Ground rulesfinal
•Download as PPTX, PDF•
0 likes•254 views
Ground rules in teaching are guidelines that stabilize the learning environment, establish trust, and promote student development. They model professional behavior and increase productivity. Sample ground rules for small group teaching include being on time and prepared, taking responsibility for discussion quality, making uncertainty safe, and listening respectfully. Sample rules for bedside teaching are that there are no right or wrong answers, everyone has a turn, being curious and asking questions to move discussion forward, and being willing to think aloud.
Report
Share
Report
Share
Recommended
Tips for Teaching Creativity
The author of more than 80 articles on leadership, learning, and education, Douglas “Doug” Reeves is the founder of the Leadership and Learning Center and the Center for Successful Leadership. An in-demand presenter and lecturer as well, Douglas Reeves shares his insights through the popular blog ChangeLeaders.com.
Williamson j presentation exercise
This document discusses three adult learning theories: self-directed learning which allows adults to manage their own learning anywhere and anytime through any means; transformational learning which focuses on understanding internal changes, revising beliefs, and making lifestyle changes to enhance learning; and experimental learning which emphasizes taking action, reflecting on past mistakes, and being accountable to learn from decisions. The document provides an overview of key aspects of each theory with the goal of looking at different approaches to adult learning.
Leadership playbook
This document discusses theories of organizational leadership that will inform the author's approach as a future school leader. It summarizes views of Luther Gulick and Max Weber that promoted top-down leadership and division of labor. The author believes in empowering staff and finding positions that build on their strengths. The document also discusses the importance of school culture and climate, facilitating change through Lewin's three-step model, using cooperative conflict resolution, involving teachers in relevant decisions, and motivating teachers through instructional support and professional development.
Supervision at a glance
This document provides an overview of instructional supervision at Johnson Middle School. It outlines the school's mission and vision, which is to ensure all students reach their full potential through academic excellence and growth. It also shares recent testing data showing improvement but a goal for further 10 point growth.
The principal will lead a team in supervising instruction to ensure teachers are meeting goals. This will involve mini-observations, monthly evaluations, and weekly data meetings. Supervision focuses on building teacher effectiveness, while evaluations determine quality and compliance. The roles of principals, teachers, and the leadership team in the supervision process are also defined. In conclusion, the document emphasizes working as a team to support students and reach shared goals.
Whatever It Takes Ch 1 Final
Educators must align their practices to ensure all students learn essential skills and concepts. They should use formative assessments to monitor student progress and adjust instruction accordingly, and summative assessments to evaluate mastery of material at the end of a learning period. If schools focus on mastery of essential objectives, test scores under accountability programs like No Child Left Behind will improve as a result.
Team based learning
Team based learning is a method of learning that promotes critical thinking and places responsibility for learning on students. It involves forming diverse teams to complete assignments, taking individual and team readiness assessment tests on assigned readings to ensure accountability, and providing peer feedback which is essential for content learning and retention. The goal is for teams to apply their knowledge through interactive assessments and decision making.
Team based learning
Team based learning is a method that promotes critical thinking and places responsibility for learning on students by forming diverse teams to complete assignments, provide peer feedback, and take individual and team readiness assessments on assigned readings to ensure accountability and generate interaction between students.
Northern rocks 2014 slides
This document discusses creating the optimal conditions for great teachers. It argues that schools should focus on getting the basics right while cultivating a culture of continuous learning and improvement. This includes implementing intelligent performance reviews, tailored professional development, and fostering a research-engaged community. Teachers should engage with research by reading it and sharing learning. They should also engage in research by undertaking projects to test ideas, collect evidence, and disseminate conclusions. The goal is to help teachers thrive through purpose, challenge, autonomy, growth and recognition.
Recommended
Tips for Teaching Creativity
The author of more than 80 articles on leadership, learning, and education, Douglas “Doug” Reeves is the founder of the Leadership and Learning Center and the Center for Successful Leadership. An in-demand presenter and lecturer as well, Douglas Reeves shares his insights through the popular blog ChangeLeaders.com.
Williamson j presentation exercise
This document discusses three adult learning theories: self-directed learning which allows adults to manage their own learning anywhere and anytime through any means; transformational learning which focuses on understanding internal changes, revising beliefs, and making lifestyle changes to enhance learning; and experimental learning which emphasizes taking action, reflecting on past mistakes, and being accountable to learn from decisions. The document provides an overview of key aspects of each theory with the goal of looking at different approaches to adult learning.
