welcome to ghpe 14
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Welcome
Teaching and Learning in Higher Education, 2014
Cormac McGrath & Linda Barman
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Students are lazy, in fact, we all are!
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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The aim of this course is to • enhance professional competence as university
teacher • Stimulate to reflective practice when teaching • Develop your pedagogical repertoire
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Learning Outcomes:
§ Analyze teaching situations and discuss your own teaching role in the specific situation.
§ Apply theories and research on teaching and learning to the planning of a teaching occasion (TO). Justify choices for design in accordance with principles of teaching and learning.
§ Demonstrate an understanding of the principles of outcome based education and how these influence the planning of your own teaching.
§ Demonstrate understanding of how to facilitate student learning in different teaching situations
§ Be able to use educational concepts and principles in discussions of teaching and learning in Higher Education
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Central agents in a pedagogical encounter
Student
Teacher
lecturer
Course director Patient
Programme
Knowledge
à Student à Teacher à lecturer à Course director à Patient à The programme/discipline à Knowledge à Co students à Everything else
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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We will focus on the following themes:
• The professional teacher • Student learning • Planning teaching • Teaching forms/contexts and strategies
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Course philosophy
• Experiental learning • Reflective practice
• Active and collaborative learning
• Modelling of best practice
• Didactical considerations
• Shared experience
CONCRETEEXPERIENCE
ABSTRACTCONCEPTUALISATION
ACTIVEEXPERIMENTATION
REFLECTIVEOBSERVATION
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Ø How do we create a collective dynamic environment that is conducive to learning?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Assessment of course
• Teaching Occasion Plan including peer evaluation (for some)
• Execution of Critical Friend Task
• Participation in the course work
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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You find more information in the Course Outline and Ping Pong
§ Pingpong § Learning outcomes
Assessment and Tasks § References § Survey (course evaluation) § Login: ki:email address § For help with pingpong contact:
Elisabet/Lyktan
§ (work in progress)
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Schedule
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Critical Friend
§ Visit a colleagues teaching occasion § Read & consider Dahlgren’s article § Decide on feedback criteria § Document your feedback § Discuss with your colleague § Present your thoughts & reflections May 9th
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Introductions
Name:
Where from:
Department:
Favourite food, gadget, place, X (choose one):
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Coffee break!
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Expectations, Hopes & Fears
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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History of approaches to teaching
§ 60’s: ”Teachers were born, not made” (Gaff, 1976)
§ 70’s: Teaching is about transferring knowledge or modelling students
§ 80-talet: ”The guide on the side” (Brookfield, 1990)
§ 90-talet: Teaching is about establishing a supportive relation to facilitate learning
§ 2000-talet: Collaborative Learning? --- Scholarship of Teaching and Learning
§ The future: teacher as researcher?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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§ What characteristics would we like KI students to leave undergraduate education with?
§ How can we as individual (teachers) help the students get there?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Writing activity
§ What is difficult in teaching? § What challenges do you have you encountered? § When students don’t learn your subject what is it they don’t
learn? à Content-wise à Skills-wise à Attitudes-wise
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Why do we have seasons?
21/03/2014 Cormac McGrath Unit for Medical Education (UME)
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Why do we have seasons?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Constructivism (Vosniadou et al)
§ Naive § Synthetic § Scientific 3-6 7-9 10-12
Cormac McGrath Basic Course in Education, Centre for Medical Education
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§ http://www.learner.org/resources/series28.html
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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What is reflection? § To critically examine my
actions § To give and receive feedback
§ To keep the distance to myself
§ To question my own methods
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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REFLECTION – OF WHAT?
§ Content
§ Method of teaching?
§ Will my students learn? § What is important for them to learn? § How will they learn?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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CONCLUSIONS
§ Reflection is not simple
§ By developing students’ ability to reflect we sometimes annoy them (you too).
§ Reflective Practice require collaboration and feedback
§ How do you create teaching practice consisting of reflective practitioners?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
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Student Interview
§ What does a student do to learn? § What is the purpose of higher-education? § What characterises a good teacher? § What determines your choice of study strategy?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014