Answering The ‘Why’ and ‘What’ I Need To Know
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This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
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Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
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1. The document discusses learning, knowledge acquisition, and teaching. It covers phases of learning, principles of learning, factors influencing learning, domains of learning, and characteristics of effective teaching.
2. Key aspects of teaching discussed include it being a process of sharing knowledge and experience to promote learner growth, requiring mastery of teaching methodologies and proficiency, and desirable teaching attitudes like caring, sharing responsibility, and motivating creativity.
3. Essential teaching skills include desirable teaching attitudes, mastery of teaching methodologies, and teaching proficiency in areas like lesson planning, implementation, evaluation, and strategy selection tailored to learners.
Introduction of Medical Education Domain
Medical education is a lifelong learning continuum that begins with undergraduate education and extends through postgraduate education and continuing professional development. It aims to train medical professionals to promote health and relieve suffering. Traditionally, medical education combined didactic classroom instruction with hands-on clinical learning. However, there is now a greater emphasis on self-directed and problem-based learning, using technologies like e-learning. Effective knowledge transfer remains a challenge with the growing amount of information. Medical teachers also need to adapt to changing models of education that focus more on students and active learning rather than traditional didactic lectures. The ideal physician of the 21st century requires strong communication skills and the ability to apply evidence-based practices and lifelong learning.
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Answering The ‘Why’ and ‘What’ I Need To Know
- 1. Winston Tan MD FACP Associate Professor of Medicine Vice Chair Hematology/Oncology Education Mayo Clinic FLASCO Secretary Course Director Rapid Integration Program
- 2. Aims 1. evaluate and describe the different methods to empower and equip learners 2. develop and review a clear understanding of the value of teaching and leading 3. identify ,encourage and motivate learners on how to optimize their roles as mentors and help them realize the benefits
- 4. Empowering learning Only learners can do the learning Empowering learners redefining the relationship between teacher and learner. co-creation of learning. The role of the teacher involves guiding and facilitating, rather than transmitting information to learners.
- 5. Technology & Globalization • Adaptability & Lifelong Learning Friedman (2005) Tapscott (1998)
- 6. Key point Self and peer assessment are important ways of giving learners more autonomy and responsibility. Leaners need skills to help them become self-directed and autonomous learners.
- 7. Self-evaluation 1. involve leaners in decisions about learning? 2. help leaners become autonomous learners? 3. enable learners to be active in their learning? 4. do we challenge learners in their learning? 5. do we enable leaners to learn using technology?
- 8. Educating “Intentional Learners” who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.” Intentional Learners Are: • Empowered • Informed • Responsible Greater Expectations (2002 AACU Report)
- 12. Diagnosis Biopsy Surgery Complex cases monitoring
- 13. Staging Stage I local Stage II local Stage III locally advanced Stage IV metastasis
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