Leadership playbook
This document discusses theories of organizational leadership that will inform the author's approach as a future school leader. It summarizes views of Luther Gulick and Max Weber that promoted top-down leadership and division of labor. The author believes in empowering staff and finding positions that build on their strengths. The document also discusses the importance of school culture and climate, facilitating change through Lewin's three-step model, using cooperative conflict resolution, involving teachers in relevant decisions, and motivating teachers through instructional support and professional development.
Supervision at a glance
This document provides an overview of instructional supervision at Johnson Middle School. It outlines the school's mission and vision, which is to ensure all students reach their full potential through academic excellence and growth. It also shares recent testing data showing improvement but a goal for further 10 point growth.
The principal will lead a team in supervising instruction to ensure teachers are meeting goals. This will involve mini-observations, monthly evaluations, and weekly data meetings. Supervision focuses on building teacher effectiveness, while evaluations determine quality and compliance. The roles of principals, teachers, and the leadership team in the supervision process are also defined. In conclusion, the document emphasizes working as a team to support students and reach shared goals.
Whatever It Takes Ch 1 Final
Educators must align their practices to ensure all students learn essential skills and concepts. They should use formative assessments to monitor student progress and adjust instruction accordingly, and summative assessments to evaluate mastery of material at the end of a learning period. If schools focus on mastery of essential objectives, test scores under accountability programs like No Child Left Behind will improve as a result.
Team based learning
Team based learning is a method of learning that promotes critical thinking and places responsibility for learning on students. It involves forming diverse teams to complete assignments, taking individual and team readiness assessment tests on assigned readings to ensure accountability, and providing peer feedback which is essential for content learning and retention. The goal is for teams to apply their knowledge through interactive assessments and decision making.
Team based learning
Team based learning is a method that promotes critical thinking and places responsibility for learning on students by forming diverse teams to complete assignments, provide peer feedback, and take individual and team readiness assessments on assigned readings to ensure accountability and generate interaction between students.
Northern rocks 2014 slides
This document discusses creating the optimal conditions for great teachers. It argues that schools should focus on getting the basics right while cultivating a culture of continuous learning and improvement. This includes implementing intelligent performance reviews, tailored professional development, and fostering a research-engaged community. Teachers should engage with research by reading it and sharing learning. They should also engage in research by undertaking projects to test ideas, collect evidence, and disseminate conclusions. The goal is to help teachers thrive through purpose, challenge, autonomy, growth and recognition.
Ti m epresentationsbgm-1
Self-assessment is a reflective exercise where learners evaluate their own perceptions of competence. It provides insight into what learners believe they know or don't know and allows educators to understand student perceptions of content. When used effectively, self-assessment can help educators identify areas where students may need additional resources or practice.
Ti me presentation nov 16, 2012
The Teaching in Medical Education (TiME) Faculty Fellows Program aims to enhance faculty expertise in teaching and learning in medicine. The program fosters the development of academic leaders and promotes scholarship in medical education through its certificate courses. Eligible full-time VCU School of Medicine faculty can take up to two courses per semester to earn the certificate. Courses cover topics like instructional strategies, curriculum design, and the scholarship of teaching and learning. Applicants submit a letter of interest and support letter to enroll in starting classes in January or February.
Adlt 610 class 1 introduction
This document provides an overview and agenda for an ADLT 610 class. It introduces the course requirements which include blog reflections, textbook presentations, consulting projects, and a final paper. It outlines the phases of a consulting process including entry and contracting, discovery, feedback, and implementation. It also discusses the roles of consultants as experts, collaborative partners, or pairs of hands. Finally, it defines process consultation according to Schein as helping systems help themselves by focusing on process over outcomes.
Class 1 introduction to the course fall 2013
This document outlines the agenda and expectations for an instructional strategies course on teaching in medicine. The agenda includes introductions, expectations for the course, an overview of the course blog and wiki, and an assignment on models for teaching. Students are expected to submit a "Why Teach?" paper next week and accept an invitation to join the course wiki. After class, students should review the course blog site and work on their first assignment.
Class 6 adlt 606 fall 2011
The document discusses the design of instructional programs using Vella's four I's framework: Induction, Input, Implementation, and Integration. It provides an overview of each step in Vella's seven steps of design which are used to plan a program around identifying learners, objectives, content, timeframe, location and transfer of learning. As an exercise, students are asked to work in groups to design a session teaching how to prepare Thanksgiving dinner using the four learning tasks.
Organizational learning first class overview
This document outlines the agenda and requirements for an organizational learning course. It provides information on university policies including cell phone use, the honor policy, safety issues and contacts, student conduct, email, accommodations for disabilities and religious observances. It also lists the dates for reading days and notes there will be five graded assignments. The document informs students of the course structure and policies.
