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Induction Day for new teaching staffDr Rachel ThompsonSenior LecturerOffice of Medical EducationUNSW Medicine
Sessions 1B, 3 & 5:An introduction toLearning and Teaching Rachel Thompson [email protected]
Objectives
Session 1B (30 mins): Introduction to scholarly practice, teaching support, professional development, teaching evaluation, peer review
Session 3 (45 mins): Characteristics of good teaching Theories of learning Reflection and effective feedback
Session 5 (60 mins): Learning styles and models Graduate capabilities Threshold concepts Tips for lectures/tutorials
Session 1B: Support and Professional Development
Objectives
Introduction to:
Scholarly practice Teaching support Professional development Teaching Evaluation, Peer review
Faculty L&T webpages: http://staff.med.unsw.edu.au/learning‐and‐teaching
SoTLScholarship of Teaching & Learning= scholarly inquiry into student learning:
Advances educational research and development = teaching R&D Advances teaching practice at personal & curriculum & (inter)national level = quality improvement
Improves student learning outcomes Assists professional development, promotional prospects & personal practice = your teaching career
Where to start? >>> Put evidence into practice!
Teaching support http://med.unsw.edu.au/learning‐teaching
• L&T@UNSW = Teaching Gateway: http://teaching.unsw.edu.au/ Sessional Staff http://teaching.unsw.edu.au/sessionalWorkshops/ Seminars Other training and support (e.g. e‐learning) Professional development
Faculty:• MedEd Interest Group https://staff.med.unsw.edu.au/medical‐education‐interest‐group
• Mentoring
School/ Departments: Education groups, mentoring, workshops, training and committees
Professional developmenthttp://teaching.unsw.edu.au/professional‐development
• Annual performance review and development• New ‘streamlined’, ‘simplified’ approach• myCareer – new formalised performance process:
• http://www.mycareer.unsw.edu.au/
• Mentoring • Formal peer review system being introduced• Feedback & evaluation• Training and supervision
• UNSW SOTL and L&T workshops• Help from colleagues and supervisors• Studies in higher education
• http://teaching.unsw.edu.au/studies‐higher‐education
Teaching evaluation http://med.unsw.edu.au/course‐and‐teacher‐evaluation
• Formal UNSW teaching evaluation = myExperience• New survey tool, replaced CATEI 2016 https://teaching.unsw.edu.au/myexperience
• For evaluating courses (10 questions) and teachers (6 questions). • One customised question can be added • Surveys are automatically created for every course and administrators check before these are opened to students: https://teaching.unsw.edu.au/myexperience‐teachers
• Informal, routine or elective, teaching evaluations:• Program/ school/ dept. / your own surveys
Studies in Higher Education @ UNSW
• Beginning to Teach (BTT)• UNSW early career researchers & HDR candidates with ‘little or no teaching experience’.
• 4 x F2F sessions across each semester (8 weeks) – total 16 hours commitment
• Foundations of University Learning and Teaching (FULT)• For staff who wish to develop their practice by exploring a range of perspectives, ideas and theories of learning and teaching.
• A modularised, blended free professional program • Runs over 10 weeks, commitment of 26‐36 hours
• Research staff = Supervisor and student training/support
Even further education @ UNSW
• Graduate Certificate in University Learning and Teaching (GCULT)• Next level of development. Centres around your teaching experience. • Blended version being developed.• Sponsorship available for UNSW staff.
• Master of Higher Education (MEd HE)• Coursework degree with final research project submission• Designed to develop the capability in the field of higher education• 1 year, 2 semesters, 48 UOC
• Masters (by research) ‐ Health Professions Education• Research degree – submission by thesis • 2 years, 4 semesters, 96+ UOC
Building a teaching case for academic promotion
• Start early, build a portfolio• Find one or more mentors –with different strengths• Seek evaluation and feedback, save all solicited and unsolicited feedback.
