Teacher Effectiveness- AMEE 2013
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AMEE “Live” Teaching Challenge- a tool for learning and faculty development aka Assessing Teacher Effectiveness Alice Fornari, EdD Patrick Gannon, PhD Paul Roos, MD Suleyman Yıldız, EMSA
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Transcript of Teacher Effectiveness- AMEE 2013
AMEE “Live” Teaching Challenge- a tool for learning and faculty development
aka Assessing Teacher Effectiveness
Alice Fornari, EdDPatrick Gannon, PhD
Paul Roos, MDSuleyman Yıldız, EMSA
Session Presenters
1. "Gannon, Patrick J." [email protected]
2. "Fornari, Alice" [email protected]
3. ”Roos de, Paul” [email protected]
4. ”Yildiz, Suleyman” [email protected]
Session Outcomes
• Explore and reflect on possible opportunities for “live” faculty development
• Facilitate learning among colleagues by sharing multiple sources of feedback on teaching
• Apply and discuss a teacher effectiveness instrument-COIL (conductor of interactive learning)
Teaching Excellence must be supported by the scholarship of teaching and
learning
AcademicsAccreditation Organizations
Public
“
“There is currently no mechanism at a global level for a professional peer-review of excellence in teaching.”
Harden RM, Wilkinson D. Excellence in teaching and learning in medical schools. Med Teach. 2011; 33:95-96
Literature
• With problem based learning curriculum-there are new demands on lecturers to be interactive to enhance understanding, promote critical thinking and self-directed learning.
• Inclusion of interactivity does not equate to loss of lecture time
• Students’ achievement of learning outcomes is enhanced with interactivity
• Questions and problem solving activities is motivating to students and keeps their attention and enables them to transfer knowledge to clinical cases
Stu
de
nt
Enga
gem
en
t
Student centered-learning
Collaborative
Peer-to Peer Learning
Student participation
Curriculum planning
Evaluation of teaching
Assessment of Excellence in Teaching
Harden RM, Wilkinson D. Excellence in teaching and learning in medical schools. Med Teach. 2011; 33:95-96
FAIR Feedback
Activity: engage the student in active rather than passive learning
Individualization
Relevance-students recognize relevance of their learning experiences
Four principles leading to effective learning
Hardin R, Laidlaw. Be FAIR: Four principles that lead to more effective learning. Med Teach. 2013; 35: 27-31
Traditional Lecture
• Passive
• No brain activity
• “Inert knowledge”
Active learning
• Promote Thinking
• Review material
• Long term memory
Hardin R, Laidlaw. Be FAIR: Four principles that lead to more effective learning. Med Teach. 2013; 35: 27-31
Passive Learning
Faculty: “Sage on the stage”
Active Learning
Facilitator: “the guide on the side”
Hardin R, Laidlaw. Be FAIR: Four principles that lead to more effective learning. Med Teach. 2013; 35: 27-31
Apply specific techniques that
foster deep learning
Master Active Learning
Apply Learning Beyond
Classroom
Three Themes to Enhance Learning Approaches
Azer S et al. 12 tips: Enhancing learning approaches: Practical tips for students and teachers. Med Teach. 2013; 35: 433-443.
LL
Deep learning: The learner is central to the learning process
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Azer S et al. 12 tips: Enhancing learning approaches: Practical tips for students and teachers. Med Teach. 2013; 35: 433-443.
Ask Questions
Identify learning needs
Plan active learning
strategies
Identify Resources
Search for answers through
resources
Ask Good Questions
Look for relationships
Construct new knowledge
from what is learned
Apply knowledge
learned to new situations
Analyze different
aspects of an issue
DEEP LEARNING
Azer S et al. 12 tips: Enhancing learning approaches: Practical tips for students and teachers. Med Teach. 2013; 35: 433-443.
THANK YOU
