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 TAXONOMY
 VARK
 MALCOM KOWLS
 PEDAGOGY
 FORMATIVE
 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
directing
They have accumulated a great deal
of experience, which is a rich
resource for learning
They value learning that integrates
with the demands of their
everyday life
They are more interested in
immediate, problem centered
approaches than in subject centered
ones
They are more motivated to learn by
internal drives than by
external one
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass
Malcolm Knowles theory:
Children
 Learning is teacher
centered
Adults
 Learning is learner
centered
 Teacher's experience is  Adults build on their
paramount, lecture is
experience. Explore
the dominant mode
these and set
expectations
 Learners are ready to
 Learners learn when
learn when the teacher
they perceive a need in
says so.
real life.
 Learning a series of
 Learning is a cycle of
discrete units.
learning, reflection and
action
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
Explanations of visual
prompts
Models of the heart
Simulations on the
internet.
Encouraged to discuss
what parts of the heart
they are looking at in the
dissection
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
Assessment
Formative
Summative
Teaching plan
GO 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- Broad
Objectives - Specific
Learning Objectives
⌂ Learning Objectives should be
“SMART”
⌂
⌂
⌂
⌂
⌂
S
M
A
R
T
Specific
Measurable
Attainable for Target Audience
Relevant and Results Oriented
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
Develops New
Material From
Component
Parts
ORGANIZATION
RELATIONSHIP
S ELEMENTS
Breaks Down
Material Into Its
Component
Parts
Analyzes
Material
APPLICATION
Uses
Abstractions in
Concrete
Situations
Uses
Abstractions
Uses
Abstractions
Understands
Material
Being
Understands
Material
Understands
Material
Understands
Material
Recalls
Patterns
Recalls
Patterns
Recalls
Patterns
APPLICATION
COMPREHENSION
KNOWLEDGE
SYNTHESIS
EXTERNAL
CRITERIA,
INTERNAL
EVIDENCE
ABSTRACTIONS
DESIGN COMMUNICATION
ANALYSIS
EXTRAPOLATES
INTERPRETS
TRANSLATES
EVALUATION
communicated
THEORIES
PRINCIPLES
Recalls
Patterns,
Structures and
Settings
Recalls
Methods and
Processes
Recalls
Procedures
Recalls
Procedures
Recalls
Procedures
Recalls
Procedures
Recalls
Procedures
Recalls
Specifics
Recalls
Specifics
Recalls
Specifics
Recalls
Specifics
Recalls
Specifics
Recalls
Specifics
KNOWLEDGE
Recalls
Patterns
INTELLECTUAL ABILITIES AND SKILLS
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
A Taxonomy of Significant Learning
Learning How to
learn
Becoming a better
student
Self –directed learning
Foundational
Knowledge
Understanding and
remembering:
Information
Ideas
Caring
Developing
Feelings
Interest
Application
Skill
Thinking
Critical , Creative
Value
Human
Dimension
Learning about oneself
L. Dee Fink Jossey- Bass
Integration
Connecting
Ideas
People
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 learning
Talking and listening
Writing & 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
Assessment
Does
SP, portfolio, log
Shows How
OSCE
Simulated patient based
test
Knows How
MCQ, Essay questions, extended
matching items
Knows
MCQ, Essay questions, extended
matching items
GE Miller. The assessment of clinical skills/competence/performance. Acad Med 1990; 65: 63S67S
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 consider
before “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 component
Interpret 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:
⌂
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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.