• Formal peer review is soon going to be mandatory for promotion• Further information:
• https://teaching.unsw.edu.au/building‐your‐teaching‐case‐academic‐promotion
Methods of feedback on teaching
Learning outcomes• Student grasp of concepts• Student work• Marks/grades
Peers• Peer observation of teaching• Peer review of curriculumdevelopment
• Other feedback and discussions
Self• Teaching philosophy• Reflection• Responsiveness
Student feedback• Evaluation of teaching• Informal feedback
Adapted by UOW Academic Services Division from: S D Brookfield, Becoming a Critically Reflective Teacher, Jossey‐Bass, San Francisco, 1995; C D Smith, ‘Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education’, Assessment and Evaluation in Higher Education, vol 33 no 5, 2008, pp 517‐33.
Self‐evaluation, reflection
Original source, now unavailable: http://learningandteaching.unsw.edu.au/content/RandI/solt.cfm?ss=2
What is peer review of teaching?
“The participation of colleagues in the development and/or evaluation of one’s teaching activities.”
https://tle.wisc.edu/teaching‐academy/definition‐peer‐review
Who are your peers? Colleagues /mentors from the same or a different school or From a support service e.g. Faculty / University Learning and Teaching Staff
Peer review works best…
As a learning experience Focused on understanding rather than judging Providing feedback constructive as basis for critical self‐reflection and dialogue
Can be: Summative instead of formative, formal rather than informal Can also be used for peer review of curriculum design
Why undertake Peer‐review of Teaching?
1. Complements the cycle of self‐reflection and development
2. Supports own efforts towards innovation and evaluation
3. Provides additional evidence of the quality of teaching
4. Contributes to the robustness of mechanisms that reward excellence in teaching
Peer Review Online resources
• Further advice:• https://staff.med.unsw.edu.au/collaborative‐peer‐review‐unsw‐medicine
• Peer Review of Teaching (PRT) (recommended)• http://www.peerreviewofteaching.org/
• Summative peer review of the teaching process• New, draft peer review documents have been sent to heads of schools• Launched 2017• Further info: https://teaching.unsw.edu.au/peerreview
UNSW Peer Review of Teachinghttps://teaching.unsw.edu.au/peerreview
• In 2017, peer review of teaching is voluntary and is for staff applying for an individual Vice‐Chancellor's Award for Teaching Excellence and/or academic promotion (excluding research only academics)
• In 2018, peer review will be a requirement for staff applying for an individual Vice‐Chancellor's Award for Teaching Excellence
and• In 2019, peer review will be a requirement for staff applying for academic promotion (excluding research only academics)
Further careers advice
• See your department head For more information and advice on
shaping your career in teaching For mentoring support
• Access the resources in the UNSW L&T site at:https://teaching.unsw.edu.au/
• Other UNSW resources for your career: http://teaching.unsw.edu.au/career
Objectives covered?
Introduction to:
Scholarly practice Teaching support Professional development Teaching Evaluation, Peer review
Faculty L&T webpages: http://staff.med.unsw.edu.au/learning‐and‐teaching
Best and worse teaching or learning experiences …
Session 3: Student Learning and Effective Teaching
Objectives
Characteristics of good teaching Educational Theory – into practice
Recommended:ABC of Learning and Teaching Medicine 2003 BMJ Series:http://annietv600.wordpress.com/2006/05/13/the‐abc‐of‐learning‐and‐teaching‐in‐medicine‐bmj‐series‐2003/
Theories to help our practice
• Resources to aid curriculum development
• Teaching methods
• Understanding assessment and feedback
• Theories relating to setting • e.g. clinical teaching theory, science education, etc
Themes of good/bad teaching
Student Learning styles, emotional/ affective impact, maturity, past learning, diversity, etc
Teacher Their own learning styles, scholarship, experience, empathy and enthusiasm, etc
Content Requires understanding of theory/ concepts vs. rote learning of lists, level of content knowledge required, visual vs text‐based, etc
Learning / Teaching approach Learning cycles, progression points, student‐focussed, practical/hands on vs. didactic
Characteristics of Good Teachinghttp://ctl.stanford.edu/handbook/characteristics‐of‐effective‐teachers.html
• Organisation and Clarity Explains clearly, well prepared, makes difficult topics easy to understand etc
Analytic / Synthetic Approach Commands field and its concepts and can convey this to student
Dynamism and Enthusiasm Teaches with energy, self‐confidence, enthusiasm and enjoyment
Instructor‐Group Interaction Encourages class in discussion
Instructor‐Individual Interaction Fair, approachable, valuable source of advice Genuine interest in students
Theories of learningABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
1. Adult learning theory
2. Self‐directed learning
3. Self‐efficacy
4. Constructivism
5. Reflective practice
Critical Thinkers & Doers
1. Adult learningfrom: ABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
Adults: 1. are independent learners, capable of self
direction2. have gained everyday life and conceptual
experience = a great resource for learning3. value learning that allows them to get on
with their everyday life4. are more interested in application of their
learning5. are more motivated to learn by internal
drives.
