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Delivering the Goods
This document outlines best practices for delivering instruction in different formats such as noon conferences, mini-teaching sessions, and micro-teaching. It discusses how PowerPoint design can impact information retention and recommends designing slides with consistency, not reading slides verbatim, and citing sources. The document also suggests that observing other instructors deliver content could be an alternative to traditional evaluations. It provides tips for effective questioning during instruction and emphasizes creating a safe environment for students to answer questions.
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Delivering the Goods
- 1. Delivering the Goods BestPractices in Design and Delivery of Instruction July 6, 2018 Max Anderson, MLIS, MS (PhD Candidate) Instructional Designer – UICOM max@uic.edu
- 2. Learning Objectives • Differentiatebetween best practices for content delivery methods appropriate for noon conferences, mini-teaching sessions, and micro-teaching. • Explain how differences in PowerPoint design impact retention of information. • Determine how observing others deliver content is an potential alternative to evaluations. 2
- 3. My role • InstructionalDesigner (MS) • Medical Librarian (MLIS) • Educational Technologist • PhD Candidate 3
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- 6. 6 What do youwant the student to be able to do at the end of an instructional session?
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- 8. 8 Design Choose textbooks Write syllabus Write/ Revise lectures Prepare PPT slides Write exam / problem sets Formulate broad learning goals Set specific learning objectives Design assessments Develop learning activities Which one is more student-centered?
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- 11. Creating Presentations: Somebasic tips • Plan • Practice • Design consistency • Don’t read your slides • Cite 11
- 12. 12 What would youdo differently?
- 13. 13 What would youdo differently?
- 14. 14 What would youdo differently?
- 15. 15 What would you dodifferently?
- 16. 16 What would you dodifferently?
- 17. 17 What would you dodifferently?
- 18. 12 Principles ofMultimedia Learning: Coherence Learning Objectives • You will be able to connect and log in to Epic. • You will be able to enter patient information into Epic. 18 Avoid extraneous words, pictures and sounds – less is more!
- 19. 12 Principles ofMultimedia Learning: Spatial Contiguity 19 Place corresponding words near each other rather than away from each other versus
- 20. 12 Principles ofMultimedia Learning: Signaling 20 Use cues that highlight the organization of essential material
- 21. 12 Principles ofMultimedia Learning: Multimedia 21 People learn better from words and pictures rather than from words alone
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- 23. Facilitation (aka Delivery) •Noon conferences • Mini-teaching • Micro-teaching How are these different to you? 23
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- 25. Facilitation (aka Delivery) •Debrief and feedback • Near-peer role modeling • Self-reflection 25
- 26. 26 Self-reflection is ahumbling process. It’s essential to find out why you think, say, and do certain things…and then better yourself.
- 27. Self-Directed Learning • LCMEElement 6.3 • How do learners view themselves as learners? • Are there demands on a learning situation that influence the capacity for self-direction? • As learners master subjects, the capacity to be self-directed is enhanced • Situated learning – learning is inseparable from situations where knowledge is used • Knowledge is socially constructed • Knowledge is dependent on context for meaning 27
- 28. Facilitation (aka Delivery): Keysto asking effective questions • Ask one question at a time • Wait 3 seconds before and after the student answers • Stay neutral until after the student has explained the answer • Use higher-order, open-ended questions • Create a safe environment that permits students to answer incorrectly or to guess How do you ask questions? How do you deal with clear gaps in knowledge? 28 Riddle, J. (2010). Teaching clinical skills. In W. B. Jeffries & K. N. Huggett (eds.)., An introduction to medical teaching.
