interactive teaching techniques in larger groups: a calm workshop mark h. gelula, phd asst professor...
TRANSCRIPT
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Interactive Teaching Techniques in Larger Groups: A CALM Workshop
Mark H. Gelula, PhD
Asst ProfessorDepartment of Medical Education
University of Illinois College of MedicineChicago
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Session Objectives
By the end of this session you will be able to:1. Describe what is meant by active learning2. Explain at least two ways that learners gain
knowledge3. Integrate at least two learner activities into
each of the three phases of a large group teaching activity
4. Organize a handout to support active learning in a large group teaching activity
5. Instruct a large group teaching activity with appropriate handout for that event
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Your 3x5 card
What is active learning?
Indicate a question that you have about active learning in large group instruction?
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Session Plan Introduction – how his session will work Comments about the “active handout” Why teach in large groups? Why not lecture? How does learning occur? Organization of a large group teaching
session The importance of a plan: goals, objectives,
and outcomes Handouts and activities for lectures Wrap up
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So, How should I teach this session?
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Why Bother to Lecture?
Why lecture? What’s a lecture? What are our
assumptions? What are the benefits of traditional
lecturing? The interactive large group activity,
does it have benefits?
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Benefits of Lecturing: Group Discussion
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Why Bother to Lecture?
Why lecture? What are the benefits of traditional
lecturing? What’s a lecture? What are our
assumptions? The interactive large group activity,
does it have benefits?
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Do we have a problem? NOEL’s* (nodding off episodes/lecture)
Rockwood, Hogan & Patterson, CMAJ 2004
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Dr. Fox Studies
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Learner Conceptions of Learning
Learners direct their effort to aspects of tasks that satisfy their intention.
Beliefs about the nature of knowledge itself. If learners consider knowledge to be
“static”, they perceive learning as a process of accumulating information.
William Perry (1981)
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The “bowing” effect
Items learned at the beginning and end of traditional instructional session are remembered best
Start Middle End
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How Learners Gain Knowledge
Prior Knowledge
(knowledge dependent learning)
Constructingnew
knowledge(constructivism)
Situated learning /
context
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Organization of Information
Kirby’s Two Factor Theory “Splitters," who tend to analyze
information logically and break it down into smaller parts
“Lumpers," who tend to watch for patterns and relationships between the parts Does the learner see the Forest or the
trees, is an Associative vs. Schematic memory issue
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Merrill’s “First Principles of Instruction”
Learning is facilitated when …• the learner is engaged in solving a real-world
problem.• new knowledge builds on the learner’s
existing knowledge.• new knowledge is demonstrated to the
learner.• new knowledge is applied by the learner.• new knowledge is integrated into the
learner’s world. M. David Merrill, 2002
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First Principles of Instruction (Merrill)
M. David Merrill, 2002
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Activity
Turn to your neighbor and tell him/her two things you learned in the last 5 minutes.
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Problems Learning is facilitated when learners are
engaged in solving real-world problems and… are shown the task that they will be able to
do or the problem that they will be able to solve as a result of completing a module or course,
are engaged in the problem or task level not just the operation or action level,
solve a progression of problems that are explicitly compared to one another. (e.g., cases, vignettes) M. David Merrill, 2002
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Problems
Problems promote acquisition, elaboration, and use of mental models rather than only associative memory.
M. David Merrill, 2002
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Activation Learning is facilitated when relevant
previous experience is activated and learners …… are directed to recall, relate, describe, or apply
knowledge from relevant past experience that can be used as a foundation for the new knowledge.…
are provided relevant experience that can be used as a foundation for the new knowledge.…
are given the option to demonstrate what they already know.
M. David Merrill, 2002
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Demonstration Learning is facilitated when the instruction
demonstrates what is to be learned rather than merely telling information about what is to be learned and when … the demonstration is consistent with the
learning goal:•examples and non-examples for concepts,•demonstrations for procedures,•visualizations for processes,•modeling for behavior,
M. David Merrill, 2002
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Demonstration
…Learners are provided appropriate guidance including some of the following:•the learner is directed to relevant
information,•multiple representations are used for the
demonstrations,•multiple demonstrations are explicitly
compared,M. David Merrill, 2002
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Application learning is facilitated when learners are required to
use their new knowledge or skill to solve problems and when…
the application (practice) and the posttest are consistent with the stated or implied objectives …
learners are guided in their problem solving by appropriate feedback and coaching, including error detection and correction, and when this coaching is gradually withdrawn…
learners are required to solve a sequence of problems.
