teacher education for tomorrow austin peay state university today’s teachers must teach students...

Teacher Education for TomorrowAustin Peay State University

Today’s teachers must teach students who will live in a world the teachers cannot imagine.

Michael HosokawaProfessor

Department of Family and Community MedicineUniversity of Missouri

Appreciative Inquiry

• What are the best parts of your job?• Why do you come to work each day?• What do you do best?• Who are the three people you would want on

your team for any project?• Why?• What makes your day?• What do you do to make someone’s day?

J

920

John Dewey, 1910

Dewey made seminal contributions to nearly every field and topic in philosophy and psychology. Besides his

role as a primary originator of both functionalist and behaviorist psychology, Dewey was a major inspiration

for several allied movements that have shaped 20th century thought, including empiricism, humanism,

naturalism, contextualism, and process philosophy. For over 50 years Dewey was the voice for a liberal

and progressive democracy that has shaped the destiny of America and the world. Dewey ranks with the

greatest thinkers of this or any age on the subjects of pedagogy, philosophy of mind, epistemology, logic,

philosophy of science, and social and political theory. His pragmatic approaches to ethics, aesthetics, and

religion have also remained influential.

Abraham Flexner 1910

The Flexner Report is the most important event in the history of American and Canadian medical education.

It was a commentary on the condition of medical education in the early 1900s and gave rise to modern

medical education. The report is named for Abraham Flexner (1866-1959) who prepared it.

Abraham Flexner was not a doctor but was a secondary school teacher.

The path toward mastering the analytical skills required to practice scientific medicine lay not with the

memorization of accepted truths but with the systematic application of the scientific method throughout

medical training.

Austin Peay State University

Curricular Redesign

If you want to make enemies, try to change something.Woodrow Wilson

• The status quo is unacceptable!• How can today’s teachers teach tomorrow’s knowledge?• How can today’s teachers teach students who will live in a world the teachers cannot

imagine?• Who are our learners?• Learners: Blind spot is experience• People who resist change, really resist loss

Elizabeth Kubler-Ross

Denial

Anger

Bargainng

Depression

Acceptance• If we all thought alike there would be need for just one of us.

Committees: Distributive cognition

Universities with four generations: Boomers senior faculty, Generation X faculty, Generation Y students,

Generation Z entering studentsBorn 1960-1980 Generation XTV, electronics joined reading, career driven for success, competitive, concerned about advancement, independent, dislike micro-management, adapt to technical advances in communications (cell phones, PDA, i-phones, work to live rather than live to work, women in professions, Born 1980-2000 Generation Y

Grew up with technology, adaptable, multi-task, quick learners, expect quick gratification (helicopter parents), sophisticated (travel, technology, skeptical (cheating, lying by leaders), do not communicate effectively, more concerned with speed than meaning, expect others to solve problems, learn in groups, team problem solving, seek attention and recognition.

Boomers 1940-1960Introduction of TV, responsible, strong work ethic and prosperous, Goal-oriented, competitive, loyal to companies/organizations that treat them “right.”

2000> Generation ZInstant results from technologyCommunication differences—text messaging, cell phone (no privacy), distance communication. Interpersonal skills may be weak, non verbal behavior, diverse, team learners

How do today’s students learn?

from: Popular Mechanics, 1954

The Curriculum Committee

Education Redesign

Learning from:

Visiting Professor

Hosokawa’s Curriculum Committee

The science knowledge given to today’s student has an estimated half life of 4-6 years.

The knowledge explosion and the advances in science and technology

Scientists of tomorrow must learn to learn because the knowledge is changing and expanding so rapidly

Teachers are teaching students who will live in a world the teachers cannot imagine

The challenge:•The challenge to medical schools is to prepare physicians who will practice in a world that today’s faculty cannot imagine

•The medical school graduates are never a finished product, they must be lifelong learners

•Practicing medicine is the application of the most current knowledge to solve problems

•The same issues face all educators as they educate today’s students who learn much differently than the faculty learned.

1989“The University of Missouri has a perfectly preserved 1960s

curriculum”

The medical school curriculum of the past/present

• Basic science and Clinical practice• Lecture 40+ hrs/wk• Large classes• Emphasize memorization• Learned from professors and books

How many times did you learn the Krebs cycle?

A Bucket Curriculum

Anatomy Biochemistry Physiology

Microbiology Behavioral Science Pharmacology

An integrated curriculum: Problem-based Learning

• No department or discipline-based courses• Emphasis on problem solving • 60% decrease in lecture time• Students can learn without being taught• Informatics skills, computer is an external brain• Small group learning• Competency-based curriculum• Lifelong learning skills

Problem-based Learning

• Authentic cases provide context• Progressive disclosure• Prompts and cues• Group is the source of knowledge• Dynamics of the group essential to learning• Tutor/facilitator manages and monitors learning through

inquiry (Socratic). Tutor is not a content expert• Students manage the process with assistance

(questions) from the tutor when group has gone astray or stalled

Small Group Discussion

• Communication• New ideas and get feedback• Working/problem solving group• Members bring knowledge and experiences• Self-directed learning, collaborative learning• Interpersonal skills

