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Questions to Ponder. What is your greatest strength in teaching? What is your greatest challenge in teaching? What would you like to achieve in this session this morning?. Three Frames for Adult Instruction: Toward a Methodology. Jonathan Rohrer, Ph.D., D.Min. - PowerPoint PPT Presentation
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Questions to PonderQuestions to Ponder
What is your greatest strength in teaching?
What is your greatest challenge in teaching?
What would you like to achieve in this session this morning?
Three Frames for Adult Three Frames for Adult Instruction: Toward a Instruction: Toward a
MethodologyMethodologyJonathan Rohrer, Ph.D., D.Min.
Associate Dean, Statewide Campus SystemMichigan State University
College of Osteopathic Medicine
ObjectivesObjectives
Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.
Create a plan for integrating more participation into your instruction of adults.
Personal Preference for Personal Preference for InstructionInstruction
What is your personal preference for instruction?– What methods do you most often use in
teaching?– What criteria would you use to evaluate
the effectiveness of your teaching?
Personal Preference for Adult Personal Preference for Adult InstructionInstruction
CollaborativeConstructiveCompetency-BasedCommunity
Adult InstructionAdult Instruction
Collaboration- All participants in the learning process are learners and engage in dialogue together as teacher and student.
Constructive- Learners are transformed by a process through which they synthesize and integrate knowledge into their mutual life experience.
Adult InstructionAdult Instruction
Competency Based- The outcomes of a learning experience must be based in real world performance that are assessable.
Community- Learning takes place in the context of relationships.
Three Frames for Teaching Three Frames for Teaching AdultsAdults
Adult Learning Principles
Competency-Based Outcomes
Interactive Teaching/ Participatory Learning
Adult Learning PrinciplesAdult Learning Principles
Motivation Environment Ownership Commitment Active participation Experience Application
The learners understand the need to learn.
Motivation
The learning environment is characterized by
Climate vs. culture mutual trust and
respect mutual helpfulness freedom of
expression acceptance of
differencesEnvironment
The learners embrace the goals of The learners embrace the goals of the learning experience as their the learning experience as their
goals.goals.
The learners accept responsibility The learners accept responsibility and commitment to the learning and commitment to the learning
experience.experience.
Ownership
Commitment
The learners participate actively The learners participate actively in the learning process.in the learning process.
The learning The learning process is process is related to and related to and makes use of makes use of the experience the experience of the learnerof the learner
Active participation
Experience
The learners The learners understand understand appropriate appropriate
action/action/application to application to
make progress make progress toward their toward their
goalsgoals
Application
EnvironmentExperienceOwnership
ObjectivesObjectives
Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.
Create a plan for integrating more participation into your instruction of adults.
Definition of Definition of Professional CompetenceProfessional Competence
“Professional Competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice of the individual and community being served”
Report of the AOA Core Competency Task Force
CompetenceCompetence
Is the real world performance of professional technical integrative skills. A competency is:
Comprehensive Assessable Real World Precise
Qualities of a Valid OutcomeQualities of a Valid Outcome
Comprehensive
Assessable
Real World Performance
Precise
Qualities of a Valid Outcome Qualities of a Valid Outcome Competency: CARPCompetency: CARP
Comprehensive: the outcome competency integrates the full range of cognitive, behavioral, and affective concerns
Assessable: the outcomes are testable
Qualities of a Valid Outcome Qualities of a Valid Outcome Competency: CARPCompetency: CARP
Real World Performance: the outcome competency is focused on real world behavior
Precise: the outcome competency is phrased clearly and concisely
Outcome Assessment is Outcome Assessment is evaluation that:evaluation that:
is an ongoing process that enables the understanding of
learning involves making expectations
explicit and public sets criteria and standards for learning
ObjectivesObjectives
Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.
Create a plan for integrating more participation into your instruction of adults.
InteractiveInteractive
Interactive Learning-FAIC ITT– Facilitation– Accountability– Interaction– Collaboration
– Interdependence– Theme– Team
Benefits of Cooperative Benefits of Cooperative Learning GroupsLearning Groups
Learners • understand and retain information.• improve communication skills with
colleagues and peers.• become aware of others as a resource
in learning.• understand information better because
they explain it to a peer.
Questioning SkillsQuestioning SkillsTypes of Questions
– Convergent or close-ended questions Yes-No Questions Simple Answer Questions
– Divergent or open-ended questions Information Questions Opinion Questions Policy Questions Relationship Questions
Principles of Effective QuestioningPrinciples of Effective Questioning
Be Specific – Ask simple and direct questions Ask divergent/open ended questions Ask questions that demand higher level critical
thinking skills Create an environment that allows people to
respond to questions– Wait at least 10 seconds before rephrasing a
question– Do not call on anyone before you have asked the
question
Principles of Effective QuestioningPrinciples of Effective Questioning Every question should have at least one
follow-up question to probe Vary questioning methods Regard every response to a question as a
gift Maintain eye contact with the learners
when asking the question Invite participation from everyone Plan questions carefully
A Leader Who…A Leader Who… Encourages Reinforces Provides an open
and safe environment
Listens Probes
Participants Who…Participants Who… Are not defensive Are not afraid of each other Are willing to share their ideas with others Share common needs or backgrounds Value collaborative learning Understand their individual roles in the
discussion
ObjectivesObjectives
Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.
Create a plan for integrating more participation into your instruction of adults.
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