Teaching and Learning

1. Teaching and Learning Dr Judith Brooke 24th August 2011 Hospital Docs Peer Learning Planning Session

2. A small child brags to her friend, "I taught my dog to whistle.“ "Wow!" says the other, "Let's hear!“ "Oh, he can't whistle," replies the first. "Why not? I thought you said you taught him!“ "I did! He just didn't learn it."

3. AIM: To Introduce Trainees to Teaching and Learning Theory in preparation for planning a peer teaching session.

4. By the end of this session you will: • Understand and apply Learning Needs Assessment to decide on peer teaching topics to be covered. • Recognise different Learning Styles and how these may be incorporated into a variety of teaching methods. • Recognise the value of Assessment and Evaluation • Have discussed the use of a Planning Template for teaching • Prepare initial plans for a peer taught session in mini groups

5. How do we know what we need to learn? Bloom’s 3 domains of learning • Knowledge – Recall, Understanding, Problem solving • Skills - Observe, Perform, Interpret • Attitudes - receiving, responding, forming value concepts

6. Johari Window – (named after Joseph Luft and Harry Ingham)

7. Learning Needs Assessment • PUNS and DENS (Patient Unmet Needs = Drs Educational Needs) • Self Assessment • Feedback • Significant events • Audits • Tests/Exams

8. Task • In mini groups of 3 discuss some learning needs that each of you have. Decide on 3 of these that might be suitable for a peer lead session. How did you identify these? • Identify the knowledge, skills and attitudes that need to be covered in each session.

9. Why use different Teaching Methods? Learning Styles Questionnaires VARK http://www.vark-learn.com/english/index.asp Honey and Mumford http://www.peterhoney.com/

10. Honey and Mumford Activists Think on their feet Like variety Initiate Participate Theorists Like concepts and models To see the overall picture Clear system structure Logical progressions Reflectors Think before acting Listen and observe Prepare, research & evaluate Make decisions in their own time Pragmatists Practical, down to earth See relevance Problem solve by doing Learn from real activities

11. VARK – Neil Fleming Visual Aural Read/wRite Kinaesthetic

12. How will you know what has been learned? Assessment shows what the trainees have learned and is therefore linked to the objectives.

13. How will you Evaluate your teaching? Evaluation indicates the effectiveness of teaching and implies a valued judgement about the process. Peer Feedback + Supervisor Observation + Self Reflection = TRIANGULATION

14. Tea Break

15. Session Planning Template Why use it: • Helps to provide structure. • Helps you think about timing of activities. • Lists the resources needed. • Matches activities to objectives.

17. Task Presenters with 2 or 3 supporters start to plan the presentation to include: • Clear objectives to meet the Learning Needs identified. • Remember to address knowledge, skills and attitudes. • A variety of methods to provide for different learning styles. • Think about assessing what has been learnt.

18. Useful websites http://www.geoffpetty.com/whatsnew.html http://teachingperspectives.com/html/tpi_frames.htm http://www.knowmegame.com/johari_window.html http://www.vark-learn.com/english/index.asp http://www.peterhoney.com/