Poster Harold Lyon et al7.6.09 Iams Efinal
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This study evaluated the use of a modified Flanders Interaction Analysis (MFIA) to provide feedback and improve faculty lecturing quality at two Munich universities. Twenty-two faculty volunteers were randomized into experimental and control groups. Both groups gave lectures evaluated by MFIA, but only the experimental group received feedback. Compared to their initial lectures, the experimental group showed significant improvements in indirect teaching responses, student interaction and engagement, organization, empathy, and case-based teaching after receiving MFIA feedback. Student evaluations also significantly improved for several criteria after the experimental group's MFIA intervention. The study suggests MFIA is an effective, economical way to provide feedback and help faculty improve their lecturing skills.
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![Improvement of Faculty Lecturing by a Modified Flanders Interaction Analysis Harold C. Lyon Jr *, Martin Reincke*, Thomas Brendel *, Alexandra Hesse **, Johannes Ring**, Matthias Holzer *, Martin R. Fischer * * Medical Education Unit, Ludwig-Maximilians-University, Munich, Germany ** Dean‘s Office, Medical Faculty, Technical University, Munich, Germany References: [1] Flanders NA, Analyzing teaching behavior, Reading Mass: Addison-Wesley; 1970 [2] Flanders NA, Teacher Influence, Pupil Attitudes and Achievement, Washington, DC.: (US Office of Education Research Monograph # 12). U.S. Government Printing office, 1965. [3] Aspy, David N. and Roebuck, Flora N., The Relationship of Teacher-Offered Conditions of Meaning to Behaviors Described by Flanders Interaction Analysis . Education Vol. 95. No 3. pp 216-220. [4] Carkhuff, RR and Berenson BG., Beyond Counseling and Therapy. New York: Holt, Rinehart, and Winston, Inc. ;1967. [5] Study participants’ quotes from post-study questionnaire 1. INTRODUCTION 3. METHODS 4. RESULTS 5. CONCLUSIONS 2. BACKGROUND “ This analysis and personal critique showed me for the very first time, what I’ve done right or wrong in the past.” The two medical faculties in Munich, Germany, Ludwig- Maximilians-University (LMU) and Technical University (TU) have been undergoing dynamic curriculum reform in the past decade resulting in the need for faculty development and improvement of faculty teaching. One major reform has been the replacement of most large, formal lectures with smaller tutorials, seminars and more interactive learning modes of teaching. In this study we focused on the improvement of the teaching in the remaining lectures in an effort to make them more interactive and less passive. Flanders Interaction Analysis: (FIA) The FIA is a tool to diagnose classroom interaction. The system has been used extensively in classroom observation studies. The FIA was one of the primary vehicles for the largest study of effective teaching (200,000 hours of classroom analysis) conducted in 42 US states and seven countries including Germany, where Reinhard Tausch and his wife Anna Marie Tausch corroborated the findings of the larger U.S. Studies. [1] The FIA has been shown to be an effective tool for diagnosing classroom teaching and is a reliable instrument by trained users. [2] There are ten different categories, that are of interest for the FIA. The rater of the lecture is checking every minute, what is happening in the lecture hall. Previous studies showed that the ratio (I/D) of Indirect responses (items 1-4: Accepts Feelings; Praises or encourages; Accepts or Uses Ideas of Students; and Asks Questions) to Direct responses (items 5-7: Lecturing; Giving Directions; Criticizing) responses, if higher than 0.7 (more Indirect) tends to correlate with more effective teacher outcomes while, when less than 0.4 (more Direct) correlates with less effective teaching outcomes. “ Even if you think, your lectures are already interactive, you’ll realize through this analysis and critique, that they can be much more interactive.” [5] “ What I’ve learned in this study also helped me improve my skills in other fields like research-presentations and speaking in front of committees.” ,[object Object],[object Object],[object Object],[object Object],[object Object],We stratified 22 self-selected volunteer lecturers from the two universities by teaching experience and randomized them into two matched groups, an experimental group (EG) and a control group (CG). Groups were well matched as prior to intervention no significant differences were found in EG and CG teaching effectiveness criteria. Each lecturer gave the same content lecture in both winter and summer semester. Both lectures of each participant were analyzed with the MFIA but only the EGs were given the feedback intervention We compared student and expert evaluations of the winter MFIA with those of the summer MFIA and compared the results of the EG with the CG. