This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.

1. Making Learning Interactive
Engaging Learners with
Instructional Strategies
ADLT 670, Class Session 4

2. A Proverb
Tell me, I will forget
Show me, I may remember
Involve me, and I will
understand
Learners learn from what
they do, not what YOU do!

3. Agenda for Tonight
 Where are we in design of a project for a
new or revised curriculum?
 Engaging adult learners – Knowles’
principles of andragogy
 Instructional strategies for “teaching on the
fly”
 Gaining formative feedback from learners
 Formation of groups for presentations on
Oct 23

4. Characteristics of Adult Learners
The Need to Know
• Adults need to know WHY
The Learner’s Self-Concept
• Adults have a self-concept of being responsible for their
own decisions
• Adults have a deep psychological need to be seen by
others and treated as capable of self-direction
Malcolm Knowles’ Principles of Andragogy

5. Characteristics of Adult Learners
The Role of Experience
• Adults come to the learning environment with different
types of experience
• The richest resources for learning reside in learners
themselves
• Greater experience poses a potential negative
consequences – mental habits, biases, presuppositions
• Any situation in which adults’ experience is ignored or
devalued is perceived as rejection of SELF

6. Characteristics of Adult Learners
Readiness to Learn
• Adults are oriented to problem-solving and real-life
situations
• One source of “readiness to learn” is tasks associated
with moving from one developmental stage to another
• Seek the “teachable moment”

7. Characteristics of Adult Learners
Orientation to Learning
• In contrast to younger students, adults are life-centered
and not subject centered
• They are motivated to devote energy help them perform
tasks or deal with problems
Motivation
• Most potent motivators are internal (increased job
satisfaction, self-esteem, quality of life)
The Adult Learner: A Neglected Species – Malcolm Knowles, 1973

8. The 15-Minute Rule
 Adult attention span – How long is it?
 Dyads or triads to explore a question
 Use a mini-case
 Employ clicker or polling questions
 Use one-minute papers as formative
assessment / Muddiest point papers

9. Learning Pyramid
RETENTION
5%
10%
20%
30%
METHOD
Lecture
Reading
Audiovisual
Demonstration
50%
75%
90%
Discussion
Group
Practice Group
Teach Others

10. Types of Input:
Instructional Strategies
Learning Methods
 Lecture
 Forums, panels, symposiums
 Interactive TV, video
 Discussion
 Case Studies / Group Projects
 Online/hybrid learning
 Learning Contracts
 Critical Thinking Techniques
 Demonstration / Simulation
 Mentoring
 Learners teach the content
Level of Engagement
 Low
 Low
 Moderate
 Moderate
 Moderate
 Moderate to High
 Moderate to High
 Moderate to High
 Moderate to High
 Moderate to High
 High

11. Stages in the Development of
Mastery
Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
Novice Expert

12. Quick and Easy
Strategies for
Teaching on the Fly

13. What are the three strategies?
 Concept Maps
 Jane Vella’s Four I’s
 Poll Everywhere

14. What is a Concept Map?
Graphical tool
for organizing
knowledge

15. Why?
Query learners
on what they
know about a
topic
Use as a
platform for self-
directed
learning
Engage in
collaborative
knowledge
sharing
Serve as a basis
for “testing”
understanding
Allows more
junior learners
to learn from
experienced
learners
Experiential,
high
engagement
strategy

16. What goes into a Concept Map?
A question that you want learners to explore that
involves more than a “yes” or “no” answer
Includes concepts (boxes or circles) and the
relationships between concepts (connecting lines)
Relationships between concepts are expressed as
propositional statements

17. Concept maps are intended to be constructed
hierarchically – from top to bottom, with more
general concepts toward the top
Propositions are statements about some
naturally occurring (or constructed) object or
event
Propositions form a meaningful statement about
the connection between concepts – they are
often verbs or verb phrases
1. Low tech: Draw
on paper or
whiteboard
2. High tech: Use
CMap download
3. Other strategies:
tools and apps
Key Points in Constructing a Concept Map

18. How Concept Maps Function
1. Promotes meaningful learning
2. Provides an additional resource for learning
3. Enables provision of feedback to students
4. Allows for assessment of learning and
performance, both formative and summative

19. GROUP ACTIVITY
 Within a small group discuss this question:
 What are the most challenging concepts for
learners in creating a curricular design
project?