M. David Merrill, 2002
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Integration Learning is facilitated when learners are
encouraged to integrate (transfer) the new knowledge or skill into their everyday life and when…• learners are given the opportunity to publicly
demonstrate their new knowledge or skill…• learners can reflect on, discuss, and defend their new
knowledge and skill…• learners can create, invent, and explore new and
personal ways to use their new knowledge or skill.
M. David Merrill, 2002
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Dr. Mildred Workman: 5 minute activity Mildred Workman is interested in moving into a
more active learning process with her M1 embryology lectures. She has 150 students on her class list, but commonly only sees 1/3 of them. Mill likes the idea of constructivist, active learning approach but she doesn’t have any idea about where to begin. How should she start? What if they don’t participate? How can she “train” her students?
Your task: Gather with several other people close to you to give Mill some suggestions about how she can begin: be as specific as possible.
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Constructivist Learning Modeling -- demonstration Coaching -- application Scaffolding -- sequence of cases
•related cases•worked examples•multiple perspectives•selectable information just-in-time•cognitive (knowledge construction tools)–
task representation tools–performance support tools–information gathering tools–
©M. David Merrill, 2002, Jonassen, 1999
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Some Cognitive Principles Isolated actions and operations processed by associative
memory Information-about processed by associative memory Problem solving requires schematic memory New schema are built by tuning and restructuring
existing schema Mental models operate on tasks and problems Problem solving is selecting a mental model and
processing the new information via the mental model Mental models develop slowly via successive tuning and
restructuring Problems of conceptualization, planning, and
interpretation are processed via mental models
M. David Merrill, 2002
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Cognition – Simplified
Schematic Memory (Procedural / Explicit) Schemata Mental Models Problem Solving
Associative Memory (Declarative / Tacit) Propositions Rules Automation
Declarative + Procedural
M. David Merrill, 2002
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Kolb’s Experiential Learning Model (KELM)
Concrete Experience
Reflective Observation
Abstraction and Generalization
Active Experimentation
Perceiving
Processing
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Structural Dimensions of KELM
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KELM and Transfer
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THE RELATIONSHIP BETWEEN SOCIAL ANDPERSONAL KNOWLEDGE: KELM
D. Christopher Kayes, n.d.
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How Learners Gain Knowledge
Prior Knowledge
(knowledge dependent learning)
Constructingnew
knowledge(constructivism)
Situated learning /
context
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Activity
Turn to the person sitting behind you and tell that person what you feel is the most important point of information in this session so far.
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Organizing Large Group Instruction: Four phases
1. Planning2. Introduction3. Body4. Conclusion
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The Outline Method for Lecture Clarity and Organization
Intro phase: Objectives Lecture outline Transition
statements Segment summaries
Body phase: Segment summaries Transitions
I.
A.
B.
C.
II.
A
1.
2.
B.
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The Book Method for Lecture Clarity and Organization
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Learning Goals
Goal Definition Learning Architecture
Inform Lessons that communicate information (facts)
Receptive: Information acquisition. Lots of information with limited practice opportunity.
Procedural Lessons that build procedural skills (near transfer)
Directive: Response strengthening. Requires frequent responses from learners with some feedback.
Principles Lessons that build principle-based skills and concepts (far transfer)
Guided Discovery: Knowledge construction. Provides world realistic problems and support resources (transfer).
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Planning: Take 1 minute If you were to begin planning a large group
instruction session, what planning activities would you begin with: Identify three to five planning activities and write them on your handout.
• Determine the place of the session within the course
• Goal of the session or series• Selection of content• Objectives for each session• Handout design• Structure and prepare relevant activities• Design visuals (Ppt, video, charts)• Organize homework (cases, readings)
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Goals
What is a goal? Why have goals? A goal is a statement that
communicates the general educational outcomes. Because goals are general in nature, they are usually stated in non-behavioral terms.