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],• Lecture 1 Winter Semester Lecture 2 Summer Semester MFIA 1 MFIA 2 Feedback Critique Experimental Group: Lecture 1 Winter Semester Lecture 2 Summer Semester MFIA 1 MFIA 2 Control Group: Feedback Critique Feedback Critique Study Design ROPES: Every cell can be ckecked. Maxium of 15 points can be achieved. Department Chair, 58 yrs. Department Chief, 62 yrs. General Practicioner, 66 yrs. A B C F E D % % Ratio Number Points Points Experimental Group Teaching Effectiveness Improvement in 7 criteria after MFIA Intervention A Significant improvement of I/D Ratio: p = 0,009 D Significant reduction of Teacher Talk: p = 0.003 B Significant increase of Questions asked: p = 0.020 E Significant increase of Student Talk: p = 0.001 C I mprovement of ROPES : p = 0.022 F Significant improvement of Empathy: p = 0.000 G Significant improvement in Case-based teaching: p = 0.000 Student Evaluations showed significant improvements on the following 9 criteria after MFIA Intervention: empathy, caring about students, question asking, students actively engaged, used student ideas, learning objectives, used computer-based cases, used live patients, and used case-based examples Contact: halclyon@yahoo.com TELL SHOW DO R eview O verview Present E xercise S ummary](https://image.slidesharecdn.com/posterlyon7609iamsefinal-12695093386165-phpapp01/85/Poster-Harold-Lyon-et-al7-6-09-Iams-Efinal-1-320.jpg)
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This document discusses Response to Intervention (RTI) and its implementation through a multi-tiered model. RTI aims to identify students who need additional academic support early through ongoing assessment and data-based decision making. It uses a 3-tiered approach where students receive increasingly intensive instruction and intervention at each tier. At Tier 1, all students receive core instruction and are assessed to identify struggling learners. Tier 2 provides targeted small group instruction. Tier 3 offers intensive individualized intervention that may indicate a need for special education services. Collaboration between general and special educators is important for successful RTI implementation.
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Research PresentatioThe Effects of Student Assessment Choices on 11th Grade E...
Research PresentatioThe Effects of Student Assessment Choices on 11th Grade E...
Active learning strategies in the information literacy classroom. Evaluating ...
Active learning strategies in the information literacy classroom. Evaluating ...
Exploring Hong Kong Secondary School Teachers' Teaching Beliefs of Differenti...
Exploring Hong Kong Secondary School Teachers' Teaching Beliefs of Differenti...
Classroom instruction that works intro for hedgcoxe
Classroom instruction that works intro for hedgcoxe
RtI Best Practices for Henderson Elementary Scenario 3
RtI Best Practices for Henderson Elementary Scenario 3
Identifying adequate level of instruction without hindering deeper learning i...
Identifying adequate level of instruction without hindering deeper learning i...
Similar to Poster Harold Lyon et al7.6.09 Iams Efinal
Fabio R Arico - Peer Instruction Unveiled
This paper evaluates the impact of a teaching methodology aimed at enhancing student learning and self-assessment skills in a large-class flipped learning environment involving a cohort of First Year students in Economics. We develop an analytic framework to investigate four distinct features of the learning process, comprising: (i) students’ ability to self-assess their performance, (ii) the association between learning gains generated by Peer-instruction and student self-assessment statements, (iii) the correlation between learning gains and student attainment, and (iv) students’ perceptions of their learning experience.