Need to feel safe and
comfortable
2. Self‐directed learning
• Learner has control => student‐centred learning• Increases self‐confidence via empowerment and responsibility• Develop skills in decision‐making, goal‐setting and task managing etc• Good for practice‐based vocation – e.g. science, medicine, exercise physiology etc
Traits ‘required’ for SDLCandy, PC. (1991).Self‐direction for lifelong learning: a comprehensive guide to theory and practice. San Francisco:Jossey‐Bass.
•Methodical & disciplined• Logical & analytical• Collaborative & independent• Curious, open, creative & motivated • Persistent & responsible• Confident & competent• Reflective & self aware
3. Self‐efficacy
“People as self‐organizing, proactive, self‐reflecting and self‐regulating, not just as reactive organisms shaped by environmental forces or driven by inner impulses.”
Self‐efficacy: the exercise of control (1997)
PEOPLE = agents
Self‐efficacyBandura, A. (1986). Social foundations of thought and action: a cognitive theory. Englewood Cliffs, NJ: Prentice‐Hall.
• People make judgments re their own ability to deal with situations (e.g. learning) & is key to the actions they take
• Dependent on (in order of importance):1. Performance attainments2. Observations of other people3. Verbal persuasion4. Physiological state
Self‐efficacy – Teacher Role
1. Model or demonstrate2. Set clear goals or images of expected outcomes3. Provide basic knowledge or skills for the task4. Provide guided practice with corrective feedback5. Give students opportunity to reflect on their learning ABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
4. Constructivism(Piaget and Bruner)
Humans construct knowledge and meaning from their experiences.
Sydney University. Constructivism Theory:http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml
http://education.ed.pacificu.edu/aacu/workshop/constructivism.html
Constructivism –in practice
• Teacher = Guide, not transmitter• Students assisted by teacher to:
• Remember /use previous knowledge/ skills• Actively transfer this to new experiences/ understandings• Learners make the modifications in their knowledge
• Sufficient exposure needed to acquire new knowledge• In‐depth examination• Requires time
5. Reflective Practice(David Schon, Kolb, many others)
Unexpected events trigger reflection of two kinds:
1. Reflection in action
2. Reflection on action
Reflective Practice –in practice!
• Both in practice and on practice reflection required to improve professional knowledge and skills
• RP = a recognised competency for medics and scientists• Learning activities:
• Designed to ensure RP becomes inherent, automatic & regular• Debriefing by peers, feedback from others, clear formal feedback• Self‐reflective practice (journal‐keeping), portfolios
So…Evaluation and Feedback
• Key to good teaching and learning
• Hard to get right• Hardest on a one to one basis (e.g. research supervisor, clinical tutor)
• Some key points can help… More on this later
7 Principles to guide teaching practiceABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
1. The learner should be an active contributor to the educational process2. Learning should closely relate to understanding and solving real life problems3. Learners' current knowledge and experience are critical in new learning situations and
need to be taken into account4. Learners should be given the opportunity and support to use self‐direction in their
learning5. Learners should be given opportunities and support for practice, accompanied by self‐
assessment & constructive feedback from teachers and peers6. Learners should be given opportunities to reflect on their practice7. Use of role models by medical educators has a major impact on learners.
