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Instructional strategies for teaching in medicine
 

Instructional strategies for teaching in medicine

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    Instructional strategies for teaching in medicine Instructional strategies for teaching in medicine Presentation Transcript

    • Agenda Revisiting the Teaching Perspectives Inventory and our POGIL exercise Questions about the course, syllabus, assignments, Tonight’s assignment – Why Teach? Stephen Brookfield’s assumptions about skillful teaching Understanding our classrooms
    • Brookfield’s Core Assumptions of Skillful Teaching 0Skillful teaching in whatever helps students learn. 0Skillful teachers adopt a critically reflective stance towards their practice. 0The most important knowledge that skillful teachers need is a constant awareness of how students are experiencing their learning and perceiving teachers actions.
    • More complicated than it sounds Most of us approach teaching with biases, intuitions, hunches, and habits that frame what we do Learners exhibit bewildering diversity of racial, class, and cultural identities, as well as readiness for learning Skillful teaching is whatever helps students learn.
    • Give permission for silence: You don’t have to speak up The teacher is not responsible for motivating the student New learning sometimes generates regression Telling learners that the course has future benefit is a waste of time; instead, engage peers to share value Comments about what it takes to help students learn
    • Skillful teachers adopt a critically reflective practice What is critical reflection? Process by which we research the assumptions informing our practice as teachers … Through our students’ eyes … Colleagues’ perceptions … Literature … Our own autobiography
    • Skillful teachers are aware of how students perceive their learning and the teacher’s actions Getting into students’ heads is tricky business! Must ensure anonymity to create trust CIQ demonstrates critical reflection CIQ provides info on hidden dynamics of the classroom experience Need an awareness of the fear of new learning To try and fail creates embarrassment, public / private humiliation, fear and anxiety How does the teacher make it easier (or harder) to ask for help? What teacher actions boost confidence, and which ones kill us inside?
    • Strategies for Understanding the Classroom 0In your groups, take 5 minutes to discuss one of these strategies. Describe what you like about it and why? Are there any disadvantages? 0The One-Minute Paper 0The Muddiest Point 0The Learning Audit 0Student Learning Journals 0The Critical Incident Questionnaire
    • What students value in teachers Indicators of credibility: Are you believable? Expertise Experience in the field being taught Making the rationale for classroom decisions clear Conviction Indicators of Authenticity: Trustworthiness, openness, honesty Congruence – words and actions match Full disclosure Responsiveness Personhood
    • Carl Roger’s writings on authenticity in teaching Realness Prizing, acceptance, and trust Empathic understanding