IMPROVING TEACHING METHODS Presenters : Zainah AL-Ghamdi Michele Thurston Geraldine Frasier.

IMPROVING TEACHING METHODS Presenters :

Zainah AL-Ghamdi

Michele Thurston

Geraldine Frasier

Improving Teaching Methods

Workshop Time TableTopic Speaker

Welcoming / House Keeping /Introduction Geraldine Frasier

Icebreaker Zainah AL-Ghamdi

Pre-workshop test Michele Thurston

General Teaching Adult Learning Theory – “learner centered” Zainah AL-Ghamdi

Break

Teaching in Clinical Area Geraldine Frasier

Break

Teaching in Non- Clinical Areas Michele Thurston

Post-workshop test Michele Thurston

Evaluation/ Feedback Zainah AL-Ghamdi

4/14/2014


• Objectives:• K) Staff will be able to identify teaching strategies that can be used

in clinical and non- clinical area.• S) Attendees will demonstrate skills and strategies for teaching.• A) Staff will recognize the appropriate of using a particular teaching

method according to situation.

• Intended Audience: • KSA INTAPT 2013/2014 group. INTAPT instructors.

4/14/2014

Team Charter Role/ Responsibility Team member

Meeting arrangements Michele Thurston Communication Geraldine Frasier

Presentation/ Handout Zainah AL-GhamdiTopic Research Zainah AL-Ghamdi, Geraldine

Frasier, and Michele Thurston

“Coming together is a beginning. Keeping together is progress. Working together is success.”

- Henry Ford

Improving Teaching Methods4/14/2014

ICE BREAKER Hobbies

Family

Travel FoodBest memory Wish / Dream


General Teaching

Teaching in Clinical Area

Teaching in Non- Clinical Areas 5

minutes

Handout Page:3

GENERAL TEACHING ADULT LEARNING THEORY – “LEARNER CENTERED”

Presenter : Zainah AL-Ghamdi


Adult Learning Theory • Malcolm Knowles “ Father of adult learning theory “.

• Six Characteristics of adult learners:• Adults are internally motivated and self-directed• Adults bring life experiences and knowledge to learning experiences• Adults are goal oriented• Adults are relevancy oriented• Adults are practical• Adult learners like to be respected


Learner – Centered

The students needs , backgrounds and goals are taken into consideration .

Students engage in a variety of format ( written , aural, oral , visual , kinetics.

Student participate “Actively “ . The teacher “ Facilitate and monitors the learning process.“

Students practice on their own learning . Learning is a discovery .

The students monitors self- correction skills. The teacher monitors from a “ distance “.

Share responsibility for learning .


How do you know what their needs are ?

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Example : Needs assessment (K-W-L). Handout Page : 4


• Needs Assessment • Needs Assessments are used to :

• Identify strategic priorities.• Define results to be accomplished• Guide decisions related to appropriate actions to be taken• Effective way to determine what your students want to learn , and what

they feel they need to learn .• Can be elaborate or very simple • Appropriate to level of the students.


How to Assess Learning Styles: What’s your learning Style?

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Handout Page:5-6

A= Visual

B= Audio

C= Kinetics


Consider using: Learning Styles

Case studies and discussions about theories and research

Learn best with abstract concepts and lectures ( Audio)

Demonstrations and videos, images, and slides

Learn best while observing others( Visual )

Role playing and other experiential activities

Learn best from exercises ( Kinetic)

knowledge of one's learning styles can be used to increase self-awareness about their strengths and weaknesses as learners. encouraging learners to become knowledgeable about their own

learning and that of others.


SUMMARY

• Be the guide on the side.• Clear objectives .• Make it relevant to their life experience.• Consider students goals and needs prior starting .• Implement different teaching methods .

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Activity • Draw a caricature of how teaching was and how it

transformed . From a Non- Learner Centered to Learner – Centered approach .

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TEACHING IN THE CLINICAL AREA.

Presenter: Geraldine Fraser

Best Clinical Teachers• From a students perception what qualities make a good

clinical instructor?

Discuss in groups.

Characteristics of the “best” clinical teachers

Morgan & Knox (1987)

Reflective Practice• The recalling of thoughts and memories from past

experiences.• Construction of new knowledge by critical examination of

previous knowledge and feelings.

Reflection in practice. Establish a climate of trust.

What was the experience?

How do I feel?

Would I do anything

differently?

Can I can compare this

to another experience?

Coaching

Collaborative relationship.

Time Limited and Focused.

Encourage.

Motivate.

Instill confidence.

One Minute Preceptor Model

1. Get a commitment.

2. Probe for supporting evidence.

3. Reinforce what was done right.

4. Correct mistakes

5. Teach a general principle

6. Conclusion.

Case Based Teaching and Clinical Problem Solving• Adults are motivated to learn by more socially relevant

topics.• Adult learners have immediate application for problem

solving.

(Knowles,2008).

Direct Instruction

Any Questions?