Class session 4 question design and methodological choices
This document provides an overview of methodological considerations for medical education research projects. It discusses key aspects of developing research questions, choosing appropriate methodologies, and ensuring rigor. Sample conceptual frameworks, quantitative and qualitative approaches, and mixed methods models are presented. Considerations for resources, tools, publishing challenges, and integrating different data types are also reviewed to help researchers design strong studies.
Class 1 introduction to the course fall 2013
This document outlines the agenda and expectations for an instructional strategies course on teaching in medicine. The agenda includes introductions, expectations for the course, an overview of the course blog and wiki, and an assignment on models for teaching. Students are expected to submit a "Why Teach?" paper next week and accept an invitation to join the course wiki. After class, students should review the course blog site and spend time navigating the wiki platform.
Class 2 adlt 606 fall 2011
This document discusses Caffarella's interactive model of program planning. It outlines the key steps and features of the model, including building support, prioritizing ideas, developing objectives, designing instruction, and evaluating plans. The document also discusses writing behavioral objectives and Bloom's taxonomy for cognitive levels. Adults as learners are mentioned as affecting program planning.
Class sessions 8 motivation and learning 3 28-19
This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
Class 7 mind, body, and spirit
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
Class session 6 march 14, 2019
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Class 5 mezirow's tl theory adlt 671
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
Class session 4 sdl
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
Class session 2 theoretical orientations a framework for the course
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Class 2 or 3 houle's inquiring mind
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He found they all perceived learning as important and enjoyable. However, they differed in their motivations - some were goal-oriented and learned to accomplish objectives, some were activity-oriented and learned for social reasons, and some were learning-oriented and sought knowledge for its own sake as a constant pursuit. Their families and communities influenced how they viewed and engaged in continued education.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on what struck them about Lindeman's book "The Meaning of Adult Education" and which quotations from the book they find meaningful or applicable today. Specific events mentioned from the 1920s include women gaining the right to vote in 1920, the founding of the Nazi party in 1921, immigration waves from Eastern Europe, labor disputes and strikes, the establishment of the NBC radio network in 1926, and the first liquid-fueled rocket launch by Robert Goddard.
Class session 1 jan 31, 2019
This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
More Related Content
Viewers also liked
Ti m epresentationsbgm-1
Self-assessment is a reflective exercise where learners evaluate their own perceptions of competence. It provides insight into what learners believe they know or don't know and allows educators to understand student perceptions of content. When used effectively, self-assessment can help educators identify areas where students may need additional resources or practice.
Ti me presentation nov 16, 2012
The Teaching in Medical Education (TiME) Faculty Fellows Program aims to enhance faculty expertise in teaching and learning in medicine. The program fosters the development of academic leaders and promotes scholarship in medical education through its certificate courses. Eligible full-time VCU School of Medicine faculty can take up to two courses per semester to earn the certificate. Courses cover topics like instructional strategies, curriculum design, and the scholarship of teaching and learning. Applicants submit a letter of interest and support letter to enroll in starting classes in January or February.
Adlt 610 class 1 introduction
This document provides an overview and agenda for an ADLT 610 class. It introduces the course requirements which include blog reflections, textbook presentations, consulting projects, and a final paper. It outlines the phases of a consulting process including entry and contracting, discovery, feedback, and implementation. It also discusses the roles of consultants as experts, collaborative partners, or pairs of hands. Finally, it defines process consultation according to Schein as helping systems help themselves by focusing on process over outcomes.
Class 1 introduction to the course fall 2013
This document outlines the agenda and expectations for an instructional strategies course on teaching in medicine. The agenda includes introductions, expectations for the course, an overview of the course blog and wiki, and an assignment on models for teaching. Students are expected to submit a "Why Teach?" paper next week and accept an invitation to join the course wiki. After class, students should review the course blog site and work on their first assignment.
Class 6 adlt 606 fall 2011
The document discusses the design of instructional programs using Vella's four I's framework: Induction, Input, Implementation, and Integration. It provides an overview of each step in Vella's seven steps of design which are used to plan a program around identifying learners, objectives, content, timeframe, location and transfer of learning. As an exercise, students are asked to work in groups to design a session teaching how to prepare Thanksgiving dinner using the four learning tasks.
Organizational learning first class overview
This document outlines the agenda and requirements for an organizational learning course. It provides information on university policies including cell phone use, the honor policy, safety issues and contacts, student conduct, email, accommodations for disabilities and religious observances. It also lists the dates for reading days and notes there will be five graded assignments. The document informs students of the course structure and policies.
Class session 4 question design and methodological choices
This document provides an overview of methodological considerations for medical education research projects. It discusses key aspects of developing research questions, choosing appropriate methodologies, and ensuring rigor. Sample conceptual frameworks, quantitative and qualitative approaches, and mixed methods models are presented. Considerations for resources, tools, publishing challenges, and integrating different data types are also reviewed to help researchers design strong studies.