MET_Gathering_Feedback_Practioner_Brief
The document summarizes key findings from a study on classroom observation tools conducted as part of the Measures of Effective Teaching (MET) project. The study evaluated five classroom observation tools on their reliability and validity. It found that for high-stakes decisions, multiple observations are needed to reliably measure teacher effectiveness. Additionally, classroom observations should be combined with student achievement gains and student feedback to provide a more complete assessment of teaching quality. Policymakers and practitioners are encouraged to choose tools with clear expectations, ensure observer accuracy, conduct multiple observations, track reliability, and verify that observation scores align with student outcomes.
Michael RodriguezMichael R.docx
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
Building an Evaluation Model for Online HBSE Social Work Courses
The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.
How Co-Teaching Saved Student Teaching
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
Mountain Climbing Analogy
The document describes the mountain climbing learning analogy method, a student-centered teaching strategy used in Japan. It focuses on students actively building knowledge through collaboration, with the teacher serving as a facilitator. An experiment was conducted comparing this method to a traditional lecture in a basic math class. Results showed the experimental group performed significantly better on a post-test, while both groups had similar attitudes towards math. It was concluded the mountain climbing method can be an effective teaching strategy. Further research at other universities was recommended.
Impact Of Classroom Management Strategies On Students' Performance And Motiva...
Impact Of Classroom Management Strategies On Students' Performance And Motivational Outcome At Primary Level by Sumbal
2009 Effective Teachingstudy11.1.09.Doc
The document summarizes a study on effective teaching conducted by Harold C. Lyon, Jr. at LMU and TUM universities. The study found that teachers who received feedback based on a Flanders Interaction Analysis significantly improved their teaching compared to a control group. Improvements included higher student participation, better organization of lessons, and increased empathy from teachers. The analysis is a low-cost and effective way to improve teaching quality.
Esp
The document discusses a study on alternative assessment methods in ESP courses. It investigated students' perceptions of various class activities and introduced self-evaluation. Survey results showed students generally found writing vocabulary definitions, classroom discussions, and formal testing beneficial. However, opinions varied on summaries, creative tasks, and presentations. The study aims to help teachers better evaluate students' skills and knowledge through alternative assessment like portfolios and self-reflection.
ST101: Direct Instruction
The document describes a transactional model of direct instruction that includes four categories of instructional events: presentation, practice, assessment & evaluation, and monitoring & feedback. Each category includes specific teacher and student behaviors. For example, in the presentation category, the teacher would provide an overview by reviewing prerequisite skills while the student recalls what they have learned. The model aims to actively engage both teachers and students at each instructional event. In general, direct instruction models emphasize teacher-directed instruction, active presentation of information, clear organization, and constant assessment of student understanding.
How-Students-Perceive-Problem-Based-Learning-(PBL)-DOI
This document summarizes the results of a survey conducted at a Swedish medical college to understand student perceptions of problem-based learning (PBL) group tutorials. The survey had a high response rate of 84% and included students from terms 6-11 who had experience with PBL across the curriculum. Factor analysis identified four key factors related to student perceptions: 1) PBL as a learning method, 2) the tutor's role, 3) stress and insecurity from PBL, and 4) traditional teaching methods. Overall, students valued PBL but saw room for improvement in tutorial aims/objectives, group size, and more formal lectures. Perceptions declined over time, and students saw uneven tutor quality as an issue.
TESTA, School of Politics & International Relations, University of Nottingham...
The document summarizes findings from the TESTA (Transforming the Experience of Students through Assessment) research project which studied programme-level assessment patterns across seven programmes in four UK universities. The project found that 1) assessment drives student learning but programmes often have too much summative assessment and too little formative assessment, 2) feedback is important but is often disjointed, late, or unclear, and 3) involving programme teams in examining assessment can help align assessment with student learning and improve student outcomes.
Librarians Leading the Charge: Collaborating with Faculty to Design Evidenced...
Radcliff, S. & Wong, E. Librarians Leading the Charge: Collaborating with Faculty to Design Evidenced-Based Instruction. Presented at California Academic and Research Libraries (CARL) 2014 conference.