20. What are the most challenging concepts for learners
in creating a curricular design project?
concept
Can be characterized
by
Should be
differentiated by
Can be mistaken as
Presents as

21. An example of a Concept Map

22. Strategies for Making Lecture
Interactive
Just-in-Time Teaching
Involves learner in pre-class preparation with
strategies to inform faculty what needs to be emphasized
in lecture
Clickers /Polling, One-Minute Paper, etc
Involves small groups/pairs during lecture with exercises
that aid in absorption of new material
Jane Vella’s Four I’s
A strategy for structuring class time to assess learner
knowledge/readiness, provide content, and examine
understanding and ability to apply content

23. Who is Dr. Jane Vella? What are the Four I’s?
http://www.globallearningpartners.com/about/
our-team/dr.-jane-vella

24. Jane Vella’s 4 Learning Tasks
Inductive work – connects learners with what
they already know
Input – course content; new material
Implementation – lets learners try it out
Integration – asks learners how they will
integrate new learning into their developing
knowledge of medicine and medical practice

25. Inductive
Tasks
Invites
learners to
clarify their
present
understanding
of a topic
Begins with
words such as
“describe, tell,
define, sketch,
show, name,
etc.
Draws upon
the lives and
experiences of
the learners
Is an open
question often
based on
asking
learners to
compare.

26. Input is always about new content for the learner.
It is your chance as the instructor to share new
knowledge, demonstrate new skills or attitudes,
or engage learners in making sense of new or
unusual situations.
INPUT TASKS

27. Implementation Tasks
Invites learners to practice and use new
knowledge and skills
Is the immediate response to the instructor’s
Input task
Purpose is to get feedback from the instructor on
the learners’s implementation of the task

28. Occurs at the end of a learning encounter
Allows learners to organize their
knowledge in the presence of the instructor
Provides TRANSFER, which is use of new
knowledge, skills, or attitudes
Without integration, you leave it to chance as
to whether learners can organize new
knowledge with what is already known
Integration Tasks

29. Think of something
you have tried to
teach on the fly to a
learner in the clinical
setting
How have you
taught this in the
past?
What would it look
like if you used
Jane Vella’s four I’s:
• Inductive work
• Input,
• Implementation,
• Integration
PRACTICE with a Partner

30. Three On the Fly Teaching Strategies
When would you use each one?
Which do you prefer?
Which do you think you can implement
TODAY?

31. Involving Your
Learners in Real Time
Poll Everywhere:
www.polleverywhere.com/timevcu
Up to 40 learners on a free account

32. How might you use Poll Everywhere?
On your iPad or phone, in the hallway outside a patient room or in a
conference room after rounds
In any small group setting to increase engagement
When you want to pose a question and have all learners weigh in
(especially good for open-ended responses)
When you want to make learners’ thinking visible
When you assign a journal article or other reading, and want to see who’s
done their “homework”

33. Strategies for Making Lectures
Interactive
 Think-Pair-Share
 The One-Minute Paper
 The Muddiest Point
 Stephen Brookfield’s Critical Incident
Questionnaire (the CIQ)
 Just-in-Time Teaching

34. A Strategy for Garnering Learner
Feedback
 Use an index card
 Write three words
 Stop
 Start
 Continue
 Complete with a sentence for each about our
course

35. Strategies to Ensure that Learners
are Prepared
Just-in-Time Teaching
 Short survey –any data collection tool
 Develop 3 questions based on assigned readings
 Two should be related to CONTENT
 One question: What did you find most difficult or
confusing about today’s readings?
 Set deadline for completion; review ahead of group
discussion
 Allows you, the instructor, to tailor your talk to the
needs of the group

36. Your JiTT Results
Q 1: Which of the strategies described in your
text appear to be most challenging to
implement? Why?
 Simulation
 Audio or video review of learners
 TBL
 TBL

37. JiTT
Q 2: Which of the strategies described in your
text seem to be most engaging for learners?
Why?
 Problem-based learning (PBL)
 Online learning resources
 PBL and Inquiry-based learning
 Simulation and supervised clinical experiences

38. JiTT
Q 3: What concept or teaching introduced was
most confusing or difficult for you to understand
from the reading?
 TBL
 Reflection on experience
 How to get time and needed resources
 Not sure – a bit confused about measuring attitudinal
changes

39. High Engagement Team Strategies
Team-Based Learning (TBL)
Teams work on two graded exercises to test
understanding of pre-reading and then apply
what they learned
Process Oriented Guided Inquiry
Learning (POGIL)
An inductive learning process in which learners
discover major concepts
Case-Based Teaching
Uses a story of real events or problems so
learners experience the complexity involved
in practice situations

40. Stephen Brookfield’s CIQ
 At what moment in this class were you most engaged
as a learner?
 At what moment were you most distanced as a
learner?
 What action that anyone in the room took this week
did you find most affirming or helpful?
 What action that anyone in the room took this week
did you find most puzzling or confusing?
 What surprised you the most about class this week?

41. Your Turn to Decide for October 23
 Choose a strategy to present / choose
your group
 Stephen Brookfield’s Critical Practice Audit
 Case-based Learning (CBL)
 Team-based learning
 Process Oriented Guided Inquiry Learning
(POGIL)
 The flipped classroom