1. Effective Teaching & Learning
Prof H Kabir Chowdhury

2. Objectives To recognize the principles of adult learning
To understand surface learning & deep learning
To identify teaching and learning strategies
To convert students into an effective learner

3. Issues of Discussion Purpose of teaching Learning strategy
Surface vs. Deep learning
Role of teacher
Microteaching
Micro-skills of Presentation
Planning
Understanding
Questioning
Presentation tools
Hand out
Large group teaching
Small Group teaching
Attention
Feedback
Problem Based learning
Curriculum Integration

4. Purpose of teaching
To help students develop the intellectual tools and learning strategies needed to acquire knowledge necessary to think productively.

5. Learning Change of behavior or capacity to new one
Continuous process of building capacity by understanding
Building of new foundation on the old
Facts, procedures, ideas, values, perception, attitude, behavior
Develop capacity to be a life long learner

6. Learning strategy Students learn by: attending class, reading books,
Discussing
handouts
Writing
Repeating
Appearing exam

7. Steps of Learning Identification of lack Evaluation Planning
Teaching: Must know – Useful to know - Nice to know
Learning
Feedback

8. Techniques of learning
Teacher can help students by discussing:
How to concentrate in class
How to take better notes
How to provide answer
How to engage in discussion
How to find information
How to prepare for examination
How to improve memorization & understanding

9. Types of Learners Compliant student Anxious-dependent student
Independent student
Non compliant student
Let’s take a look at some roles and behaviors that students may exhibit.
Compliant students are typically good learners who work hard, are task oriented, show little emotional turmoil, and are primarily concerned with understanding the material and complying with teacher requests and course requirements.
Anxious students are more dependent on the teacher for knowledge and support and show concern for their evaluation. Feelings of anxiety and incompetence may block these students from actively learning and make them more concerned about grades than actual learning. These students can be difficult to engage in discussion.
Independent students are confident and unthreatened by the teacher. They favor peer relationships with the teacher and approach the material calmly, objectively, and often creatively.
Sniper students are generally uninvolved due to a low level of self-esteem and high level of pessimism concerning their ability to form productive relationships with authority figures. They can be hostile or elusive when confronted with a particular issue. They tend to complain and make excuses about mediocre efforts and performance.
Teachers should identify what behavior or behaviors that each individual student exhibits and modify teaching activities accordingly.

10. Types of Learners Visual learners Auditory learners
Kinesthetic learners
Individual students may differ significantly in their preferred learning styles. Some students are highly visual and learn best from written or graphic presentations. Others are auditory learners who absorb information most easily when they hear it. A third group, called kinesthetic learners, prefers active learning with their hands and bodies. Many students are good at learning in multiple styles and may benefit most from a combination of several teaching approaches.
Identifying learning characteristics serves as a relatively stable indicator of how learners perceive, interact with, and respond to the learning environment. When a student first arrives at your practice, you may find it helpful to give them a quick one-page learning styles inventory to identify individual students’ learning characteristics. Click on the link to download, save, and print the learning styles inventory.

11. Teacher-Centered and Learner-Centered Instruction
Teacher-Centered ~ Topics are broken down into units of instruction. Emphasis is on the accumulation of facts.
Learner-Centered ~ Students answer their own questions and solve their own problems. Emphasis is on application of knowledge and skills.
In the traditional teacher-centered instruction the teacher has an active role in presenting information to students. Students accumulate facts in a passive manner. Through repetition and reinforcement, students learn the correct answers to questions. Students progress through units of instruction until they learn the whole subject.
The notion that adults should be responsible for their own learning has led to an approach known as learner-centered instruction. With the teacher serving as the facilitator, students answer their own questions and solve their own problems. In the clinical setting, learner-centered instruction emphasizes the application of knowledge and skills learned.

14. Surface learning vs. Deep learning
Learning by memorizing
Note learning
Only to pass
certification
Deep learning
Learning by conceptualizing
Understanding
Practical application
Learning by doing

15. General characteristics of active learning
Students are involved in more than listening
Less emphasis is placed on transmitting information and more on developing students’ skills
Students are involved in higher-order thinking (analysis, synthesis, evaluation).
Students are engaged in activities (e.g., reading, discussing, writing).
Greater emphasis is placed on students’ exploration of their own attitudes and values
Charles C. Bonwell and James A. Eison (1991) Active Learning: creating excitement in the Classroom. p 2.

16. Role of teacher
Facilitate, motivate and enhance learning process by involving students.
Help students to achieve goal of the session, develop thinking abilities and help them to be a self directed learner.

