Student Centered Learning 28-06-2007fda.sut.ac.th/doc-training/student-centered-2.pdf · “ An...
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Mass Instruction Techniques
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The 3 main classes of teaching / learning methods
Teacher Student
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The 3 main classes of teaching / learning
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Teacher Student
Lecture Self-study
PeersGroup learning
The Learning PyramidThe Learning Pyramid
National Training Laboratories, Bethel, Maine, USA
AverageRetention Rate
5 %Lecture
10 %Reading
20 %Audiovisual
30 %Demonstration
50 %Discussion group
75 %Practice by doing
80 %Teach others
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What is a Lecture ?What is a Lecture ?
“ Giving information, generate
understanding and create interest ”
“ The skill of explaining ”
“ An effective method for
presenting cognitive information ”
Lecture : What kinds ?
Bligh 1972, Brown & Tomlinson 1979
� Classical / Traditional
���� Problem ( case) - centered
� Integrated lecture / discussion
� Thesis / Research presentation
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Group Discussion
ActiveActive--Passive Model for Passive Model for TeachingTeaching
Passive Learner
Active Learner
PassiveInstruction
ActiveInstruction
Tutorial
Lecture
• Mark H. Gelula PhD, 2002
Reading
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Characters : Effective Teaching
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Developing an Effective TeachingDeveloping an Effective Teaching
� Planning
� Preparation
� Presentation
� PostmortemA Practical Guide to Clinical Teaching 1988
Planning
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PlanningPlanning
� Assessment of learners
� Specific goals and objectives of the teaching
� Accumulation of information
� Vocational correlation for learners
A Practical Guide to Clinical Teaching 1988
Define your objectivesDefine your objectives
� Review what is to be covered
� Review how it is to be covered
� Revisit at the end
www.hsc.wvu.edu/admin/facultydev/TSP%
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7 ��� ����
PreparationPreparation
� Identify the content
� A structural plan
� Visual aids, handouts, notes
� Time sequence for presentation
� Practice with audio-visual aids
A Practical Guide to Clinical Teaching 1988
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Effective TeachingEffective Teaching
Content Process
• Mark H. Gelula PhD, 2002
James Calnan : Speaking at Medical Meeting
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Time Time …………....
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� Do not prepare too much material
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� Limit the number of slides
� No more than 45 slides / one hour
sessionwww.hsc.wvu.edu/admin/facultydev/TSP%
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�� reinforce what he saysreinforce what he says
�� supplement what he sayssupplement what he says
�� provide a visual memoryprovide a visual memory
�� convey information rapidlyconvey information rapidly
�� contribute to a better understandingcontribute to a better understanding
���������������������������� �!���������������������������� �!
People generally remember :
20 % of what they hear
30 % of what they see
50 % of what they hear and see
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Presentation
Introduction
Body
Conclusion
Time Sequence for Presentation
30-40 min Break,
Questions & answers
5 min
10 min
10 min
35 min
5 min
10 min
10 min
35 min
• Mark H. Gelula PhD, 2002
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Repetition is a good thing
Repetition is a good thing
Repetition is a good thingwww.gtec.edu/undergrad-series/presentation-lecture-2005
Main Components of Talk
Introduction :
“Tell them what you are going to tell them”
Main Body :
“ Tell Them”
Ending :
“Tell them what you have told them”
Define your objectivesDefine your objectives
�� At the beginning of the session At the beginning of the session
�� Review what is to be covered Review what is to be covered
�� Review how it is to be covered Review how it is to be covered
�� Revisit at the end Revisit at the end
www.hsc.wvu.edu/admin/facultydev/TSP%
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PresentationPresentation
� Early arrival to check the equipment
� A format to actively involve learners
� Change in pace at a 20-minute intervals
� Questioning or brainstorming to maintain interest
� Uses visual aids properly
� Style, pace, rate, clarity, words, timing
A Practical Guide to Clinical Teaching 1988
Process : Active LearningProcess : Active Learning
�Case-based format�Lecture skills� Questioning
�Small group techniques� Buzz groups� Brainstorming� Case discussion� Active participation
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Participation
� After presenting a concept, ask the group
a question to reinforce it
� Involve the students
� Keeps them awake
� Makes the learning active
� If no volunteers, call on someone
� By name if possiblewww.hsc.wvu.edu/admin/facultydev/TSP%
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Traditional Lecture
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Problem –oriented Lecture
Management
POWER
S
&
T
POWER
I
C
T
POWER
KNOWLEDGE-DRIVEN ECONOMY
KNOWLEDGE SOCIETY
KNOWLEDGE-DRIVEN ECONOMY
KNOWLEDGE SOCIETY
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LIFE OF KNOWLEDGE
KNOWLEDGEEXPLOSION
I C T
KNOWLEDGE ACCESS
KNOWLEDGE VALIDATIONKNOWLEDGE VALIDATION
K. VALUATION
K. OPTIMIZATION
K. DISSEMINATION
K Utility
SCIENTIFIC RESEARCHCritical Appraisal of Evidences
SYSTEMATIC REVIEW
KNOWLEDGE
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KNOWLEDGEACCESS
KNOWLEDGEVALIDATION
INTERNALISATION
REFLECTIONVALUATION
OPTIMISATION
INQUISITIVE MINDKNOWLEDGE HUNGER
NEW KNOWLEDGEINNOVATIONSCREATIVITY
NEW KNOWLEDGEINNOVATIONSCREATIVITY
RESEARCH
INTELLECTUAL CAPITALTeachers, students, graduatesINTELLECTUAL CAPITAL
Teachers, students, graduates
SCIENCESTECHNOLOGIES
SOCIAL SC.
COMMUNICATIONDISSEMINATION
KNOWLEDGEUTILIZATION
SELF-REFLEXIBILITY
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ConclusionConclusion
�Consolidation�Keep students active! Have the
students� summarize� generate questions at start of
teaching, answer them at end� practice what they’ve learned
Gelula MH et al 2002
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QuestioningQuestioning
� Ask rather than tell
� Use open-ended, divergent questions
�Wait 3 seconds before and after learner answers
� Scaffold approximately learner’s level
� Focus on process as well as content
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Characteristics of a good teacher
� Present the material clearly and logically
� Enable students to understand basic principle of the subject
� Can be heard clearly
� Shows an expert knowledge
� Adopts an appropriate pace during the teaching
� Includes material not accessible in the textbook
� Illustrates the principle applications
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7����� ���
Postmortem Evaluation
• Monitoring the number and quality of the learners’ questions
• Observing individual interest
• Posttest or examination on teaching
• Invite criticism and feedback
• Use evaluation form
• Videotape and review
A Practical Guide to Clinical Teaching 1988
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James Calnan : Speaking at Medical Meeting
one who asks his critics andone who asks his critics and
friends to tell him what was friends to tell him what was
wrong with his presentation wrong with his presentation ””
R. Meadows (1969)
“ A good speaker is……
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