2. A Proverb
Tell me, I will forget
Show me, I may remember
Involve me, and I will
understand
Learners learn from what
they do, not what YOU do!
3. Agenda for Tonight
Where are we in design of a project for a
new or revised curriculum?
Engaging adult learners – Knowles’
principles of andragogy
Instructional strategies for “teaching on the
fly”
Gaining formative feedback from learners
Formation of groups for presentations on
Oct 23
4. Characteristics of Adult Learners
The Need to Know
• Adults need to know WHY
The Learner’s Self-Concept
• Adults have a self-concept of being responsible for their
own decisions
• Adults have a deep psychological need to be seen by
others and treated as capable of self-direction
Malcolm Knowles’ Principles of Andragogy
5. Characteristics of Adult Learners
The Role of Experience
• Adults come to the learning environment with different
types of experience
• The richest resources for learning reside in learners
themselves
• Greater experience poses a potential negative
consequences – mental habits, biases, presuppositions
• Any situation in which adults’ experience is ignored or
devalued is perceived as rejection of SELF
6. Characteristics of Adult Learners
Readiness to Learn
• Adults are oriented to problem-solving and real-life
situations
• One source of “readiness to learn” is tasks associated
with moving from one developmental stage to another
• Seek the “teachable moment”
7. Characteristics of Adult Learners
Orientation to Learning
• In contrast to younger students, adults are life-centered
and not subject centered
• They are motivated to devote energy help them perform
tasks or deal with problems
Motivation
• Most potent motivators are internal (increased job
satisfaction, self-esteem, quality of life)
The Adult Learner: A Neglected Species – Malcolm Knowles, 1973
8. The 15-Minute Rule
Adult attention span – How long is it?
Dyads or triads to explore a question
Use a mini-case
Employ clicker or polling questions
Use one-minute papers as formative
assessment / Muddiest point papers
10. Types of Input:
Instructional Strategies
Learning Methods
Lecture
Forums, panels, symposiums
Interactive TV, video
Discussion
Case Studies / Group Projects
Online/hybrid learning
Learning Contracts
Critical Thinking Techniques
Demonstration / Simulation
Mentoring
Learners teach the content
Level of Engagement
Low
Low
Moderate
Moderate
Moderate
Moderate to High
Moderate to High
Moderate to High
Moderate to High
Moderate to High
High
11. Stages in the Development of
Mastery
Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
Novice Expert
13. What are the three strategies?
Concept Maps
Jane Vella’s Four I’s
Poll Everywhere
14. What is a Concept Map?
Graphical tool
for organizing
knowledge
15. Why?
Query learners
on what they
know about a
topic
Use as a
platform for self-
directed
learning
Engage in
collaborative
knowledge
sharing
Serve as a basis
for “testing”
understanding
Allows more
junior learners
to learn from
experienced
learners
Experiential,
high
engagement
strategy
16. What goes into a Concept Map?
A question that you want learners to explore that
involves more than a “yes” or “no” answer
Includes concepts (boxes or circles) and the
relationships between concepts (connecting lines)
Relationships between concepts are expressed as
propositional statements
17. Concept maps are intended to be constructed
hierarchically – from top to bottom, with more
general concepts toward the top
Propositions are statements about some
naturally occurring (or constructed) object or
event
Propositions form a meaningful statement about
the connection between concepts – they are
often verbs or verb phrases
1. Low tech: Draw
on paper or
whiteboard
2. High tech: Use
CMap download
3. Other strategies:
tools and apps
Key Points in Constructing a Concept Map
18. How Concept Maps Function
1. Promotes meaningful learning
2. Provides an additional resource for learning
3. Enables provision of feedback to students
4. Allows for assessment of learning and
performance, both formative and summative
19. GROUP ACTIVITY
Within a small group discuss this question:
What are the most challenging concepts for
learners in creating a curricular design
project?
20. What are the most challenging concepts for learners
in creating a curricular design project?
concept
Can be characterized
by
Should be
differentiated by
Can be mistaken as
Presents as
22. Strategies for Making Lecture
Interactive
Just-in-Time Teaching
Involves learner in pre-class preparation with
strategies to inform faculty what needs to be emphasized
in lecture
Clickers /Polling, One-Minute Paper, etc
Involves small groups/pairs during lecture with exercises
that aid in absorption of new material
Jane Vella’s Four I’s
A strategy for structuring class time to assess learner
knowledge/readiness, provide content, and examine
understanding and ability to apply content
23. Who is Dr. Jane Vella? What are the Four I’s?
http://www.globallearningpartners.com/about/
our-team/dr.-jane-vella
24. Jane Vella’s 4 Learning Tasks
Inductive work – connects learners with what
they already know
Input – course content; new material
Implementation – lets learners try it out
Integration – asks learners how they will
integrate new learning into their developing
knowledge of medicine and medical practice
26. Input is always about new content for the learner.
It is your chance as the instructor to share new
knowledge, demonstrate new skills or attitudes,
or engage learners in making sense of new or
unusual situations.
