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Questions to Ponder. What is your greatest strength in teaching? What is your greatest challenge in teaching? What would you like to achieve in this session this morning?. Three Frames for Adult Instruction: Toward a Methodology. Jonathan Rohrer, Ph.D., D.Min.

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Questions to ponder
Questions to Ponder

  • What is your greatest strength in teaching?

  • What is your greatest challenge in teaching?

  • What would you like to achieve in this session this morning?


Three frames for adult instruction toward a methodology

Three Frames for Adult Instruction: Toward a Methodology

Jonathan Rohrer, Ph.D., D.Min.

Associate Dean, Statewide Campus System

Michigan State University

College of Osteopathic Medicine


Objectives
Objectives

  • Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

  • Create a plan for integrating more participation into your instruction of adults.


Personal preference for instruction
Personal Preference for Instruction

  • What is your personal preference for instruction?

    • What methods do you most often use in teaching?

    • What criteria would you use to evaluate the effectiveness of your teaching?


Personal preference for adult instruction
Personal Preference for Adult Instruction

  • Collaborative

  • Constructive

  • Competency-Based

  • Community


Adult instruction
Adult Instruction

  • Collaboration- All participants in the learning process are learners and engage in dialogue together as teacher and student.

  • Constructive- Learners are transformed by a process through which they synthesize and integrate knowledge into their mutual life experience.


Adult instruction1
Adult Instruction

  • Competency Based- The outcomes of a learning experience must be based in real world performance that are assessable.

  • Community- Learning takes place in the context of relationships.


Three frames for teaching adults
Three Frames for Teaching Adults

  • Adult Learning Principles

  • Competency-Based Outcomes

  • Interactive Teaching/ Participatory Learning


Adult learning principles
Adult Learning Principles

  • Motivation

  • Environment

  • Ownership

  • Commitment

  • Active participation

  • Experience

  • Application



The learning environment is characterized by
The learning environment is characterized by

  • Climate vs. culture

  • mutual trust and respect

  • mutual helpfulness

  • freedom of expression

  • acceptance of differences

  • Environment


The learners embrace the goals of the learning experience as their goals.The learners accept responsibility and commitment to the learning experience.

  • Ownership

  • Commitment


The learners participate actively in the learning process
The learners participate actively in the learning process. their goals.

  • Active participation

  • The learning process is related to and makes use of the experience of the learner

  • Experience


The learners understand appropriate action application to make progress toward their goals
The learners understand appropriate action/ their goals.application to make progress toward their goals

  • Application


E their goals.nvironment

Experience

Ownership


Objectives1
Objectives their goals.

  • Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

  • Create a plan for integrating more participation into your instruction of adults.


Definition of professional competence
Definition of their goals.Professional Competence

  • “Professional Competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice of the individual and community being served”

    Report of the AOA

    Core Competency Task Force


Competence
Competence their goals.

  • Is the real world performance of professional technical integrative skills. A competency is:

    • Comprehensive

    • Assessable

    • Real World

    • Precise


Qualities of a valid outcome
Qualities of a Valid Outcome their goals.

  • Comprehensive

  • Assessable

  • Real World Performance

  • Precise


Qualities of a valid outcome competency carp
Qualities of a Valid Outcome Competency: CARP their goals.

  • Comprehensive: the outcome competency integrates the full range of cognitive, behavioral, and affective concerns

  • Assessable: the outcomes are testable


Qualities of a valid outcome competency carp1
Qualities of a Valid Outcome Competency: CARP their goals.

  • Real World Performance: the outcome competency is focused on real world behavior

  • Precise: the outcome competency is phrased clearly and concisely


Outcome assessment is evaluation that
Outcome Assessment is evaluation that: their goals.

  • is an ongoing process that

  • enables the understanding of learning

  • involves making expectations explicit and public

  • sets criteria and standards

    for learning


Objectives2
Objectives their goals.

  • Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

  • Create a plan for integrating more participation into your instruction of adults.


Interactive
Interactive their goals.

Interactive Learning-FAIC ITT

  • Facilitation

  • Accountability

  • Interaction

  • Collaboration

  • Interdependence

  • Theme

  • Team


Benefits of cooperative learning groups
Benefits of Cooperative Learning Groups their goals.

Learners

  • understand and retain information.

  • improve communication skills with colleagues and peers.

  • become aware of others as a resource in learning.

  • understand information better because they explain it to a peer.


Questioning skills
Questioning Skills their goals.

  • Types of Questions

    • Convergent or close-ended questions

      • Yes-No Questions

      • Simple Answer Questions

    • Divergent or open-ended questions

      • Information Questions

      • Opinion Questions

      • Policy Questions

      • Relationship Questions


Principles of effective questioning
Principles of Effective Questioning their goals.

  • Be Specific – Ask simple and direct questions

  • Ask divergent/open ended questions

  • Ask questions that demand higher level critical thinking skills

  • Create an environment that allows people to respond to questions

    • Wait at least 10 seconds before rephrasing a question

    • Do not call on anyonebefore you have asked the question


Principles of effective questioning1
Principles of Effective Questioning their goals.

  • Every question should have at least one follow-up question to probe

  • Vary questioning methods

  • Regard every response to a question as a gift

  • Maintain eye contact with the learners when asking the question

  • Invite participation from everyone

  • Plan questions carefully


A leader who
A Leader Who… their goals.

  • Encourages

  • Reinforces

  • Provides an open and safe environment

  • Listens

  • Probes


Participants who
Participants Who… their goals.

  • Are not defensive

  • Are not afraid of each other

  • Are willing to share their ideas with others

  • Share common needs or backgrounds

  • Value collaborative learning

  • Understand their individual roles in the discussion


Objectives3
Objectives their goals.

  • Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

  • Create a plan for integrating more participation into your instruction of adults.


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