Learning for new first year MBBS nov 18, 2014 2
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Learning for new first year MBBS nov 18, 2014 2
- 1. Learning Dr Usman Amin Hotiana Assistant Professor King Edward Medical University/Mayo Hospital
- 2. ‘We all want students who have high expectations of themselves as learners; students who feel confident about their capacity to learn, who set high goals for their learning, and who work for themselves to construct enjoyable, challenging learning pathways to their futures’ (Absolum, 2006) What do we want for our students?
- 3. We are Individuals Learning is a process, not a thing that can be seen. It is individual and personal.
- 4. Do all students learn the same way? A) Yes, all learn the same way B) Most learn in a similar manner C) No, most learn in a different manner D) Unsure/I do not know
- 5. Classical View of Learning Styles • Auditory • learn best through verbal lectures, discussions, talking things through and listening to what others have to say • Visual • tend to prefer sitting at the front of the classroom to avoid visual obstructions and respond best to graphics • Kinesthetic • learn best through a hands-on approach, actively exploring the physical world around them
- 6. Updated View of Learning Styles • iPod/iPad • Listen to music while studying or writing a paper • YouTube • Watch humorous videos or music videos while studying • Facebook • Stays connected with the gossip and this weekend’s party pictures
- 7. What do I mean? • Acollege student 20 years ago (most of you!) does not use nor respond to the same studying and teaching methods as you did!
- 8. Then vs Now
- 9. Then vsNow
- 10. Then vs Now
- 11. Then vsNow
- 12. Then vs Now
- 14. A few more cool things…
- 15. A few more cool things…
- 16. A few more cool things…
- 17. How to Tweak Your Approach "Involving students in discussion fosters retention of information, application of knowledge to new situations, and development of higher-order thinking skills” -Higher Education Journal
- 18. Yet 70 to 90 percent of professors use the traditional lecture as their primary instructional strategy!!!
- 19. Characteristics of Adult Learners • How are adult learners different than children? • What do they want? • What do they need?
- 20. Characteristic #1 • The adult learner is primarily independent/self-directed in what he/she learns. • Implication: support identity through introductions, use discussion, let them answer the questions, provide take aways/handouts for subsequent learning.
- 21. Characteristic #2 • The adult learner has considerable experience to draw upon. • Implication: opportunity for sharing experiences, small group discussion, build on past positive experiences.
- 22. Characteristic #3 • The adult learner is most apt to be interested in topics that relate to the his/her stage of life. • Implication: different ages may have different interests and concerns, as do individuals. Get feedback across the group. Those in transition are often more ready to learn.
- 23. Characteristic #4 • The adult learner is most interested in information and ideas that solve problems that they presently face. • Implication: use problem focused presentations vs information focused, use the learners’ own problems.
- 24. Characteristic #5 • The adult learner is most interested in information that can be applied immediately. • Implication: Focus on immediately usable ideas, ask learners to think of how they will apply their learnings.
- 25. Characteristic #6 • The adult learner is motivated from within him/herself. • Implication: Rewards aren’t always useful. Find out what the learner values. Respond to those values. (Remember the Affective Domain!)
- 26. Thank you , Any questions
- 27. Auditory Learners • Prefer to pay attention instead of taking copious notes • Encourage tape recording • Use AV equipment in rooms to self record and create a podcast • Appreciate being able to hear lecture clearly • Mic yourself if in a large lecture hall • Enjoy audience polling • Ask the audience questions at end of class out loud with students responding • Post questions so they can listen and not write!