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Goal Activity
1. Write a goal for a session you may teach
2. Share with a partner3. Critique each other’s goal4. Check your work against the
examples provided in the handout
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Objectives
What is an objective? Why have objectives?
An objective communicates short-range, precise outcomes. Objectives communicate to the student the expected results of instruction and learning, i.e., specific behaviors that demonstrate mastery.
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Taxonomy of Cognitive Process
Creation / Synthesis
Evaluation
Analysis
Lower Order
Thinking
Higher Order
Thinking
Understanding / Comprehension
Remembering / Knowledge
Application
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Do the following Facilitate Lower or Higher Order Learning?
Buzz groups
Case discussion
Brainstorm
Give MCQ practice questions
Labeling illustrations
Active handout
Problem analysis
Case to identify Ddx
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Why Provide Active Handouts?Participants like to followParticipants like to participate
Activities can be embedded in handoutSelf-pacing can take placeSelf-directed learning can
happen later
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Planning: Active Handouts – Architecture Blank Spaces
Sentence Completion
Cases, Problems, Questions
Selected slides, images, drawings, anatomic maps
Appropriate images, line drawings and cartoons With and without labels
Informational text, URLs, references
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Active Handouts: Extra Information
Graphs, charts, tablesDataHandy HintsPrevious Test QuestionsStories & AnecdotesCasesVignettes
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Purpose Preparation & Use of Handouts
1. Publicize Instructional & Learning Objectives
2. Provide Information Advance organizers – a factual or
conceptual leveler Release time for discussion Reduce pressure
3. Session Guide
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3. Lecture Map Guide Ss through difficult
lectures Good for any complex
information Supports students own
inadequate / inaccurate notes
Always a question of how much detail
Purpose Preparation & Use of Handouts
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How Much Detail
Degrees of Detail How much detail? Complete handouts? Complete or Skeleton? Active?
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What is Optimal?
Skeleton handouts Outline of the lecture, plus Objectives Key points Incomplete sentences, diagrams Clinical Cases and Problems Test Tips
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Conclusions
Less may be more! Skeletal handouts appear to enhance
encoding Comprehensive handouts appear to
facilitate storage Partial handouts may be the “happy
medium”
Did not compare the type of learning in each lecture (facts vs. application)
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Activity
Take a moment to write a “pop quiz” on the material that has been presented so far. (Make sure you know and can share the answer to that question.) (T/F, MCQ, Short Answer) .
Turn to the person on your left and give them your “pop quiz” question
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Four phases of a lecture
1. Planning2. Introduction3. Body4. Conclusion
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Introduction
Purposes and objectives communicated to learners
Tone is set Some humor Interactivity Questions
Style is established Finish time is noted
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Factors Affecting Memory
Coherence Principle Organization Clarity Road-mapping Repetition Feedback Meaningfulness
Cases Real world problems
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What is meant by Information Density?
What part of your lecture can you cut? What materials will you make students
responsible for? How will you wean the students from
dependence on you?
Discuss with your colleagues. I will ask for suggestions.
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What are the challenges of the body phase of the lecture?
Challenges from two perspectives: Challenges for students Challenges for you as lecturer
what’s to be accomplished? what’s difficult?
Elements of critical thinking Establishing key concepts for further
learning
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Effective Lectures
Content Process
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Effective Lectures
Content Process
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Information density
Cut the contentin half!
Less is more …
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Effective Lectures
Content Process
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© MH Gelula, 2011 68
Body This is the content domain Concepts 75% -- Facts ≤ 25%
Scaffolding Engagement and activity
Establishes short-term memory links Creates opportunity for rehearsal Builds associated mechanisms
Clarity Road-mapping
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Copeland et al: Attributes of the effective medical lecture
Engaging the audience
Lecture clarity
Active Learning
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© MH Gelula, 2011 70
Body
Pacing Speed of delivery Amount and difficulty of information
provided Cueing
Verbal and visual signals of emphasis, structure, and relationships
Pausing
DeZure, 2001
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© MH Gelula, 2011 71
Content: “To review, the three parts of a lecture are the intro, body and conclusion”
Structure: “We’ve gone over the three parts of a lecture; now we’re going to talk about the three dimensions of a lecture.”