Objectives
Characteristics of good teaching Educational Theory – into practice
Recommended:ABC of Learning and Teaching Medicine 2003 BMJ Series:http://annietv600.wordpress.com/2006/05/13/the‐abc‐of‐learning‐and‐teaching‐in‐medicine‐bmj‐series‐2003/
Session 5: Tips for teaching
Objectives
Theory into practice Learning Styles Tips for lectures & tutorials
Teaching Practicehttp://sessional.lnt.unsw.edu.au/what‐unsw‐expects‐sessional‐teachershttp://sessional.lnt.unsw.edu.au/new‐teaching
• A performance / presentation of content
• Expectations
• Engagement
• Feedback and assessment for student AND your reflection
and evaluation
7 Principles from theory to guide teaching practice
1. Learner = active contributor2. Learning focused on understanding and solving real life problems3. Learners' current knowledge and experience brought in to learning4. Learners supported to use self‐direction 5. Learners supported to practice, with constructive feedback from self
and teachers and peers6. Learners supported to reflect on their practice7. Use of role models => major impact on learners.
ABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
How can we teach well?
1. How do students learn? = is reflection essential for deep learning?
2. How can we teach to tap into their learning process?
3. Do the learning styles and approaches of students and teachers influence engagement and progress in learning?
Learning Styles and Influences
• Affective/ emotional aspects of learning
• Student motivation (self‐efficacy) and self‐direction
• Diversity – e.g. VARK: www.vark‐learn.com
• Experiential learning cycle
http://lscomputerlab.weebly.com/whats‐your‐learning‐style.html
7 (or 8) Learning Styles? Which one are you?
http://www.learning‐styles‐online.com/overview/
The Kolb Model 1984 http://doceo.co.uk/l&t/learning/experience.htm
Activist
Pragmatist
Reflector
TheoristHoney & Mumford 1982
The Kolb Model 1984 http://doceo.co.uk/l&t/learning/experience.htm
Activist
Pragmatist
Reflector
TheoristHoney & Mumford 1982
Apprehension
Comprehension
By using
By thinking
The Kolb Model – The 4 quadrants
DIVERGENT
CONVERGENT ASSIMILATIVE
ACCOMODATIVE
http://doceo.co.uk/l&t/learning/experience.htm
Pragmatist
Theorist
Activist
Reflector
Issues with the model and kite
An oversimplification of a complex process
The inventory forces your hand
Leads to a tendency to generalise about the process and the learning approach of individuals
Learn more re Physicians and Educational planning:Armstrong, E. and Parsa‐Parsi, R. (2005). How Can Physicians’ Learning Styles Drive Educational Planning? Academic Medicine, 80, 680‐684. http://er1.library.unsw.edu.au/er/cgi‐bin/eraccess.cgi?url=http://dx.doi.org/
Learn more re Physicians and Educational planning
Armstrong, E. and Parsa‐Parsi, R. (2005). How Can Physicians’ Learning Styles Drive Educational Planning? Academic Medicine ,80, 680‐684.
ActConcrete Experience
Facts (What Happened?)Theory of Action
ReflectReflective Observation
Feelings (What Did I Experience?)Assess Behavior & Consequences
ConceptualizeAbstract Conceptualization
Findings (Why DidThis Happen?)Revise Theory
ApplyActive ExperimentationFutures (What Will I Do?)Implement Revised Theory
1. David Kolb2. Roger Greenaway3. Chris Argyris & Donald Schön
ExperientialLearningCycles
compiled by Andrea Corneywww.edbatista.com/2007/10/experiential.html
Accentuate the reflection…Boud, Keogh and Walker (1985)
Returning to experience.Re‐evaluating experience.
New perspectives.Changed behaviour.
Readiness to apply.Commitment to
action.
