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How Do I Know I’m Teaching Effectively? Larrie Greenberg, M.D. Internal Consultant, Faculty Development George Washington University School of Medicine.

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Presentation on theme: "How Do I Know I’m Teaching Effectively? Larrie Greenberg, M.D. Internal Consultant, Faculty Development George Washington University School of Medicine."— Presentation transcript:

1 How Do I Know I’m Teaching Effectively? Larrie Greenberg, M.D. Internal Consultant, Faculty Development George Washington University School of Medicine (Tele) (FAX)

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3 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)

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

5 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?

6 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

7 TEACHER LEARNER CURRICULUM LEARNING CLIMATE

8 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

9 ADULT LEARNING PRINCIPLES Experienced-centered Problem-oriented Varied learning styles Timely feedback

10 ADULT LEARNING PRINCIPLES Learning applicable to real life experiences Learner-centered Proactive learning – Dependent Independent Interdependent

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

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

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

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

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

16 TEACHER Effective team leader – Group instruction skills – Clinical competence – Clinical supervision Provides timely feedback, corrective and reinforcing

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

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

19 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

20 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?

21 COLLABORATION (GIBBS) Reciprocal trust Cooperative learning Mutual growth Reciprocal openness

22 COLLABORATION (CONT’D) Shared problem-solving Autonomy Experimentation


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