1. TEACHING METHODOLOGY COURSE ON STUDENTS- CENTRED LEARNING (SCL) APPROACHES Dr. Declare Mushi & J Kessy Institute of Public Health KCMUCo

2. 2 Is this learning? Yes, it’s actually true – you can get a degree by repeating everything the teacher says. The psychological mistake in learning: ” We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

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4. 4 Student centered Mode 2 knowledge creation and application Is this teaching? Teacher centered approach Mode 1 Knowledge transfer ” Learning is the process whereby knowledge is created through the transformation of experiences” (Kolb) “Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire) What do you see? Why so? What is the problem? What can we do to solve this problem? Does this happen in our settings? Is this Learning?

5. Definition of SCL  A move from an ―’Instruction Paradigm’ which transfer knowledge from faculty to students to a ‘Learning Paradigm’ which produce learning through student discovery and construction of knowledge (Barr and Tagg 1995)  Is an instructional approach in which students influence the content, activities, materials, and pace of learning.  Instructor provides students with opportunities to learn independently and from one another and coaches them in the skills they need to do so effectively  SCL promotes active learning experiences by assigning open-ended problems and problems requiring critical or creative thinking 5

6. In SCL approaches  Learner-centered, -learners are treated as co- creators in the learning process, as individuals with ideas and issues that deserve attention and consideration  Assessment-centered learning environments also emphasize congruence between learning goals and what is assessed 6

7. List of SCL Approaches  Active Learning (Bonwell & Eison, 1991)  Collaborative Learning (Bruffee, 1984)  Inquiry-based Learning  Cooperative Learning (Johnson, Johnson, & Smith, 1991)  Peer Led Team Learning (Tien, Roth, & Kampmeier, 2001)  Peer Instruction (Mazur, 1997)  Inquiry Guided Learning  Just-in-Time Teaching  Small Group Learning  Project-based Learning  Question-directed Instruction  Team-based Learning (Michaelson, Knight, & Fink, 2004)  Problem-based Learning 7

8. How to run SCL process  Think-Pair-Share: Ask students to think individually about a question for about a minute, turn to a neighbor and exchange ideas, and then randomly select a small number of students to share both ideas (Lynam, 1981). Instead of pairs, you can use groups of 3 or 4.  Roundtable: Ask a group of students a question. First student writes and share her/his answer, passes to second student, and so on. 8

9. How to run SCL process  Minute Papers: Ask students to address two questions at the conclusion of a lecture segment or a class. The first question is about what they thought was clearest or most significant. The second question is about what they still have questions about (Angelo & Cross, 1993; Stead, 2005).  Student Presentations and Projects: Faculty members can assign projects and reports to actively engage students in explorations of the course material. 9

10. Advantages of SCL approaches  Teaching becomes more enjoyable and energized  Increase motivation to learn  Lead to improvements in student performance  Lead to greater retention of knowledge,  Improved attitudes toward learning  Increases persistence in programs  improves learning and knowledge retention because it is engaging students in discovery and scientific process  Create more positive attitudes towards the subject being taught (Collins & O'Brien) 10

11. What is Problem Based Learning An instructional student-centered approach which uses carefully selected real life problems as a context for students to: Define their learning needs, Conduct self-directed enquiry, Integrate theory and practice, and Apply knowledge and skills to develop a solution to a defined problem. 11

12. Problem-Based Learning  The PBL format originated from the medical school of thought  Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies and domain knowledge  The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self- directed learning, effective collaboration skills and intrinsic motivation.  Working in groups, students identify  what they already know,  what they need to know, and  How and where to access new information that may lead to resolution of the problem. 12

13. Rationale for introducing PBL in teaching Principles of adult learning Adults are motivated by learning that: Is perceived as relevant Is based on, and builds on, their previous experiences Is participatory and actively involves them Is focused on problems Is designed so that they can take responsibility for their own learning Can be immediately applied in practice Involves cycles of action and reflection Is based on mutual trust and respect 13

14. Case presentation 14

15. Example: PBL tutorial process 1. Case presentation: The tutor provides the group with some introductory information about a hypothetical/real problem. difficult to walk. Mary Smith, a 28-year-old office worker and part-time swimming instructor, comes to see her GP because of pain in her chest and shortness of breath. This has been a recurring problem in recent months and seems to be gradually worse. On the previous evening, while participating in a swimming gala, she became so short of breath that she found it difficult to walk. 15 In group: What should be follow-up questions which will facilitate learning and exchange of knowledge?

16. Efficacy and advantages of PBL Help to evluate What students know? What they do not know? What they need to know? The identification of gaps in knowledge helps students to define their learning objectives and these become the focus of self-directed study in the interval between tutorials. 16

17. How do I get started with PBL? Develop problems that: - Capture students’ interest by relating to real-world issues. - Draw on students’ previous learning and experience. - Integrate content objectives with problem-solving skills. - Require a cooperative, multi-staged method to solve. - Necessitate that students do some independent research to gather all information relevant to the problem. Design assessment tools that: - Account for process (e.g. research, collaboration) as well as content skills. - Are closely tied to course learning objectives. - Balance individual and group performance. 17

18. How to create effective PBL scenarios Learning objectives likely to be defined by the students after studying the scenario should be consistent with the faculty learning objectives Problems should be appropriate to the stage of the curriculum and the level of the students' understanding Scenarios should have sufficient intrinsic interest for the students or relevance to future practice Basic science should be presented in the context of a clinical scenario to encourage integration of knowledge Scenarios should contain cues to stimulate discussion and encourage students to seek explanations for the issues presented The problem should be sufficiently open, so that discussion is not curtailed too early in the process Scenarios should promote participation by the students in seeking information from various learning resources 18

19. CHECKLIST FOR PROBLEM CONSTRUCTION 1)Is the content of the problem geared to students' prior knowledge? 2)Is there a clear connection with one or more of the objectives of the block? 3)Is the problem sufficiently complex to offer cues for initial discussion and for generating learning issues? 4)Is the problem structured in such a way that it offers cues for discussion in the group? 5)Has the problem been formulated clearly and, if possible, does it offer links with professional practice? 6)Is the problem multidisciplinary and is clear to students? 7)Does the length of the problem enable inclusion of all the relevant information that is needed for identifying learning issues and does the problem not contain superfluous irrelevant information? 8)Is the available time sufficient for studying the learning issues? 9)Is there sufficient time available for reporting on all the learning issues? 10)Does the block offer sufficient variety in learning activities, i.e. does it include different types and formats of problems? 11)Is the number of problems geared to the number of group meetings in the block? Has a schedule been drawn up that specifies which problems are to be discussed when? 12)Which problems should be tackled in a specific sequence? 19

20. CHALLENGES OF USING SCL/PBL COSTLY- developing cases Demanding of staff time Stressful to students and staff Students acquire less knowledge of basic sciences May be difficulty to implement when class size are large or if there is lack of enthusiasm 20