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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
slide12

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.
  • 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/application to make progress toward their goals
  • Application
slide15

Environment

Experience

Ownership

objectives1
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.
definition of professional competence
Definition of 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
  • 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
  • Comprehensive
  • Assessable
  • Real World Performance
  • Precise
qualities of a valid outcome competency carp
Qualities of a Valid Outcome Competency: CARP
  • 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
  • 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:
  • is an ongoing process that
  • enables the understanding of learning
  • involves making expectations explicit and public
  • sets criteria and standards

for learning

objectives2
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.
interactive
Interactive

Interactive Learning-FAIC ITT

  • Facilitation
  • Accountability
  • Interaction
  • Collaboration
  • Interdependence
  • Theme
  • Team
benefits of cooperative learning groups
Benefits of Cooperative Learning Groups

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
  • 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
  • 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
  • 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…
  • Encourages
  • Reinforces
  • Provides an open and safe environment
  • Listens
  • Probes
participants who
Participants Who…
  • 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
  • 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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