INPUT TASKS
27. Implementation Tasks
Invites learners to practice and use new
knowledge and skills
Is the immediate response to the instructor’s
Input task
Purpose is to get feedback from the instructor on
the learners’s implementation of the task
28. Occurs at the end of a learning encounter
Allows learners to organize their
knowledge in the presence of the instructor
Provides TRANSFER, which is use of new
knowledge, skills, or attitudes
Without integration, you leave it to chance as
to whether learners can organize new
knowledge with what is already known
Integration Tasks
29. Think of something
you have tried to
teach on the fly to a
learner in the clinical
setting
How have you
taught this in the
past?
What would it look
like if you used
Jane Vella’s four I’s:
• Inductive work
• Input,
• Implementation,
• Integration
PRACTICE with a Partner
30. Three On the Fly Teaching Strategies
When would you use each one?
Which do you prefer?
Which do you think you can implement
TODAY?
31. Involving Your
Learners in Real Time
Poll Everywhere:
www.polleverywhere.com/timevcu
Up to 40 learners on a free account
32. How might you use Poll Everywhere?
On your iPad or phone, in the hallway outside a patient room or in a
conference room after rounds
In any small group setting to increase engagement
When you want to pose a question and have all learners weigh in
(especially good for open-ended responses)
When you want to make learners’ thinking visible
When you assign a journal article or other reading, and want to see who’s
done their “homework”
33. Strategies for Making Lectures
Interactive
Think-Pair-Share
The One-Minute Paper
The Muddiest Point
Stephen Brookfield’s Critical Incident
Questionnaire (the CIQ)
Just-in-Time Teaching
34. A Strategy for Garnering Learner
Feedback
Use an index card
Write three words
Stop
Start
Continue
Complete with a sentence for each about our
course
35. Strategies to Ensure that Learners
are Prepared
Just-in-Time Teaching
Short survey –any data collection tool
Develop 3 questions based on assigned readings
Two should be related to CONTENT
One question: What did you find most difficult or
confusing about today’s readings?
Set deadline for completion; review ahead of group
discussion
Allows you, the instructor, to tailor your talk to the
needs of the group
36. Your JiTT Results
Q 1: Which of the strategies described in your
text appear to be most challenging to
implement? Why?
Simulation
Audio or video review of learners
TBL
TBL
37. JiTT
Q 2: Which of the strategies described in your
text seem to be most engaging for learners?
Why?
Problem-based learning (PBL)
Online learning resources
PBL and Inquiry-based learning
Simulation and supervised clinical experiences
38. JiTT
Q 3: What concept or teaching introduced was
most confusing or difficult for you to understand
from the reading?
TBL
Reflection on experience
How to get time and needed resources
Not sure – a bit confused about measuring attitudinal
changes
39. High Engagement Team Strategies
Team-Based Learning (TBL)
Teams work on two graded exercises to test
understanding of pre-reading and then apply
what they learned
Process Oriented Guided Inquiry
Learning (POGIL)
An inductive learning process in which learners
discover major concepts
Case-Based Teaching
Uses a story of real events or problems so
learners experience the complexity involved
in practice situations
40. Stephen Brookfield’s CIQ
At what moment in this class were you most engaged
as a learner?
At what moment were you most distanced as a
learner?
What action that anyone in the room took this week
did you find most affirming or helpful?
What action that anyone in the room took this week
did you find most puzzling or confusing?
What surprised you the most about class this week?
41. Your Turn to Decide for October 23
Choose a strategy to present / choose
your group
Stephen Brookfield’s Critical Practice Audit
Case-based Learning (CBL)
Team-based learning
Process Oriented Guided Inquiry Learning
(POGIL)
The flipped classroom
Notes de l'éditeur
Based on assimilation theory of learning - think and learn with concepts by linking new concepts to what we already know
Learner makes intentional effort to link, differentiate and realte concepts to one another
Construct mapes with reference to a FOCUS Question
Nodes - represent concepts
Links - represent relationships
words on the lines ( linking words/ phrases ) specify the relationship
Promoting: meaningful learning: - ability to understand and relate medical concepts for example by linking to prior knowledge