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FACILITATING SMALL GROUPS

FACILITATING SMALL GROUPS. Steve Davis, PhD. CBL Resources. OBJECTIVES & OVERVIEW. Review FACILITATOR Experiences Your experience Identify Theories Behind CBL Name and explain basic theories Matching game Explore FACILITATOR Connoisseurship & Resources Self Assessment

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FACILITATING SMALL GROUPS

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  1. FACILITATING SMALL GROUPS Steve Davis, PhD

  2. CBL Resources

  3. OBJECTIVES & OVERVIEW • Review FACILITATOR Experiences • Your experience • Identify Theories Behind CBL • Name and explain basic theories • Matching game • Explore FACILITATOR Connoisseurship & Resources • Self Assessment • Self Assessment debrief and resources

  4. OBJECTIVES & OVERVIEW • Review FACILITATOR Experiences • Your experience • Identify Theories Behind CBL • Name and explain basic theories • Matching game • Explore FACILITATOR Connoisseurship & Resources • Self Assessment • Self Assessment debrief and resources

  5. Review FACILITATOR Experience • Please write about your experience with small group facilitation: • What did you like about it? ____________________________________________________________________________________ • What did’t like about it? ____________________________________________________________________________________

  6. Facilitator Power?!?

  7. OBJECTIVES & OVERVIEW • Review Some FACILITATOR Realities • Your experience • Identify Theories Behind CBL • Name and explain basic theories • Matching game • Explore FACILITATOR Connoisseurship & Resources • Self Assessment • Self Assessment debrief and resources

  8. Some Theories Behind CBL • Practice the way we play (Fidelity) • Brain works (Encoding) • Summary of Short & Long Term Memory • Source: John Medina “Brain Rules” • Some Theories • Matching • The Core Competencies • What Makes a Competent Doctor

  9. CBL Related Learning Theories 1. Form groups of two 2. Review and Match Models to their description 3. Relate how CBL fosters over lecture Source: Applying Ed Theory to Practice, MBJ, Jan 25, 2003; 326(7382): 213-216

  10. Faculty Role Changes: From Lecturer to Facilitator • teachers' and students' learning--no longer disseminators, trusting students, guiding through questioning, and feedback; • teachers and content--cover everything verses let them choose what they need, realize a rich network of connections among ideas facilitates understanding and remembering; • teacher and student--partner with students in learning, loosen control of content and process of learning, students learn to ask questions and provide extended explanations; • student to student--students actively engaged with one another, characterized by cooperation rather than competition; • teacher to group--attentive to the needs and health of the group...fostering a cooperative spirit; • teacher and self--self-awareness through thought-provoking questions and managing participation, reflective; and • teacher and other teachers--collaboration, vulnerability, modelling of the process of self-directed learning. Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)

  11. Facilitator Expertise • Facilitator’ing • Small Group Expertise • Question Asking Expertise • Evaluation and Feedback Expertise • Observation, Listening, Documentation • Case • Content • Assets - Liabilities Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)

  12. OBJECTIVES & OVERVIEW • Review Some FACILITATOR Realities • Your experience • Identify Theories Behind CBL • Name and explain basic theories • Matching game • Explore FACILITATOR Connoisseurship & Resources • Self Assessment and resources

  13. Connoisseurship con·nois·seur • noun 1. a person who is especially competent to pass critical judgments Source: http://dictionary.reference.com/browse/connoisseurship

  14. Multiple Facilitator Roles Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)

  15. Self Assessment and Resources

  16. Self Assessment and Resources • Facilitator Connoisseurship poster • CPC Facilitator's Handbook • Feedback to Small Group Facilitator: Case Based Learning Small Group Evaluation • Faculty Role Changes: From Lecturer to Facilitator • Small Group Facilitation Skills and Small Group Learning: FSU SGL/CBL Facilitation Resources • Facilitating Small Group Learning: Succinct Handbook • The Tutor's Tasks • Facilitator "Goals/Purposes" of CBL Self-Assessment • Critical Thinking Skills Representative Questions • Small Group Case Considerations Questions • Open ended questions resource sheet • Socratic Questioning • Useful Acronyms for Facilitators and Students • How to Increase Small Group Learning Participation • Wrap Up Ideas • Establishing Ground Rules (suggestions for rules on using technology in the small group classroom) • Facilitator Tips Compilation of tips from facilitator meeting agendas • Aids for Giving and Receiving Feedback (George F.J. Lehner, Ph.D., http://www.fhs.mcmaster.ca/facdev/feedbackaid.pdf )

  17. OBJECTIVES & OVERVIEW • Review FACILITATOR Experiences • Your experience • Identify Theories Behind CBL • Name and explain basic theories • Matching game • Explore FACILITATOR Connoisseurship & Resources • Self Assessment • Self Assessment debrief and resources

  18. FACILITATING SMALL GROUPS Steve Davis, PhD

  19. “From the violent nature of the multiple stab wounds, I’d say the victim was probably a small group facilitator.” ``

  20. Goals/Purposes of CBL Groups: Overall: The primary purposes of the small group-learning format are for students to: • Develop life-long learning skills and enhance medical knowledge by assessing, explaining, discussing, systematic reasoning and applying medical knowledge in the context of clinical case presentations for integrated learning and better long-term recall. • Develop and demonstrate social, interpersonal, communication and collaboration skills that prepare our students to establish and maintain professional relationships with patients, families, health care team members and a diverse patient population. • Develop the skills of critical thinking, research, evaluation (self & others), teaching, giving and receiving feedback, exploration, and cooperation (team work). Note: The AOA Core Competencies served as a resource for the wording for these purpose statements. Specifics: To… • learn the “language of medicine” (http://www.dmu.edu/medterms/welcome/) • explore the process of medical reasoning • begin to develop skill in problem solving • learn to integrate concepts/principles in basic science, clinical information, ethics, psychosocial, epidemiology, etc • provide a memorable clinical context for acquiring, retaining and recalling knowledge • provide a “safe learning environment” • practice independent learning, self-direction • experience and acquire collaborative learning skills (sharing info, assessing and utilizing strengths of group) • learn the skill of teaching others • understand and value differences • develop as a professional • learn and foster learning team / group interaction skills • learn to help make a group a “learning team”dedicated to maximizing the learning of each individual & group

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