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Effective Teaching & Learning

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Presentation on theme: "Effective Teaching & Learning"— Presentation transcript:

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.

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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

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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


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