MEU WORKSHOP Teaching learning methods
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The document discusses various teaching and learning methods. It describes that learning is an individualized process influenced by intrinsic and extrinsic factors. The role of teachers is to facilitate learning through different methods like transmitting information, instructing, coaching, and facilitating problem-based or project-based learning. Some key teaching methods discussed include lectures, small group teaching, individualized teaching, and experiential teaching. Problem-based learning is described as a student-centered approach that uses clinical problems to stimulate self-directed learning.
MEU WORKSHOP Teaching learning methods
- 1. MEU WORKSHOP Teaching Learning Methods
- 3. Learning is an highly individualized process that depends on multiple factors. Efficient learning may therefore be facilitated The role of teachers is to facilitate learning.
- 4. Intrinsic • student driven • Past experiences, • relevance of learning to their future Extrinsic • Assessment – important impetus to learn • Many modifiable factors may have a negative influence and include distractions, physical discomfort and attitude of teachers
- 5. The teacher or facilitator is one of the most important variables in the educational environment It is easy to learn attitudes including poor attitudes Attitudes are learnt thro’ observation of those in relative seniority or power
- 6. Transmitting- lectures, reading materials, memory devices ( pass on) Instructing- active learning, mini-lecturing, collaborative teams (train, teach) Coaching- mentorship, job shadowing, demos, role plays Facilitate problem based learning, project based learning (make possible or make easy)
- 7. Large group teaching Small group teaching Individualized teaching Experiential Teaching
- 8. Lecturing is one of the oldest forms of large group teaching They are efficient means of transferring knowledge, explain concepts to a large group Can be used to stimulate interest and direct student learning Lecture can be properly prepared and organized to meet the needs of the audience
- 9. Teachers can assimilate a large amount of information and can present it concisely Faculty who are interested, with good language and communication skills can make lectures very interesting and a good learning experience
- 10. Preparation for the lecture is very important Objective of the lecture should be clearly defined In beginning it is a good idea to summarise the previous lecture Indicate the major themes of the present lecture
- 11. Wrap up the lecture by summarizing the salient points Getting feedback is an useful exercise During the lecture encourage students to interact Give clinical examples Ask questions Get students to ask questions Break monotony
- 12. Advantages Disadvantages Careful, lucid presentation of material. No better than a given instructor on a given day. Can’t accommodate individual differences well (so participant attention often wanders). Participants see professional mind at work. Learner is passive. No scope for students to critically appraise acquired Knowledge Effectively conveys "low-level" information and skills. Not effective in teaching Skills and Changing Attitudes. Accepted format by educational community (teachers and students). Limited opportunity for questions (and one person’s questions often not of interest to others). Economical. Practice opportunities relatively limited; feedback often slow. Lectures
- 13. Small group discussions plays a valuable role in the all-round education of students Includes ◦ Problem based learning ◦ Tutorial ◦ Seminar
- 14. • Small group teaching • Improves presentation skills • Improves listening skills • Working as a team • Chance to monitor their own learning • This requires active participation of all group members • Tutors have a tendency to become prime talkers
- 15. It consists of a small group of students and a tutor who discuss, interact and clarify regarding a previously prepared topic Ideal for groups of 10-15 students A clinical case or a problem can be used as a starting point All aspects are discussed in detail by the students among themselves and with the tutor
- 16. Preparation: Students must be informed about the topic Reading prior to the tutorial Participation in the tutorial – active by contributing and passively by listening, observation etc
- 17. Allows instructor to be responsive to each participant. Learner interacts and participates. Tutoring one’s peers results in greater learning for the tutor. Inefficient, takes much time.
- 18. Facilitator or tutor with a group of 10-15 well read students Presentations are breifly made by each participant or some participants which is pre- determined Further active learning occurs during the discussions that follow
- 19. • Advantages • Easy to implement, good compromise with many of advantages of large groups, small groups, and individualized instruction. • Makes for congenial learner-learner interaction without need for facilitator trained in group activities. • Learners are often active participants, making presentations on specific topics. • Especially useful for workshops or groups meeting informally or infrequently.
- 20. Disadvantages Not as cost-effective as small groups, individualized instruction, or lectures in situations for which these formats are best suited. Groups must be small for effectiveness. Requires motivated, interested participants for lively sessions.
- 22. PBL is a learning process that is centred around the discussion and learning that emanates from a clinically-based problemPBL is a It uses a clinical problem to stimulate discussion and identify learning issues by a small group of students
- 23. It facilitates self directed learning based on the educational needs of an individual Presentation of clinical material as the stimulus for learning enables students to understand the relevance of underlying scientific knowledge and principles in clinical practice.
- 24. the process of acquiring new knowledge based on recognition of a need to learn arriving at decisions based on prior knowledge and reasoning Is Problem based learning same as Problem solving Problem based learning Problem solving
- 25. Knowledge - basic and clinical content in context Skills - scientific reasoning, critical appraisal, information literacy, the skills of self- directed, life-long learning Attitudes - value of teamwork, inter- personal skills, and psychosocial issues
- 26. Encourages self learning Allows the student to tackle puzzling situations Helps students to identify gaps in knowledge in relation to the problem Development of other skills like doing an appropriate literature search, critically appraise available knowledge Development of social skills such as Interact in small groups Increases responsibility to self and others Make effective presentation
- 27. An ideal PBL is open ended Hence could be time consuming Present University curriculum does not support PBL format of learning
- 28. Read the trigger Identify learning issues Research-Learn (2-7 days) Return-Reread-Report- Review Brainstorm- hypothesize Next trigger EVALUATE
- 30. Internship Clinical posting Learner initiated projects Participation in research
- 31. THANK YOU