BehaviourIdeas
Feelings
Experiences Reflective processes Outcomes
Other resources on reflection
• Models of Reflection (Open University):• http://www.open.edu/openlearn/education/learning‐teach‐becoming‐reflective‐practitioner/content‐section‐6.1
• Gibbs Reflective Cycle (Open University):• http://www.open.edu/openlearn/education/learning‐teach‐becoming‐reflective‐practitioner/content‐section‐6.2
• University of Kent‐ Reflective Learning:• https://www.kent.ac.uk/learning/PDP‐and‐employability/pdp/reflective.html
Why are these learning preferences important?
1. How students learn = reflection essential for deep learning
2. How we teach = we start and finish at different stages of this cycle and miss some out
3. Students (and teachers) have learning styles that influence their engagement and progress in learning
Why are these learning preferences important? 2
1.How students learn = reflection essential for deep learning
2.How we teach = we start and finish at different stages of this cycle and miss some out
3.Students (and teachers) have learning styles that influence their engagement and progress in learning
Why are these learning preferences important? 3
1.How students learn = reflection essential for deep learning
2.How we teach = we start and finish at different stages of this cycle and miss some out
3.Students (and teachers) have learning styles that influence their engagement and progress in learning
Reflective Practice –in practice!
• Both in practice and on practice reflection required to improve professional knowledge and skills
• RP = a recognised competency for medics and scientists• Learning activities:
• Designed to ensure RP becomes inherent, automatic & regular• Debriefing by peers, feedback from others, clear formal feedback• Self‐reflective practice (journal‐keeping), portfolios
So…Evaluation and Feedback
• Key to good teaching and learning
• Hard to get right• Hardest on a one to one basis (e.g. research supervisor, clinical tutor)
• Some key points…
Methods of feedback on student learning
Learning outcomes• Student’s grasp of concepts• Student’s work• Marks/grades
Peers• Peer observation/ assessment• Peer review of progress• Other feedback and discussions –e.g. in class debates
Self• Learning philosophy and approach• Reflect on understanding/ progress• Responsiveness
Teacher feedback• Evaluation of learning with teacher• Informal feedback in class• Written feedback on assessments
Adapted by UOW Academic Services Division from: S D Brookfield, Becoming a Critically Reflective Teacher, Jossey‐Bass, San Francisco, 1995; C D Smith, ‘Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to TeachingImprovement in Higher Education’, Assessment and Evaluation in Higher Education, vol 33 no 5, 2008, pp 517‐33.
Giving students feedback
1. Encourage the student to be reflective2. Start by reacting positively to good things you have observed3. Focus on behaviour which you actually observe4. Offer specific and feasible suggestions/ alternatives5. Don’t overload the student with excessive information6. Feedback needs to be well timed7. Check the student has understood what they need to do to improve
Edna Koritschoner, UNSW, 2009
Usefulness of learning by doing and reflecting
Plan for experience Action plans Setting objectives and assessment criteria with learner Problem‐based learning and creativity Create substitute / real experiences:
case studies, role plays, simulated lab/ procedures, work‐place learning
Plan for awareness Log books Reflective questions/ criteria Discussion of feelings!
