Teach in classroom
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This document discusses different teaching methods used in the classroom, including lectures and small group learning. Lectures are described as an efficient way for teachers to provide an overview and stimulate student interest, but they risk students merely memorizing facts without understanding. Small group learning is presented as more student-centered and promoting skills like problem-solving. Key factors for effective small group learning include the group size, preparation from both students and tutors, and ensuring adequate resources and feedback. The document also examines different learning and teaching styles to optimize instruction.
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- Quotes emphasize the importance of nurturing students like seeds, treating them with respect, and helping them develop a growth mindset.
- A good lesson plan has clear objectives, engages students, provides guided and independent practice, and evaluates learning. It considers students' needs and prior knowledge.
- Effective planning is essential for a teacher. It provides structure and direction while allowing for flexibility. It enhances student achievement and avoids surprises
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The document discusses context-based learning (CBL) and how it differs from traditional learning models. CBL focuses on finding, developing, and applying knowledge to real-world problems rather than just transmitting facts. It emphasizes meaningful learning through application of knowledge and higher-order thinking. CBL classrooms connect classroom learning to the outside world through techniques like cooperative learning, integrating academic and vocational concepts, and beginning lessons with real-world examples rather than theory. The goal is for students to master concepts rather than just complete lessons within a set time period.
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The Collaborative Project to Increase Production of Rural Doctors (CPIRD) was started in 1995 in Thailand to address the lack of rural physicians. It is a collaboration between the Ministry of Public Health and Ministry of Education to select and train medical students from rural areas. Students receive their pre-clinical training at 14 partner universities and clinical training at 37 Medical Education Centers. The program aims to increase the number of physicians working in rural hospitals by obligating graduates to work in rural areas for 3-12 years. Over 11,000 students have graduated since 1995, with high graduation and licensing exam passing rates. Evaluation shows CPIRD graduates are more likely to continue working in rural areas long-term compared to regular graduates.
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This document discusses self-learning and instructional design. It covers types of self-learning like directed self-learning, peer learning, active learning, and independent learning. John Dewey believed in "learning by doing." Successful self-learning requires instructional design that facilitates learning rather than direct teaching. Different types of self-directed learning include seminars using study guides and case discussions, games to learn about contraceptives, and web-based assessments for independent learning. The key to effective self-learning is instructional design that supports different levels of independence and learning styles.
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The document discusses nine different "diseases of the curriculum" that can affect medical education, including curriculosclerosis, carcinoma of the curriculum, and curriculum disesthesia. It also examines different models for structuring medical curricula, such as the teacher-centered versus student-centered SPICES model and the twelve different roles of a teacher including information provider, role model, and facilitator. The document emphasizes that a good teacher wants to be a good teacher and perform their various roles effectively.
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This document outlines a workshop series called "RIME" held by the Center for Promotion of Instruction and Research Development (CPIRD) to help participants develop and refine their proposals for submission to the Association for Medical Education in Europe conference. The series consists of three workshops over the course of 2012-2013 focused on proposal development, a pre-conference workshop, and final preparation for presentation, culminating in the March 2013 abstract submission deadline for AMEE.
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Teach in classroom
- 1. Teaching @ classroom Rajin Arora, MD, RTCOG, Dip in Med Ed (Dundee)
- 2. Advance organizer Learning theory How do we teach @ classroom? Lecture Small group learning.
- 4. “A lengthy monologue promoting memorization of factual information with little emphasis on understanding and application” JA Dent
- 5. “Process by which notes of a teacher become notes of a student without passing through the minds of either.” M O’Donnell
- 6. “No sleep is so deeply refreshing as that which, during lectures.” PB Medawar
- 8. Merits of lecture Overview Stimulate student’s interest Recent research development Case presentation Authoritative speaker Time/ Cost efficiency.
- 9. How to do effective lecture? Use concrete examples to illustrate abstract principles Give handouts of the lecture slides, with space to write notes Give handouts with partially completed diagrams and lists Use multiple activities along the way.
- 10. Adapted from Bligh, 2000
- 11. How to do effective lecture? Good presentation skills Use questions to guide and assess understanding Problem-oriented VS classical model “Say what you are going to say, say it and say what you have said” .
- 14. Merits of small group learning Student-centered learning Participation Sense of belonging Authentic to adult learning Deep learning Understanding Reflection Criticism.
- 15. Merits of small group learning Promote generic skills Problem solving Interpersonal Communication Social & team-working Presentation Professionalism Awareness of different views Attitude of tolerance.
- 19. Key success to small group Size 8-12 Tutor Facilitating skill Preparation Enthusiasm Student Preparation Participation Study skills.
- 20. Key success to small group Study guide development Resources Time Room Student/ tutor ratio Educational climate Feedback.
- 22. Buzz group
- 23. Group round
- 24. Fish bowl
- 25. Horseshoe groups
- 28. My small group sessions Seminar group round Student fills up study guide before class Case-based discussion @ class Contraceptive card game.
- 29. Grasha-Riechmann Learning Styles Competitive compete with other students Collaborative believe they can learn by sharing ideas and talents Avoidant uninterested and/or overwhelmed by what happens in class Participant eager to take part in class activities Dependent need structure and support Independent like to think for themselves and work alone. Grasha AF, 2002
- 30. Grasha Teaching Styles http://www.longleaf.net/teachingstyle.html Expert • transmitter of information Formal Authority • sets standards and defines acceptable ways of doing things Personal Model • teaches by illustration and direct example Facilitator • guides and directs by asking questions, exploring options, suggesting alternatives Delegator • develops students ability to function autonomously. Grasha AF, 2002
- 31. More opportunities to practice Clinical skills sessions Problem-based learning/ problem-solving sessions Clinical teaching sessions @ wards @ OPD @ community-based Support group For students For tutors.
- 32. “ Let’s practice! ”