and thinking about the things they are doing”
 Less emphasis on transmitting information

Emphasis on developing student’s skills
 Learners engaged in activities
 Learners involved in higher-order thinking
Bonwell and Eison, 1991

Making it Active
 Brainstorming
 Buzz groups
 Problem solving
 Mini-assessment
 Interactive computer programs
 Reflective writing

Practice with Learning Activities
 Get back in your group of 2-3 and discuss potential learning activities for your learning program

What Happens After the Course?
 Assessment: Analysis and use of data by students/faculty/departments to make decisions about improvements in teaching or learning
 Evaluation: Analysis and use of data by faculty to make judgments about student performance. Includes determination of grade.

Evaluation and Assessment
 Drive course planning
 Based on desired learning activities and outcomes
 Take a variety of forms:
 Surveys
 Interviews
 Observation
 Skills assessment exams
 Standardized scenarios

Backwards Planning
Clark, D. (2008). bdld.blogspot.com. Retrieved from web Nov, 2010.

Kirkpatrick D. (1994). San Francisco, CA: Barrett-Koehler.

Evaluation Methods
Methods
Survey
Questionnaire / Interview
Focus Group
Knowledge Test / Check
Work Review
Skills Observation
Presentations / Teach Bk
Action Planning
Action Learning
Key Business HR Metrics
1
Reaction
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Evaluation Levels
2
Learning
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3
Behavior
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4
Results
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Conclusions
 Questions or comments about your learning programs?
 What have you learned?

Conclusions
 Describe active learning techniques for small and large groups
 Formulate learning objectives for an educational program
 Design appropriate instructional techniques for an educational program
 Formulate an evaluation plan for an educational program