- 28. Visual Learners • The visual learners like to have a general idea about what they want to learn before they get the details • Write a lecture outline on the board so they can organize their thoughts • Tend to underline using different colors • On your board work/ power point use different colors to emphasize key things • Prefer to recall the pictures that they studied when preparing for the exam • DRAW! And use figures and videos
- 29. Kinesthetic Learners • Like to touch what they want to learn • Bring props whenever possible! • Technology that can help the kinesthetic students in learning is technology that allows them to manipulate tools in the classroom • Interactive websites • Enjoy teacher interaction • Step our from behind the podium and join your audience! • Ask for students to come to board and solve problems
- 30. iPod/iPad Style • The iPod/iPad style can support the three learning styles. • Allows the kinesthetic learners to touch the screen • Allows the auditory students to listen to audio files • Allows visual students to see and download pictures
- 31. YouTube Style • Can help auditory students by allowing them to hear other voices during the class • Allows kinesthetic students to manipulate tools in the class(watch video on their PC or handheld device) • Can help visual students by allowing for pictures and other visual aides to be used on the screen *Create YouTube video watching mini assignments
- 32. Facebook Style • Create a Facebook fan page for your class • Post practice questions before a test there • Allows for discussion to occur underneath a post • Allows you to send notifications to students • They will check this more often!
- 33. Discussion
- 34. Brainstorm Activity Write down ways that your professors taught you Effective methods Ineffective methods
- 35. What is Active Learning? Time of class (min) 10 20 30 40 60 %Retained 50 100 50 0 lecture active learning From: McKeachie, Teaching tips: Strategies, research and theory for for college and university teachers, Houghton-Mifflin (1998)
- 36. What is Active Learning?
- 38. What is Active Learning? Time of class (min) 10 20 30 40 60 %Retained 50 100 50 0 lecture active learning From: McKeachie, Teaching tips: Strategies, research and theory for for college and university teachers, Houghton-Mifflin (1998)
- 39. What is Active Learning?
- 40. What is Active Learning? students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class Active Learning Problem-Based Learning Cooperative Learning Learn By Doing Inquiry-based learning
- 41. What is the purpose? • Increase student participation • Increase student engagement • Increase student retention • More student ownership in course • Less lecturing by instructor • More exciting classroom experience • Higher level thinking
- 42. Improving Lectures • Plan objectives • Include graphics, charts, graphs, etc • Plan what you want to annotate • Learn students’ names • Cue important points • Give short activities • Give students time to generate questions • Have students summarize major points
- 43. Active Techniques • Think-pair-share (pair-share) • Role playing, simulations • Muddiest point/clearest point • Group quizzing • Generate lists • Cooperative learning • Minute papers and writing assignments • PBL and case studies • Concept maps
- 45. Suggestions • Describe to the students what is happening and why • State expectations • Incorporate assessments with activities • Start off simple (low risk) • Ask questions, walk around classroom, be attentive to student questions • Have students rely on each other
- 46. da Vinci and the Renaissance Embodies essence of the Renaissance ‘Rebirth’ of learning Thinking outside the box Ideas Discovery Experiment Change is good
- 47. Brainstorm Activity Write down ways that your professors taught you Effective methods Ineffective methods
- 48. Brainstorm Activity II What are some ways you learn best now as a scientist?
- 49. What is Active Learning? students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class Active Learning Problem-Based Learning Cooperative Learning Learn By Doing Inquiry-based learning
- 50. What is the purpose? • Increase student participation • Increase student engagement • Increase student retention • More student ownership in course • Less lecturing by instructor • More exciting classroom experience • Higher level thinking
- 51. Improving Lectures • Plan objectives • Include graphics, charts, graphs, etc • Plan what you want to annotate • Learn students’ names • Cue important points • Give short activities • Give students time to generate questions • Have students summarize major points
- 52. Active Techniques • Think-pair-share (pair-share) • Role playing, simulations • Muddiest point/clearest point • Group quizzing • Generate lists • Cooperative learning • Minute papers and writing assignments • PBL and case studies • Concept maps
- 53. Concerns & Issues What are your concerns about using active learning activities & techniques?
- 54. Suggestions • Describe to the students what is happening and why • State expectations • Incorporate assessments with activities • Start off simple (low risk) • Ask questions, walk around classroom, be attentive to student questions • Have students rely on each other