Teach & Teacher

1. Teach & Teacher

2. Cognitive Social Emotional Physical Physiological Colin Coles: How students learn: The process of learning Scientific supervision, Nan Sonne

3. Revised Evaluation Model (Chyung, 2008)

4. How to plan your teaching?

6. It is essential to start where you are(identify what you know and do not know about a subject) Begin in a concrete manner (versus abstract way) Determine the learning objectives, student as well as teacher The act of articulation helps the learning process Facilitate/support rather than provide information To acknowledge progress by feedback is essential Colin Coles: How students learn: The process of learning Effective learning Scientific supervision, Nan Sonne

7. Self-study, including e-learning …. Clinical work …. Intensive methods courses, testing yourself at home and supervised follow-up of progress Methods for achievingcompetence

8. Novice Participated (”seen one”) Experienced novice Carried out under supervision (”tried one) Experienced Carried out independently (”done one”) Expert Carried out independently many times (”done many”) Supervisor Supervised others Stages of competence

9. Experienced colleagues who want to or maybe don’t want to aquire completely new skills / knowledge A tricky challenge?? Potentially challenging

10. Knowledge Skills Educational resources Positive attitudes – open attitude …..? Prerequisites for Clinical Professionalism

11. Knowledge • Theoretical knowledge – can be classified in many levels in relation to deeper understanding Skills • Cognitive skills – use of theoretical knowledge in troubleshooting, analysis, synthesis etc. • Technical/practical skills – manual skills • Interpersonal competences – communication, collaboration Attitudes • Attitudes are expressions of the person’s values – basic opinions and norms based on an ethical, moral, cultural and possibly political foundation. Attitudes are expressed in behaviour and statements. Experience • Range and type of activities – operations, procedures, patients or problems. Habit of action • Converting knowledge, skills, attitudes and experience into adequate action and management of problems in practice. Specification of the goals of competence

12. How to evaluate your teaching?

13. Four levels of learning evaluation

14. Four levels of learning evaluation

15. Revised Evaluation Model (Chyung, 2008)

16. What can you do in order to move on? How do you know your idea is sound? Why do you plan the way you do? Where will you find more knowledge if needed? Your own perception is more useful than good advices! Coach questions Scientific supervision, Nan Sonne

17. Learning process Having an experience Reviewing the experience, reflection Planning the next steps LEARNING Concluding from the experience From Kolb Scientific supervision, Nan Sonne

18. Learning and learning style Having an experience Reflector Activist Reviewing the experience, reflection Planning the next steps LEARNING Pragmatist Theorist Concluding from the experience From Kolb Scientific supervision, Nan Sonne

19. Learning Styles Questionnaire Individual 10 minutes Scientific supervision, Nan Sonne