Review and reflect Diaries Observation formative assessment (e.g. video, peer) Discussions/ debriefings/ questions / checklists etc Modelling reflection
http://web.archive.org/web/20001120004600/http://www.fbe.unsw.edu.au/Learning/instructionaldesign/styles.htm
Assessment setting and markinghttp://teaching.unsw.edu.au/assessment
Alignment with learning objectives and Graduate Capabilities
Reducing the risk of plagiarism, detecting plagiarismhttps://student.unsw.edu.au/plagiarism
Giving effective feedback
Self‐reflection or self‐evaluation section
Markinghttp://teaching.unsw.edu.au/assessment‐rubrics
Identifying and teaching to Learning Objectives
Students prefer it and are more successful if:• Have clear goals to head towards• Learning objectives are aligned well to assessment• Teacher identifies the key concepts and ‘unpicks’ these carefully to facilitate learning
• Assessment is clearly outlined early on• Formative, regular, useful feedback during course
Mini‐CEX evaluation UNSW Medicine Graduate Attributes
Find out more about the medical program here:http://med.unsw.edu.au/about‐medicine‐program#tab‐302000452
Conceptual learning… …is troublesome
Threshold Concepts (Meyer & Land 2003,2005)
A TC “represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress” (Meyer & Land, 2003, p.1)
Characteristics: Transformative Integrative Irreversible Potentially troublesome Often boundary markers
Examples of Threshold concepts (adapted from Land , 2008)
• Economics – Price, Elasticity, Supply and Demand, Scarcity, Opportunity cost
• Pure Maths – Complex numbers• Accounting – Depreciation • Health Science – Care• Exercise Physiology / Biochemistry‐Physiology ‐Metabolism
• Design – Spatial understanding• Computer Science – Programming
• Engineering ‐ Reactive power, spin• Law – Precedence • Biology – Evolution• Politics – The State• Geology – Deep time• History – Asiatic conceptions of time• Comparative religion – Biblical texts as literary texts
• English – Textuality
The Sampling Lens (Kennedy, 1998, p.487)
“...They view statistics as a branch of mathematics because it uses mathematical formulas, so they look at statistics through
a mathematical lens...
“What they are missing is the statistical lens through which to view the world, allowing this world to make sense. The concept
of sampling distribution is this statistical lens.”
The Sampling Lens (continued)
My own experience of discovering this lens was a revelation, akin to the experience I had when I put on my first pair of eyeglasses‐ suddenly
everything was sharp and clear.(Kennedy, 1998, p.487)
The Liminal Space (Land, 2008)
• “A transformative state in learning for a student where existing certainties are engaged”
• ... “and renders them problematic” • “A suspended state in which understanding can approximate to a kind of mimicry or lack of authenticity.”
Unsettling, unpleasant, this state can cause a sense of loss and disengagement if student is overwhelmed.
TC in the Kolb Cycle? The ‘competency’ learning cycle
Unconscious incompetent
Consciously incompetent
Consciously competent
Unconscious competent
• Original concept P. Dubin (1962) from Human Relations in Administration, Englewood Cliffs, NJ, Prentice‐Hall
Practical Application of Threshold Concepts in My TeachingStats in Medicine… Cinderella subject (Sinclair, 1997)Major points where students stumble and lose engagement Stats = numbers = algebra =formulae = math “Numerophobia”
Unearthed the TC and key concepts and teach to these now…Successful!
Sampling lens:Samples
RandomisationCentral tendency
CLT and Normal DistributionTrial design
Strength of Evidence Lens:
Statistical hypothesis testingEffect sizeSignificance
Confidence intervals
Applicability Lens:Best evidencePatient valuesClinical situationClinical evidence
Threshold concepts in EBP and Statistics Quinnell & Thompson (2010)
Validity Trial designBias & confounding
Power
Is this a useful process?
“Shifts the focus ‐from teaching to learning, from content to understanding.” Jan McLean, L&T
Focuses on reflective practice – raises fundamental questions about how students learn and how we teach
Within disciplines TC idea is promoting a different way of examining the learning‐teaching nexus
Many disciplines embracing this, some dissenters.The Threshold Concept: http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
So far, we’ve covered…
• Characteristics of good teaching
• Learning styles and models• Reflection• Learning objectives• Teaching to concepts
Teaching tips http://sessional.lnt.unsw.edu.au/content/who‐are‐my‐learners
A performance/presentation of content
Expectations
Engagement
Feedback and assessment
Learning activities ‐ Design
Audience and content
Performance – engagement
Presentation – method and structure
Diversity, difficult students, crowd control
Type of learning activity
Lecture – large class size Tutorial – large or small class size Practical Online class / distant learningWork‐place learning Assessment Other
Large class size
Engagement Natural cycles of attention span Visuals, audio, interesting examples
Content Limit to 4 major concepts in a 50 min lecture
Script for less than the full time –usually go over…
Interaction Revision and quizzes Clickers
http://www.turningtechnologies.com/http://blogs.unsw.edu.au/telt/blog/2010/11/01/using‐clickers‐in‐the‐classroom/
Alignment with assessment
Learning Spaces
• Check it out beforehand• Check out the lectern/IT systems a day or hour before• Make it work = move tables and chairs – students can help you
make the environment right for the class• Make sure you you can be heard and seen by everyone• If you want interaction or group work = make sure the room doesn’t
inhibit this!