Class 1 introduction to the course fall 2013
This document outlines the agenda and expectations for an instructional strategies course on teaching in medicine. The agenda includes introductions, expectations for the course, an overview of the course blog and wiki, and an assignment on models for teaching. Students are expected to submit a "Why Teach?" paper next week and accept an invitation to join the course wiki. After class, students should review the course blog site and spend time navigating the wiki platform.
Class 2 adlt 606 fall 2011
This document discusses Caffarella's interactive model of program planning. It outlines the key steps and features of the model, including building support, prioritizing ideas, developing objectives, designing instruction, and evaluating plans. The document also discusses writing behavioral objectives and Bloom's taxonomy for cognitive levels. Adults as learners are mentioned as affecting program planning.
Viewers also liked (9)
Class session 4 question design and methodological choices
Class session 4 question design and methodological choices
More from tjcarter
Class sessions 8 motivation and learning 3 28-19
This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
Class 7 mind, body, and spirit
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
Class session 6 march 14, 2019
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Class 5 mezirow's tl theory adlt 671
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
Class session 4 sdl
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
Class session 2 theoretical orientations a framework for the course
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Class 2 or 3 houle's inquiring mind
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He found they all perceived learning as important and enjoyable. However, they differed in their motivations - some were goal-oriented and learned to accomplish objectives, some were activity-oriented and learned for social reasons, and some were learning-oriented and sought knowledge for its own sake as a constant pursuit. Their families and communities influenced how they viewed and engaged in continued education.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on what struck them about Lindeman's book "The Meaning of Adult Education" and which quotations from the book they find meaningful or applicable today. Specific events mentioned from the 1920s include women gaining the right to vote in 1920, the founding of the Nazi party in 1921, immigration waves from Eastern Europe, labor disputes and strikes, the establishment of the NBC radio network in 1926, and the first liquid-fueled rocket launch by Robert Goddard.
Class session 1 jan 31, 2019
This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Developing an effective case study march 2018
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
Class 5 planning a pogil
POGIL (Process Oriented Guided Inquiry Learning) is a teaching method where students work in groups to answer questions about a model or concept without being directly taught the answer. It differs from team-based learning (TBL) which focuses more on applying concepts that were directly taught. POGIL is used to guide student discovery of new content through questions, while TBL applies previously learned material. The document provides instructions for creating a POGIL exercise including developing content and process objectives, guiding questions without direct answers, and an application exercise. It also outlines upcoming class sessions on instructional project guidelines and case-based learning.
Class 1 intro spring 2018
This document provides an agenda and overview for an instructional strategies course for teaching in medicine. It includes:
- Introductions and an overview of course expectations and assignments
- A guided inquiry exercise where participants are organized into groups based on teaching experience to discuss models of teaching
- An introduction to the course blog where reading assignments will be posted
- An assignment to write a short paper reflecting on why they chose to teach due next week
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Writing mc qs for for tbls and pogils nov 5, 2017 class 8
This document provides guidelines for writing multiple choice questions for team-based learning (TBL) and process-oriented guided inquiry learning (POGIL). It outlines advantages and disadvantages of MCQs. Key terminology is defined. Four basic rules for NBME question writing are described, including making each question focus on an important concept, posing a clear question in the stem, using homogeneous distractors, and avoiding technical flaws. Frequently used stems are listed. Guidelines are provided for formatting options, using superlatives, writing plausible and homogeneous options, and reviewing questions with colleagues.
Kirkpatrick's evaluation model revised 2017
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
Class 7 intro to assessment rev for 2017
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
More from tjcarter (20)
Class session 2 theoretical orientations a framework for the course
Class session 2 theoretical orientations a framework for the course
Writing mc qs for for tbls and pogils nov 5, 2017 class 8
Writing mc qs for for tbls and pogils nov 5, 2017 class 8
Ground rulesfinal
- 1. Ground rules in teaching Rosa Morales-Theodore, M.D. Linda Costanzo, Ph.D. www.cmu.edu/teaching www.learningandteaching.info/teaching/ground_rules.htm
- 2. Value of ground rules • • • • Stabilize learning environment Establish effective climate and build trust Promote holistic student development Model professional behavior (of shared responsibility) • Increase productivity
- 3. Sample “rules” for small group teaching • Be on time and prepared • Bear personal responsibility for quality of discussion • Uncertainty is safe! • Listen respectfully
- 4. Sample “rules” for bedside teaching • No right or wrong answers • Everyone has a turn • Be curious, ask questions, move discussion forward • Be willing to think aloud