TEACHING METHODS IN THE NON CLINICAL AREA

By Michele Thurston

‘’THEY MAY FORGET WHAT YOU SAID BUT THEY WILL NEVER FORGET HOW YOU MADE THEM FEEL’’

Carol Buchner

OBJECTIVES• Discuss/ Demonstrate effective teaching methods which

can be utilized with individuals, as well as small and large groups

TEACHING TIPS• Identify opportunities for teaching • Enable learning in your everyday practice• Plan ahead• Set agenda• Create a positive atmosphere• Focus on task at hand• Promote individual involvement

TEACHING TIPS• Vary teaching methods• Provide relevant information• Observe group process/Promote team building and

collaboration• Summarize group discussion• Evaluate

MAKE IT FUN

TEACHING AND LEARNING METHODS

• Prepare, Prepare and Prepare • Facilitate the integration of knowledge, skills and attitudes

(enable)• Interact, share and learn in groups• Explain• Discuss• Debate

TEACHING AND LEARNING METHODS

• Seminars and tutorials• Computer based teaching and learning• Problem based learning• Feedback and reflective practice• Icebreaking activities – builds trust, respect and support• Role plays• Simulations and games• Quizzes/Scavenger Hunts• Power points/videos

TEACHING METHODS• Questions and quizzes• Handouts and Diagrams• Data analysis and interpretation• Brainstorms and buzz group• Problems and cases• Group Dynamics/Managing the group• Lectures• Small group teaching methods and discussion techniques

‘LEARNING CENTREDNESS’• Use a learner centered approach i.e. putting the learner’s

needs at the center of activities

TEACHING STRATEGIES

PREPARE• Choose your topic• Research your audience• Brainstorm• Identify learning outcomes• Produce a lesson plan and comfortable learning

environment• Prepare the learners/Learning Plans• Deliver• Reflect

CHARACTERISTICS• Enthusiastic• Organized/Prepared• Understanding/Empathetic• Skills in teaching and managing learning• Facilitator• Flexible/Fair• Respectful

CONCLUSION

TEACHING IS A FORM OF COMMUNICATION

COMMUNICATION SKILLS IN FACILITATING GROUPS

OBJECTIVEDescribe essential elements of communication in group

facilitation

Communication skills are the foundation for group facilitation – individual and group level

Group facilitation skills are designed to create a sense of connection within an entire group, between group members as well as with the leader.

Communication

55%

Body Language

38%

Tone & Inflection

7%

Words

Non-Verbal

Eye contact Body language Posture Facial Expressions Gestures Vocal patterns

Beliefs and expectationsMulti-cultures/ Language/Accents Male/female Age Medical conditionStress

Barriers to Communication

SUMMARYBe real, direct and genuineSense of humorEmpatheticInterested in Group DiscussionCreate a safe and comfortable environmentEncourage open and honest reflection

CONCLUSIONCommunication skills – the human connection is the key

to successful group facilitation

PUTTING IT ALL TOGETHER

IMPROVING TEACHING METHODSIN NON- CLINICAL AREA

SKILLS FOR GROUP INTERACTION

Active Listening with Attending Behaviors – appropriate eye contact, attentive body language and vocal style that indicates interest

Open Invitation to Talk/TeamsEncouraging and ParaphrasingReflective feelingsClarification/Summarization

FACILITATION CHARACTERISTICSGroup facilitation skills are designed to create a sense of

connection with an entire group, between group members including the leader.

The secret of great facilitation is a group process that flows – with it will flow the group’s ideas, solutions and decisions.

FACILTATORS TOOL BOXIce breakers - Easing group contributionFlip Charts/Posters/Art/Games and other teaching aidesMulti-voting – Choosing fairly between many optionsBrainstorming – Generating many radical ideasRole playing – Preparing for difficult situations

FACILITATORS STRATEGIESStrategy Tools – Tools and techniques that help you

develop creative solutions to the problemsCreativity tools – Tools that help you develop creative

solutions to problemsProblem solving toolsDecision making techniques

REMEMBER

Set Ground RulesSet the sceneGet things flowingKeep up momentum and energyListen, engage and includeMonitor checkpoints and summarize

Create a group process and an environment in which it can flourish

Enable the group to reach a successful decision, solution or conclusion

SUMMARYEstablish rapportGood communication skills – verbal and non verbalGood problem solving and listening skillsProvide a comfortable and safe learning environmentUse effective learning methods – icebreakers, power

points, videos, role playing, brainstorming etc.

TELL ME,

I FORGET.

SHOW ME,

I REMEMBER.

INVOLVE ME,

I UNDERSTAND.Ancient Chinese proverb

Ancient Chinese proverb


Post Workshop Test

4/14/2014

Handout Page: 7


Evaluation/Feedback

4/14/2014

Evaluation/Feedback

IMPROVING TEACHING METHODS Presenters : Zainah AL-Ghamdi Michele Thurston Geraldine Frasier.

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Transcript of IMPROVING TEACHING METHODS Presenters : Zainah AL-Ghamdi Michele Thurston Geraldine Frasier.