Teaching & Learning Methods

1. Teaching & Learning Methods

2. Evaluation • Knowledge Levels of Cognition • Bloom’s Taxonomy • Knowledge (verbal recall) • Comprehension • Application • Analysis • Synthesis • Evaluation

3. Normality Psychomotor Domain • Readiness & Imitation • Independent performance • Acceleration & Accuracy • Coordination • Normality Readiness & Imitation

4. Characterization Affective Domain • Receiving • Responding • Valuing • Organization • Characterization Receiving

5. A Continuum of Teaching Methods Lecturer participation learner participation Lecture Small Research Lab work Self study group teaching supervision

6. Learning Situations • Lectures • small group teaching • Teaching in clinical skills center • Bedside teaching • Ambulatory care teaching • In the community • Distance education • Peer- assisted Learning • PBL • Self study

7. To Teach Effectively, you must know: • Your subject, • How your students learn , • How to teach.

8. Effective small group teaching

9. What is small group learning? • Active participation • A specific task • Reflection

10. The goals of small group teaching • The development of communication skills • The development of intellectual and professional competencies. • The personal growth of student( and perhaps the tutor)

11. How Much Small? • By definition a small group comprises of 3 – 20 student and usually one tutor. • Best size for complex issues is five or six. • Twenty is the approximate upper limit for group interaction.

12. Small group preparation Strategy Method Goals Content Setting

13. Student perspective about advantages of SGT • I personally have a greater influence on what is being discussed and understand what we are discussing. • You can discuss issues together rather than be told them. • Being able to participate and to find out other peoples ideas. • It’s less formal, there is the possibility of asking questions. • You get more individual attention. • I like the flexibility of small group. • Helps develop your power of analyzing problems and arriving at solutions.

14. Tutors perspective about advantages of SGT • The informal atmosphere –opportunity to get know students at a personal level and for them to get to know me. • Their attainment is not constrained by pressures of curriculum, difficulties associated with large group inflexibility, and passive lethargy in a mass lecture environment. • I can be stimulated by students’ ideas.

15. Tutors perspective about problems of SGT • Getting students to see me as an equal. Talk to me as they would to their peers. • Very difficult to establish the kind of atmosphere in which students will begin to talk. • Keeping my mouth shut. • How to deal with a poor or irrelevant answer.

16. Methods of small group teaching • Lecturing • The post- lecture tutorial • Step by step discussion • The seminar paper • Mini-presentation • Springboard seminar • Problem-solving • Case studies, simulations • Syndicate

17. The skills of small group teaching • Explaining • Questions and questioning • Listening • Summarizing and closing

18. Some common errors in questioning • Asking too many questions at once • Asking a question and answering it yourself • Asking a difficult question too early • Asking irrelevant questions • Always asking the same type of questions • Asking questions in a threatening way • Not giving time to think • Not correcting wrong answers • Ignoring answers • Failing to see the implication of answers

19. Examples of probing questions • Does that always apply? • Can you give me an example? • Is there an alternative viewpoint? • How reliable is the evidence? • How accurate is your description? • You say it is “x”, which particular kind of “x” ? • In what situation would this rule breakdown? • What distinguishes the two cases?

20. Listening • Skim Listening • Surveying Listening • Search Listening • Study Listening

21. The skills of small group teaching • Explaining • Questions and questioning • Listening • Summarizing and closing

22. Facilitating small group teaching • Seating arrangement • Expectations and ground rules • Safety • Making the small group smaller

23. Seating arrangements (Argyle 1983) L L L H L H H L L H H × × • Tutor dominated • Interactions: • Tutor student • Student tutor

24. Facilitating small group teaching • Seating arrangement • Expectations and ground rules • Safety • Making the small group smaller

25. Facilitating small group teaching • Seating arrangement • Expectations and ground rules • Safety • Making the small group smaller

26. Facilitating small group teaching • Seating arrangement • Expectations and ground rules • Safety • Making the small group smaller

27. Making the small group smaller • Brain storming • Buzz groups • Snowballing

28. After the small group activity • Evaluate the success of the session • Reflect on the experience

29. Evaluation and development • Evaluation of the product • Evaluation of the process

30. Evaluating small group teaching • Direct observation • Interaction analysis • Question analysis • Leadership discussion

31. Thank You !

32. Forming • Storming • Norming • Performing

33. Small Group ArrangementsinLarge Classes

34. Classic Model      

35.                   Floating Tutor Model 

36.                    Floating Tutor Model

37.                    Peer Tutor Model

38. Small Group Arrangements inLarge Classes

39. Small Group Arrangements inLarge Classes

40. Small Group Arrangements inLarge Classes 

41. Small Group Arrangements inLarge Classes 

42. Seating arrangements(Argyle 1983)

43. Team V/S Group • High level of commitment to the welfare of the group • High level of trust among members

44. TL V/S TL • Change in the focus of instructional goals: learning course concept vs. practice using course concpt • Change in the nature of events leading to learning :lectures vs. application focused team assignment • Change in the role of teacher: dispensing information vs. design and management of progress • Change in the role of student: passive vs. responsible

45. Potential Impacts of TL on Student’s Learning • Understanding the course content • Applying the course content to problem solving decision making • Developing the skills for work effectively as a team • Valuing the team approach to solving complex intellectual tasks • Providing social support for at risk students

46. Building and maintaining faculty member’s enthusiasm for their teaching

47. Getting Started With TL

48. Before class Begins • Partitioning the course content • Identifying the instructional goals and objectives (knowing, Doing) • Designing grading systems

49. The First Hours of Class • Laying ground work for team learning • Forming groups • Alleviating student concern about grades

50. Each Major unit of Instruction