PBL - How Do We Do It?
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This document discusses how problem-based learning (PBL) is implemented in the new Taibah MBBS program. It explains that PBL cases are used to cover 10-15% of the intended learning outcomes for the course. It describes the PBL tutorial process, including forming learning objectives, independent study, and discussion. It emphasizes that tutors should facilitate discussion rather than provide direct knowledge. Effective PBL requires well-written cases and learning agendas to guide self-directed learning on the objectives. Lectures are meant to supplement but not replace PBL.
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This document outlines the key aspects of teaching or pedagogy. It discusses teaching as a process of communicating information to induce behavioral change in students. The purpose of teaching is to create awareness, knowledge, and feelings in students. The teaching process involves the teacher delivering a clear, accurate and brief message to students in a receptive environment without communication barriers. Good teaching involves thorough preparation, organized content, relevance to learners, and making the content come alive through various teaching methods. The document emphasizes that teaching is an art, and effective evaluation involves both teacher self-assessment and student feedback.
Art of Teaching (Pedagogy) TEACHING PRACTICE
This document outlines the key aspects of teaching or pedagogy. It discusses teaching as a process of communicating information to induce behavioral change in students. The purpose of teaching is to create awareness, knowledge, and feelings in students. The teaching process involves the teacher delivering a clear, accurate and brief message to students in a receptive environment without communication barriers. Good teaching involves thorough preparation, organized content, relevance to learners, and making the content come alive through various teaching methods. The document emphasizes that teaching is an art, and effective evaluation involves both teacher self-assessment and student feedback.
01.Learning theories best teacher
1. The document discusses several learning theories that are relevant to clinical teaching, including adult learning theory, social learning theory, situated learning theory, and reflective practice.
2. It emphasizes that adult learners are more self-directed and learn better when new information is connected to their experiences. Clinical teachers should facilitate internal motivation and self-directed learning.
3. Social learning theory and the concept of "communities of practice" are discussed, highlighting how learners observe role models and learn from participating in authentic tasks and discussions with experts.
4. Situated and reflective learning theories suggest learning is most effective when learners can actively participate in real clinical scenarios and reflect on their experiences individually and through group discussions.
A Learner Centered Approach to Teaching
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Ap1 presentation
This document provides information about an online Anatomy and Physiology 1 course, including contact information for the instructor, Brenda Holmes, an overview of course structure and requirements, the schedule, grading policies, and resources available to students. The 5-week course covers chapters 1-12 through online lectures, labs involving identification and case studies, and exams. Students are expected to complete lab assignments, 4 module exams, and a final essay to earn a maximum of 1210 points towards their grade.
AERA Presentation: PBL Model for Teacher Research
This document describes a model for supporting collaborative teacher research that was developed and tested over three years. The model includes components like motivation, a learning community, use of data like videos and student work, dedicated time for research, and a structured process using problem-based learning. Teachers found elements like pursuing their own research questions, peer support, facilitator guidance, and extended time to be most useful for improving their practice through inquiry. The model provides an example of effective professional development centered around teacher research.
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PBL - How Do We Do It?
- 1. How Do We Do IT Dr. Yasir Elhassan Semester 1Lead & LC Course Coordinator New Taibah MBBS Program (Modified Manchester Curriculum) ًاغاضـــــب أو ًاظالم ًايوم بات ماُالتحــنان ُهوطبع ِثالحدي حلو وطيب العظيم ِالخلق صاحب هوُالريحـان أطيابه من ويغــــار الشـذى مانفــح هللا عـليك صـلـىطـيبه مـن وتنفســتُالرئـتان
- 2. PBL Case 7 Lectures = 10-15% of the ILOs Seminar Anatomy practical Histology practical ECE Sessions + site visits (hospital+PHCC) Microbiology Practical EBM Lectures & Practical Case opening Session(Sunday) Case closing Session (Thursday) +/- +/- +/-
- 4. Anatomy of a tutorial group A tutor 8-10 students/group A group chairperson A scribe Rotating the roles / case Regrouping the students/sem. Tutor
- 5. The PBL process Read case and define terms Identify the key problems/issues Brainstorm possible explanations Build a learning agenda Arrange into tentative conclusions Independent study Further discussion and closing of case 1 2 3 4 5 6 7
- 6. Learning Agenda • learning agenda is a series of written objectives (questions) that are developed by the group in order to understand the contents of the PBL case. • It will be used to guide the learning for the week.
- 7. Learning Agenda poorly written or incomplete learning agendas.
- 8. Self Directed Learning( SDL) SDL = A willingness and ability to take charge of one’s own learning • Workplace learning • Personal learning goals (learning agenda) • Combination of different methods
- 9. What are INTENDED LEARNING OUTCOMES? • These are the topics or areas that the course designers want it to be learned = the CURRICULUM! • Each PBL case is carefully written around a series of ILOs. • By working through the case systematically using the 7 steps the group will produce a learning agenda that will cover the ILOs
- 10. Role of the tutor Facilitator+ Guide + Evaluator • Role model • No delivery of knowledge • Facilitator • Promoting discussion • Asking directive questions • Helps group dynamics
- 11. Interrupting students. Over-participating/directing. Telling too many stories. Promoting competition rather than cooperation. Students criticize the following tutor behaviors:
- 12. Act as a PBL tutor Act as an ECE tutor Act as a PPD tutor Academic supervisor PEP supervisor Assessor Deliver the lectures. Attend the seminar. Role Of the Staff
- 13. Not exceed 50 minutes. Be Prepared according to the lecture card written before. Has the ILOs in the first slide Has references in the last slide Matches with that of the females side Be given to the coordinator one night before to post it in the Platform Each lecture should: Please do not give the student any materials directly, no handouts , unless it is a chapter of a book or a scientific paper which should be given directly to the coordinator to post it as an additional resources ( we need the PBL to work as PBL)