- 29. Facilitation (aka Delivery):Consultation Room • Consultation Room Training • Cognitive constructivism • Gagne (1985) says: • Cognitive phase: consciously develop a routine with cues from facilitator • Associative phase: deliberate practice to integrate component parts. • Autonomous phase: skill automatic to enable cognitive activity • Ask students how they would like to run the session – it’s really their time to learn. 29
- 30. Facilitation (aka Delivery) Followthe STEPS 30 Set the foundation Tutor demonstrations ExplanationPractice Subsequent deliberate practice
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- 32. Observation Forms 32 Clinical CareTeaching Observation Form Lecture Teaching Observation Form Small Group Teaching Observation Form
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- 34. Learning Objectives • Differentiatebetween best practices for content delivery methods appropriate for noon conferences, mini-teaching sessions, and micro-teaching. • Explain how differences in PowerPoint design impact retention of information. • Determine how observing others deliver content is an potential alternative to evaluations. 34
- 35. References Dent, J. A.,& Harden, R. M. (2013). A practical guide for medical teachers. (4th ed). Elsevier. Harden, R. M., & Laidlaw, J. M. (2012). Essential skills for a medical teacher: An introduction to teaching and learning in medicine. Elsevier. Jeffries, W. B., & Huggett, K. N. (2010). An introduction to medical teaching. New York: Springer. Kaufman, D. M., & Mann, K. V. (2010). Teaching and learning in medical education: How theory can inform practice. In T. Swanwick (ed.)., Understanding medical education: Evidence, theory and practice. Association for the Study of Medical Education. 35
- 36. References Kessler, C. S.,Chan, T., Loeb, J. M., & Malka, S. T. (2013). I’m clear, you’re clear, we’re all clear: Improving consultation communication skills in undergraduate medical education. Academic Medicine, 88(6), 753-758. Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advancements in Physiology Education, 40, 147-156. Wong, B. M. et al. (2017). Faculty-resident “co-learning”: A longitudinal exploration of an innovative model for faculty development in quality improvement. Academic Medicine, 92(8), 1151-1159. 36
Editor's Notes
- #3 What teaching is not by @bryanMMathers is licenced under CC-BY-ND
- #5 What is one thing in your daily interaction with health professions colleagues that is the most challenging for you? https://www.polleverywhere.com/free_text_polls/Z15Q3zGThWfTonz
- #9 Traditional method of design of any instruction (instructor centered) Choose textbook Write syllabus Write/Revise lectures Prepare PowerPoint slides Write exam / problem sets Backward design (student centered) Formulate broad learning goals Set specific learning objectives Design assessments (formative and summative) Develop learning activities (lectures, etc.)
- #10 Traditional method of design of any instruction (instructor centered) Choose textbook Write syllabus Write/Revise lectures Prepare PowerPoint slides Write exam / problem sets Backward design (student centered) Formulate broad learning goals Set specific learning objectives Design assessments (formative and summative) Develop learning activities (lectures, etc.)
- #13 Font / shadows
- #14 Good – scaffolding / spiral
- #15 Too much text!
- #16 Color Text size
- #17 Font and use of Bold
- #18 Richard Mayers ‘contiguity principle’ Slide numbers
- #24 What types of feedback do they get? What do they do with that information?
- #25 Safe, effective intercollegial communication in health care requires a sophisticated skill set that encompasses relationship building, argument structuring, clinical synthesis, cultural competency, and professionalism.
- #26 Reflection is one of the most important parts of the learning process. Reflection on learning experiences allows students to formulate and refine clinical concepts. This part of the learning process also gives additional opportunities for giving and receiving constructive feedback.
- #27 Reflection-in-action Reframing and reworking the problem from different perspectives Establishing where the problem fits into learned schema – already existing knowledge and expertise Understanding the elements and implications present in the problem, its solution, and consequences Reflection-on-action Process of thinking back on what has happed in the situation to determine what may have contributed to the unexpected, and how this situation might affect future practice. Schon There is a dynamic relationship between reflective practice and self-assessment. The ability to self-assess depends on the ability to reflect accurately on one’s practice and the ability to reflect effectively relies on accurate self-assessment.
- #30 From Dent: Cognitive constructivism is a useful approach to developing expertise in consultation skills. This builds on prior knowledge and experience and enables the event to be linked to existing experience in the cognitive, psychomotor, and affective domains.
- #31 S: Set the foundation or prior learning, the importance of the skill and the context in which it will be learned and applied. T: Tutor demonstration in real time without commentary E: Explanation with repeat demonstration P: Practice under supervision with feedback from peer and tutor. S: Subsequent deliberate practice encouraged (Dent)
- #35 What teaching is not by @bryanMMathers is licenced under CC-BY-ND