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Teaching Methods: Effective Teaching Descriptions and Traits Susan M. Stein, DHEd, MS, BS Pharm, RPh.

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Presentation on theme: "Teaching Methods: Effective Teaching Descriptions and Traits Susan M. Stein, DHEd, MS, BS Pharm, RPh."— Presentation transcript:

1 Teaching Methods: Effective Teaching Descriptions and Traits Susan M. Stein, DHEd, MS, BS Pharm, RPh

2 Faculty Development Outline Interactive discussions, sharing tips and advice Five 2-hour sessions + One 6-hour session Four areas of focus: – Effective teaching, philosophy, myths – Syllabus design: Outcomes for teaching – Communication and learning styles – Active learning strategies, facilitation – Clinical educating: critical skill development – Lessons Learned, Trial and Error, Presentations

3 Your Expectations What would you like to get out of this? Where are you in your quest for effective teaching? Where are you on your path in academia? Tenure or Term track? Are you comfortable in your skin? ……………………….Be Here Now……………………………

4 Objectives Describe techniques of effective and ineffective teachers Describe traits of effective and ineffective teachers Discuss learning and teaching myths and facts Analyze origin of teaching challenges Describe teaching roles Identify maximum impact teaching opportunities

5 Visions of Teachers…

6 Visions of Teaching…

7 Effective and Ineffective Teaching Describe an effective teacher and an ineffective teacher in your past. Did your perception change when you were an undergraduate student? Professional or graduate student? Activity: TPS --- example of each, 2 descriptions

8 The Wisdom of Others Bill Gates on creating great teachers: http://www.youtube.com/watch?v=1lcZbRY_bYs Steve Spangler http://www.youtube.com/watch?v=pcmMaGGQvX0 …and Websites to see… Parker Palmer http://www.couragerenewal.org/parker/writings Dr Fox Experiment (1970s) http://www.weirdexperiments.com/05drfox.htm How to Give A Killer Presentation BNET http://blogs.bnet.com/ceo/?p=1584#comments

9 What the Best College Teachers Do by Ken Bain Understand their subjects well Approach teaching as serious: prepare Expect “more” from students “Natural critical learning environment” Treat students with “simple decency” Methodical, systematic assessment Bain, K. (2004). What the Best College Teachers Do. Harvard University Press. Cambridge, MA.

10 “the most effective speakers used…” Conversational tone but projected Spoke clearly but carefully Pause to let important points land Moving: continue if started with important point Gestures larger than life to make a point Spoke as if they knew and wanted to engage every student…including the back row Bain, K. (2004). What the Best College Teachers Do. Harvard University Press. Cambridge, MA.

11 Effective Teacher Traits Flexible Organized Patient Prepared Professional Reflective Respectful Responsible Timely response Understand the learner Approachable Caring Compassionate Competent, contemporary Effective communicator Enthusiastic Integrity Knowledgeable

12 Activity: Reflect and Resonate Write down 3 effective teacher traits Write down 3 ineffective teacher traits

13 Teaching Philosophy Tidbits Learner-centered vs. teacher-centered Praise and process: – “Strategic learners”, extrinsic reward, stimuli – Task praise vs. Person praise Style: lectures, activities, redundancy, groups Knowledge vs. Understanding

14 Student Learning Myths and Truths 1.Lecture is an ineffective teaching method. 2.Students learn better in groups. 3.Students can multitask. 4.Effective teachers are born: they cannot be trained. http://cfe.unc.edu/pdfs/FYC23.pdf

15 Is Lecturing Ineffective? (knowledge) Teaching MethodLecture Less Effective No DifferenceLecture More Effective Personalized System of Instruction 20178 Discussion185422 Reading / Independent study 10219 Inquiry663 Other (e.g., computer assisted) 275720 Adapted from Bligh, DA. (2000). What’s the use of Lectures? San Francisco: Jossey-Bass.

16 Group vs. Individual over Time? Unit (length of unit)ConditionMeanStDevEffect Size Unit 1 (6 wks) Cooperative86.19.6-0.14 Individual87.59.8 Unit 2 (3 wks) Cooperative75.77.90.36 Individual72.78.7 Unit 3 (6 wks) Cooperative77.48.10.55 Individual70.416.0 Unit 4 (3 wks) Cooperative75.818.00.69 Individual66.38.4 Adapted from Hsiung, C. 2012. J Engineer Educ

17 Multitasking: Auditory or Visual or Both Performance Cognitive Load Audio Text Visual Text LESS EFFECTIVE HIGHLY EFFECTIVE Visual and Audio Text Adapted from Kalyuga et al.1999. Appl Cogn Psych

18 Lecturing Skills Can be Learned Skills Easily AcquiredLeast Learnable Features Use of examples, appropriate vocabulary, diagrams, AV, etc Changes in style SummarizingVerbal fluency Selecting appropriate contentElimination of digressions Focusing attention on main pointsUse of metaphors and links Setting stage for the explanationDisplay enthusiasm, flexibility and interest Repeating main points Bligh, DA. (2000). What’s the use of Lectures? San Francisco: Jossey-Bass

19 Teaching Challenges and Rewards Teaching is incredibly difficult: why do we do it? You are performing…You are a role model Fear of being incorrect, being judged Fear of conflict, losing identity Reward of reaching generations Reward of the “a-ha!” moment Reward of affecting change in your profession Palmer, PJ. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teachers Life. San Francisco: Jossey-Bass

20 More than techniques… “When we frame our talk about teaching only in terms of technique, we may make the conversation "practical" and safe, but we miss the deeper dimensions that could make such talk more real and rewarding to faculty: the challenge of ideas, the exploration of shared practice, the uniqueness of each teacher's genius, the mystery at the heart of the educational exchange.” – Parker Palmer

21 147 Practical Tips Be the Expert Be the Formal Authority Be a Socializing Agent Be a Facilitator Be an Ego Ideal Be a Person Magnan, R. (1990). 147 Practical Tips for Teaching Professors. Madison; Atwood.

22 Academe and Curricular Challenges Program standards, expectations Academic freedom Curricular responsibilities: scaffolding, blending, complimenting Team-teaching Promotion and Tenure/Extended Term/Etc

23 Discussion: Buzz Group – Provide a brief description of a moment in teaching that things went so well, you felt you were born to teach. – Provide a moment in teaching when things went so poorly you wished you’d never been born – In groups of 3-4, discuss the positive experience and identify strengths

24 Summary Check State one take-away you will try to do and one you will try to avoid in the future when you teach.


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