17. Microteaching cycle Plan a micro Lesson for 5-10 min
Teach a micro class of 5 students’
role playing peers and a supervisor (5 Min)
Feedback session using checklist (5-10 Min)
Re-plan in view of the received feedback 10 Min
Re-teach another group (5 Min)
Re-feedback (5 Min)
Total 30 Min

18. Microteaching cycle

19. Teaching skills
Teaching skills include all acts and behavior of the teacher which maximizes students’ learning
Individual skills are: i) Lesson planning - having clear cut objectives, and an appropriate planned sequence ii) Set induction - the process of gaining pupil attention at the beginning of the class iii) Presentation – explaining and narrating with clarity, illustrations with examples, planned repetition where necessary iv) Stimulus variation - avoidance of boredom amongst students by changing gestures, movements, focusing, silence, changing sensory channels etc

20. Teaching skills
v) Proper use of audio-visual aids vi) Reinforcement- Recognizing pupil difficulties, listening, encouraging pupil participation and response vii) Questioning - fluency in asking questions, passing questions and adapting questions viii) Silence and nonverbal cues (body language) ix) Closure - method of concluding a teaching session so as to bring out the relevance of what has been learnt, its connection with past learning and its application to future learning

21. Micro-skills of Presentation
Pace
Rhythm
Etiquete
Sense of humour
Eternity
Novelty
Time management
Attension
Talk ,not read
Intelligence
Orientation
New things

22. The Drama Body language Rhythm movement Talk not Read Pace Time management Structuring Interactive    

23. Planning 45-50 min session planning: Objectives
Activation of existing knowledge
Providing new knowledge
1-2 min break after every 15 min
Periodic summarization
Questioning

24. Keeping the learners awake and mentally in the classroom
Walking in between rows, interacting with different groups
Assure note taking, verbal participation,
Assess & monitor continuously
Effective feedback
Creating a non threatening environment
Taking a 5 min test
Questions from this session
practical application
References

25. Understanding Pre check Summarize periodically
Conversion of non understanding to understanding
Take in consideration the whole group
End summery: may be student or teacher

26. Questioning
Open question/ clarifying question: Why stool color changes in obstructive jaundice?
Allow 10 sec time
Follow a poor answer with another question
Resist temptation to answer
Nonthreatening Reaction to the response

27. Presentation tools Power-point Writing on board Dictation Handouts
Pre-class web hosting

28. How effectively we can use those?
Use variations
Use combination
Never rely on single agent
Keep substitution
Test by yourself, never rely on others.

29. Other Tools CD of text books Video film Cutting of film E-learning
Web learning
Models on computer animation

30. Hand out
Any form of written material or sample which is distributed to the participants of a course or group work.
Usually intended to reinforce or illustrate what has been presented by tutor
It may be a series of instruction

31. Large group teaching
Introduction
Attract attention
Establish rapport
Identify prior knowledge
Objectives & Key point
Indicate usefulness
Body
Structure of the lecture
Present information
maintain sequence
Clear language
Ask questions
Allow students to ask questions
Conclusion: summarize, take home massage, further reading, possible questions

32. How to make Lecture Interactive
Gaining attention
Periodic pause & review
Questioning
Immediate test
Presentation: well designed & effective
Tell why it is important

33. Small Group teaching
15-20 students, all actively interacting with the teacher
Student centered is better but a mixed plan may also work
Clearly defined task oriented

34. Different small group Buzz group Fish bowl Horse shoe Snow balling
Cross over
Brainstorming

35. Small group methods Tutorial Free discussion Seminar
Problem based learning
Role play

36. Small Group Active participation of learners Face to face contact
Adequate feed back
All activity are target oriented

37. Fish bowl
outer

38. Buzz group Beta Blocker Fusid Beta Blocker Fusidd Thiazide Combo
ACE Inhibitor
Beta Blocker
ACE Inhibitor
Combo
Thiazide
Fusidd
Thiazide
K blocker
Fusid
Combo

40. Feedback
Praise
Constructive criticism
Praise
Sandwich

41. Giving Feed back Be specific rather than general
Be descriptive and specific
Describe something the person can act upon
Choose one or two thing at a time
Avoid conclusions about motives or feelings
Begin and end with praise

42. Attention Post test Periodic summery Motivation
Bringing back from Vacation
Take the class to vacation
Jokes
Stories
poem
Periodic note check

43. Common mistakes Ill prepared Late arival, hurry ness
Combination deficiency
Import-export
underestimate-overestimate

44. Problem Based Learning (PBL)
Independent learning
Integrated Teaching
Life long learning
Distance learning

45. Problem Based learning
Problem definition
Problem identification
Data gathering
Data interpretation
Problem solving
Critical analysis
Proposition of management plan
Communication skill, empathy
The principal idea behind PBL is that the starting point of learning should be a problem, a query, or a puzzle, that the learner wishes to solve D.J.Bound
John Anderson started PBL in 1970, in MacMaster University Canada`

46. Curriculum Integration
Isolation
Awareness
Harmonization
Nesting
Temporal coordination
Sharing
Correlation
Complementary
Multidisciplinary
Interdisciplinary
Transdisciplinary

47. The meaning of knowledge has shifted from being able to remember and repeat information to being able to find it and use it
Herbert Simon

48. “I hear and I forget I see and I remember I do and I understand.”
- Confucius, BC
I teach and I learn