Large tutorial classes
• Structure the class• Aims and objectives at start, activities with set, achievable objectives
• Provide preparation/ Flip the classroom/ Blend the learning
• Performance• The “on stage” effect – remember you have an audience
Large tutorial classes (cont.)
• Visuals • Creating diagrams interactively with students = more engaging than pre‐prepared PPT slides
• Shows your flow of thinking, teases out the facts and processes into a visual recording for the students
• Pictures / diagrams = to stimulate emotions especially if a ‘boring’, ‘stuffy’ subject = to stimulate a visceral effect
• Engagement • To engage the quiet students – repeat offers of interaction, ask them to prepare a question for the next class, ask them a simple question
How to adapt different learning styles to different situations
• Depends on the setting, discipline, aim and stage of learning
• Content and context is key• Lectures – not just theory or link directly with practical classes• Use practical / tutorial sessions to test / work out theories and demonstrate and examine them
Basic presentation skills• Observe • Visuals • Rhythm • Flow• Entertainment• Experience• Enthusiasm• Expectations
Important issues
Student diversity Be culturally inclusive environment practice terminology
http://teaching.unsw.edu.au/diversity‐toolkit
Crowd Control
The ‘difficult’ / struggling student
See Handout – ON LINEDisengaged vs. disruptiveCan derail the learning activities so…worth working out a solutionUnwell, unhappy, disengagedTalk with the student!Use peer pressure to bring ‘back into the class’
BLAST http://www.clinsupervisor.com/about‐us/
Objectives
Theory into practice Learning Styles Tips for lectures & tutorials
Today – we have covered…• Teaching and professional development support
• Evaluation• Educational theories, in practice• Learning styles and models• Importance of reflection and feedback• Assessment • Tips for lectures / tutorials / difficult students
7 Principles to guide teaching practice
1. The learner should be an active contributor to the educational process2. Learning should closely relate to understanding and solving real life problems3. Learners' current knowledge and experience are critical in new learning situations and
need to be taken into account4. Learners should be given the opportunity and support to use self‐direction in their
learning5. Learners should be given opportunities and support for practice, accompanied by self‐
assessment & constructive feedback from teachers and peers6. Learners should be given opportunities to reflect on their practice7. Use of role models by medical educators has a major impact on learners.
ABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
C.A.R.E.
• Teaching is a “Conversation” with students
Authenticity and credibility
Reflection / Evaluation
Expectations
Web Resources
• Flanagan, M. (n.d.). The Threshold Concept. http://www.ee.ucl.ac.uk/~mflanaga/thresholds.htmlAll you ever need to know about TC – include an up to date list by author and by discipline.
• UNSW Learning Centre: www.lc.unsw.edu.au• UNSW Teaching Gateway: http://teaching.unsw.edu.au/• Learning Styles “VARK”: www.vark‐learn.com• James Atherton on learning and learning styles: www.learningandteaching.info/learning/index.htm
• BLAST ‐ Training for supervisors: http://www.clinsupervisor.com/about‐us/
Bibliography/Sources
ABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003;326:213. Accessed: http://www.bmj.com/content/326/7382/213
Atherton, J.S. (2011). Learning and Teaching; Experiential Learning [On‐line: UK] retrieved 20 November 2011 from: http://www.learningandteaching.info/learning/experience.htmUnder Creative Commons License: Attribution Non‐Commercial No Derivatives.
Kolb, D.A. (1984). Experiential Learning: experience as the source of learning and development New Jersey: Prentice‐Hall.
Kolb, D.A., Rubin, I.M. and Osland, J. (1991) Organizational Behavior; an experiential approach (5th edition) Englewood Cliffs, N J: Prentice‐Hall.