Librarians at Saint Mary’s College of California will present part two of their study, following their 2012 CARL conference presentation: “English Composition Students: How Are They Using Their Sources?” Having discovered through this research that students do have problems paraphrasing, quoting, integrating and citing their sources, Librarians, in collaboration with English Composition faculty, designed a new study to test out three instructional methods (behaviorist, cognitive and social constructivist) on teaching integration and citing of sources in six sections of advanced English Composition classes. Results of the three methods will be evaluated through pre/post test scores and correlated with a content analysis of the students’ research papers. The results of the content analysis will also be used to compare past studies’ results and presented to English Composition faculty in part three of the librarians’ study. All three methods and the lesson plans will be made available for faculty to use with the knowledge of how effective the methods are in relation to specific student learning outcomes.
Classroom Action Research (CAR)
Classroom action research is a cyclical process where teachers systematically examine their educational practices using research techniques. It aims to remedy problems in specific situations and improve circumstances. The key characteristics are that it is situational, collaborative, participatory, and self-evaluative. There are two main types - practical action research conducted by individual teachers, and participatory action research involving students, teachers and parents. The research process involves planning, acting, observing, and reflecting through continuous cycles. Data can be collected through various strategies and analyzed both quantitatively and qualitatively. Advantages include deeper understanding and commitment to improvement, while disadvantages include lack of research skills and the time commitment required.
Under the Microscope Examining Multiple Data Points to Determine the Effects...
This document discusses a study examining the effects of different student teaching models, including traditional 1:1 and 2:1 co-teaching. Data was collected from teacher candidates, clinical teachers, and supervisors over multiple years. Results showed co-teaching increased collaboration, feedback, and mentoring compared to traditional models. While edTPA scores did not differ, co-teaching interns reported feeling better prepared in areas like classroom management. The study aims to continue analyzing achievement data and growth trajectories under different models.
Identifying Effective Math Interventions for Early Elementary Students.docx
1) The study examined using brief assessments to identify effective interventions to improve math fluency and on-task behavior for 4 elementary students struggling in these areas.
2) A brief assessment involved testing the effects of incentives alone or incentives combined with instruction on math performance. For all students, incentives plus instruction led to higher performance.
3) Following the brief assessments, the most effective intervention for each student based on the assessments was evaluated using a multiple baseline design. In all cases, improvements were observed in math fluency and on-task behavior with the intervention.
Teachers’ experiences of stress.pptx
Teachers experienced medium-to-high stress levels during the COVID-19 lockdown according to a study of 380 German teachers. Teachers at the highest academic track reported the highest stress levels while special education teachers reported the lowest. Female teachers also reported higher stress than male teachers. Teachers commonly used functional coping strategies like planning and support-seeking over dysfunctional strategies like denial. The study recommends providing teachers more training, resources, and support for distance learning to reduce stress levels during future lockdowns.
CAN Conference TESTA Programme Assessment
Workshop using TESTA data from many UK programmes to show how modular programme design may have unintended consequences for student learning.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Similar to Poster Harold Lyon et al7.6.09 Iams Efinal (20)
Building an Evaluation Model for Online HBSE Social Work Courses
Building an Evaluation Model for Online HBSE Social Work Courses
Impact Of Classroom Management Strategies On Students' Performance And Motiva...
Impact Of Classroom Management Strategies On Students' Performance And Motiva...
How-Students-Perceive-Problem-Based-Learning-(PBL)-DOI
How-Students-Perceive-Problem-Based-Learning-(PBL)-DOI
TESTA, School of Politics & International Relations, University of Nottingham...
TESTA, School of Politics & International Relations, University of Nottingham...
Librarians Leading the Charge: Collaborating with Faculty to Design Evidenced...
Librarians Leading the Charge: Collaborating with Faculty to Design Evidenced...
Under the Microscope Examining Multiple Data Points to Determine the Effects...
Under the Microscope Examining Multiple Data Points to Determine the Effects...
Identifying Effective Math Interventions for Early Elementary Students.docx
Identifying Effective Math Interventions for Early Elementary Students.docx
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...