Lecture

Facilitator

Traditional small group

Facilitator

The PBL group

PBL Group

Tutor/facilitator observes group work asks clarifying questions re-directs group by asking questions summarizes case helps all participate not a content resource

PBL first meeting

IntroductionsRolesRules

Quarterback handles case materials facilitates group, leads discussion summarizes case manages learning objectives

Scribe posts discussion points records learning issues

Key PointsLorum ipsumLorum ipsum

HypothesesLorum ipsumLorum ipsum

Next StepsLorum ipsumLorum ipsum

Learning ObjectivesLorum ipsum

PBL Group

Tutor/facilitator observes group work asks clarifying questions re-directs group by asking questions summarizes case helps all participate not a content resource

PBL Session 1

Initial case presentation

Identify key points

Develop hypotheses

Additional information

Revise hypotheses

Identify additional information

Learning objectives

Quarterback handles case materials facilitates group, leads discussion summarizes case manages learning objectives

Scribe posts discussion points records learning issues

Key PointsLorum ipsumLorum ipsum

HypothesesLorum ipsumLorum ipsum

Next StepsLorum ipsumLorum ipsum

Learning ObjectivesLorum ipsum

An important part of PBL is the learning between sessions

PBL Group

Tutor/facilitator observes group work asks clarifying questions re-directs group by asking questions summarizes case helps all participate not a content resource

PBL session 2

Quarterback summarizes case

Reports on learning issues

Refine hypotheses

Next steps

Needed information

Additional learning objectives

Quarterback handles case materials facilitates group, leads discussion summarizes case manages learning objectives

Scribe posts discussion points records learning issues

Key PointsLorum ipsumLorum ipsum

HypothesesLorum ipsumLorum ipsum

Next StepsLorum ipsumLorum ipsum

Learning ObjectivesLorum ipsum

PBL Process

Consciously competent Unconsciously competent

Consciously incompetent Unconsciously incompetent

Session 1Students receive the case one page at a timeQuarterback distributes the page (Leader can read the page aloud)Members identify key points of informationScribe makes notes key points (chalkboard/computer projector)Group develops hypotheses list and scribe notesGroup identifies learning issues that need to be researched to progress in the case or are important to knowAdditional pages are distributed. Group identifies what additional information they need, why and how to obtain the information (tests, additional Hx, Physical X)At the close of the session, group members distribute learning issues to be researched and reported on at Session 2

PBL Process

Consciously competent Unconsciously competent

Consciously incompetent Unconsciously incompetent

Session 2Quarterback organizes and manages the group processQuarterback presents a summary of key patient informationStudents report back on learning issues in an order that follows the case presentationGroup may decide that each learning issue will have a handout of key pointsGroup members are encourage to use creativity in teachingWhen ready, students receive additional pages of the case for discussionMembers identify key points of informationScribe makes notes of key points (chalkboard/computer projector)Group refines a DDx/hypotheses list and scribe records theseGroup reaches a Dx and begins to develop a treatment planGroup identifies additional learning issues that need to be researched to progress in the case or are important to knowAdditional learning issues are assigned

PBL Process

Consciously competent Unconsciously competent

Consciously incompetent Unconsciously incompetent

Session 3Quarterback organizes and manages the group processQuarterback presents the patient summary (from memory if possible)Students report back on learning issues in an order that follows the case presentationGroup may decide that each learning issue will have a handout of key pointsGroup members are encourage to use creativity in teachingWhen ready, students receive any additional pages of the case for discussionGroup refines the treatment planGroup identifies additional learning issuesGroup wraps up the case. Any final learning issues are distributed by e-mail/handout

Why PBL or IBL?

• Learning is centered on an open-ended problem often without one right answer.• Life is about solving problems.• Students learn a field (teaching, medicine, business) instead of about a field.• Develops critical thinking skills• Problem solving involves analysis, inquiry, research and evaluation and synthesis • Faculty become guides, facilitators and promote inquiry. Teach through questions

rather than answers (Confucius and Socrates)• Active learning• Requires skilled faculty and constantly challenges them• No single right answer and no common pathway to answers

Barriers to OvercomePost-secondary education has become an entitlement

An appointment to see a doctor 1-3 days for primary careArrangement for plumber 7 days without extra charge

Standardized exams for admission and graduationStandardized exams correlate most highly with zip code

Faculty who are current in their fieldsElectronic journals vs journals

Computer—master of information vs master of resourcesQuality improvement beyond useful

Measure everything, datacentricBusiness model for education

Efficiency and the bottom line vs learningLook for ways to use technology effectively—distance learningScholarship of teaching—staying current

Viagra and bbb

The Future

Most gulls don't bother to learn more than the simplest facts of flight - how to get from shore to food and back again. For most gulls, it is not flying that matters, but eating. For this gull, though, it was not eating that mattered, but flight. More than anything else. Jonathan Livingston Seagull loved to fly.

---Richard Bach

Teachers are the intellectual capital of our society

Teaching is fun, learning to be a teacher should be fun

We must change from “just in case” learning to “just in time” learning.

---Mike Hosokawa