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How Do I Know I’m Teaching Effectively?

How Do I Know I’m Teaching Effectively?. Larrie Greenberg, M.D. Internal Consultant, Faculty Development George Washington University School of Medicine 301-983-2556 (Tele) 202-994-0328 (FAX) Larrie_Greenberg@hotmail.com. Objectives.

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How Do I Know I’m Teaching Effectively?

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  1. How Do I Know I’m Teaching Effectively? • Larrie Greenberg, M.D. • Internal Consultant, Faculty Development • George Washington University School of Medicine • 301-983-2556 (Tele) • 202-994-0328 (FAX) • Larrie_Greenberg@hotmail.com

  2. Objectives • To model how to conduct a large group teaching session using a learner-centered approach (PROCESS) • To recognize the factors that are essential components in any educational interaction (CONTENT) • To identify the characteristics within each factor that describe its essence (CONTENT)

  3. Lecturing to Large Groups • What should we strive for? • Getting the learners’ attention • Clear objectives • Learners’ attention span • Interspersed learner participation

  4. Lecturing to Large Groups • In this session, observe contrasts between a ‘traditional’ lecture and an interactive large group discussion • Are there demonstrated differences in learning? How do you know? • Are there differences in determining the level of the learners? How do you know? • What are the positives and negatives in using an interactive approach in lecturing? • What techniques am I using to engage learners? Effective/Ineffective?

  5. Education does not mean teaching people what they do not know. It means teaching them to behave as they do not behave. It is not teaching the youth the shapes of letters and the tricks of numbers, and the leaving them to turn their arithmetic to roguery, and their literature to lust. It means, on the contrary, training them into the perfect exercise and kingly continence of their body and souls. It is a painful, continual and difficult work to be done by kindness, by watching, by waiting, by precept and by praise, but above all, by example. John Ruskin

  6. TEACHER LEARNER CURRICULUM LEARNING CLIMATE

  7. ADULT LEARNING PRINCIPLES Adult learning principles (Knowles) - foundation of effective learning and teaching • Assumes that the learner has major responsibility for self-assessment and mastery • Ultimate goal is for learner to be self-directed

  8. ADULT LEARNING PRINCIPLES • Experienced-centered • Problem-oriented • Varied learning styles • Timely feedback

  9. ADULT LEARNING PRINCIPLES • Learning applicable to real life experiences • Learner-centered • Proactive learning • Dependent Independent Interdependent

  10. ADULT LEARNING PRINCIPLES • Self-directed • Intrinsically motivated • Linked to self-concept • Needs opportunities to apply objectives

  11. LEARNING CLIMATE • Clear goals and objectives • Likely patient experiences • Roles, responsibilities and expectations • Balance between challenging and ‘safe’ • Environment conducive to learning

  12. LEARNING CLIMATE • Learner involvement cf. preceptorship • Respect and comfort • Admission of limitations • Tone or atmosphere • Use of learners’ names • Educational contract

  13. TEACHER • Being creative, promoting fun, and facilitating useful learning • Challenges, stimulates and inspires • Modeling humanism • Promoting trust

  14. TEACHER • Takes learners to new heights • Promotes self-directed learning and problem-solving • Accessible • Knowledgeable

  15. TEACHER • Effective team leader • Group instruction skills • Clinical competence • Clinical supervision • Provides timely feedback, corrective and reinforcing

  16. CONTENT • Clear goals and objectives…..reached by consensus? • Realistic to cover with time constraints? • Opportunities to apply objectives • Learner Vs teacher-centered

  17. CONTENT • Appropriate setting • Teaching to the curriculum • Level of trainee and content integrated • Evaluation should be linked to the domain; e.g., assessing attitudes

  18. SUMMARY • To answer the question ‘How do I know I’m teaching effectively?’ one must have a working knowledge and definition of The teacher The learner The learning climate The curriculum and understand how these variables interact and relate to one another

  19. Lecturing to Large Groups • In this session, observe contrasts between a ‘traditional’ lecture and an interactive large group discussion • Are there demonstrated differences in learning? How do you know? • Are there differences in determining the level of the learners? How do you know? • What are the positives and negatives in using an interactive approach in lecturing? • What techniques did I use to engage learners? Effective/Ineffective?

  20. COLLABORATION (GIBBS) • Reciprocal trust • Cooperative learning • Mutual growth • Reciprocal openness

  21. COLLABORATION (CONT’D) • Shared problem-solving • Autonomy • Experimentation

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