Segment Summaries & Transition Statements
Transition Statement
Segment Summary
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© Gelula, R Yudkowsky, B Cannon, L Stohlmeyer, 200272
Instantiation I
Let me give you an example
of what I mean...
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© MH Gelula, R Yudkowsky, B Cannon, L Stohlmeyer, 200273
Instantiation II
Can you think of an example?
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© MH Gelula, 2011 74
Rehearsal Builds Association and Schematic Memory
Practice towards transfer Personal stories, patient stories & cases Problem-solving Large-group brainstorming MCQ practice tests, “Games”
“Jeopardy”, “Who wants to be a millionaire?” Active handout Organized question periods
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© MH Gelula, 2011 75
Rehearsal helps consolidationPercent recalled
60
40
20
0
Days from lecture
0 10 20 30 40 50 60
AB
C
D
E
A = tested immediatelyB = after 1 dayC = after 1 weekD = after 2 weeksE = after 3 weeks
Based on Bligh, 2000
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© MH Gelula, 2011 76
Factors Affecting Attention
What are some factors that affect attention?
Find someone in your “neighborhood” whom you’ve not spoken with and discuss.
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77
Maintaining Attention: Student heart rates in uninterrupted lectures
21
Heart rate
Time in minutes0 10 20 30 40 50 60 70 80
75
85
Based on Bligh, 2000
87*
*
*
**
*
*
*
* *
*
*
* * * **
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Arousal
Why do we want to emphasize arousal?
Brainstorm: Call out your ideas
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7922
Students’ Heart Rates in Class
Time in minutes
0 10 20 30 40 50 60 70 80 … 100 12570
85
90*
*
*
**
*
**
* *
*
*
*
* *
95
80
75Lecture
Intervention by a student * *
**
**
*
**
*
*
Discussion
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Rehearsal and Attention Activity
What are some other ways of rehearsing?
Plan a 3 minute activity to take place at about 15 minutes of your session
Share with two others and critique I will ask for two examples
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© MH Gelula, 2011 81
Effect of rest or change of activity on learning
0 10 20 30 40 50 60Minutes into lecture
Effec
tive
Lear
ning
Based on Bligh, 2000
Rest or change in activity
Learning gained through break activity
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A break every 20 minutes!
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© MH Gelula, 2011 83
Motivating Students
Instructor Enthusiasm Student Motives
Intrinsic Extrinsic
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Impact of various approaches in a lecture format
Engaging (.78) Clarity (.75) Use of case-based format (.35)R2 = .6717 (dep. var. overall lecture
rating)
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A question of Information Density
How am I going to teach all the information that the students need?
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© MH Gelula, 2011 86
Information Density Russell, Hendricson and Herbert
(1984) Varied information density in lectures Gave the same handout to guide note-
taking in all cases High density lectures Ss forgot facts
given at beginning of lecture Authors believed later information
caused retroactive interference Handout did not reduce interference in
these high density situations
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Information density
Cut the contentin half!
Less is more …
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Four phases of a lecture
1. Planning2. Introduction3. Body4. Conclusion
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What happens in the Conclusion Phase? Activity
A. Write on a piece of paper:1. What you believe to be the key
activity(ies) of the conclusion phase2. The percentage of total session time the
conclusion should take3. Information that should be shared during
conclusion
B. Form logical triads, share and discussC. Be ready to report to the large group
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Retention from Lecture
Student review at end of lecture
Normal—no review at end of lecture
0 10 20 30 40 50 60
Days from lecture
Eff
ect
ive R
ete
nti
on
Based on Bligh, 2000
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Affecting Memory in Active Lectures
Learner conceptions of learning Organization Multi-channel inputs
Student Activity / Graphics / Text / Voice Interface /
Low-density content High concept
Rehearsal Instructor’s personal style
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Summary of Approaches: 10 Tips
1. Set the stage2. Raise questions or cases as clues to
concepts3. Ask for hypotheses & write them on
board4. Encourage learners to ask for
information5. Have learners re-formulate
hypotheses using handout
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10 Tips
6. Facilitate discussions7. Allow more information seeking8. Seek synthesis through repetition
and problem-solving activities9. Provide a final case for transfer10.Summarize
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Summary
Look at your 3x5 cards. Did you get what you wanted from
this session?
List one concept/practice that you learned here today that you can do tomorrow