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Teaching and Learning Methods

Teaching and Learning Methods 2
Slides adapted from a training provided by St John’s Medical College, Bangalore, India  Large group  Lecture  Small group  PBL  Integrated learning 3 1 2 5 4 6  Is the lecture a good method for medical teaching  “Lecture” is only a tool …  How where for what you use it …........depends entirely on you At the end of this session the learners should be able to:  Define a lecture  Understand the differences, advantages and disadvantages of a lecture as a teaching learning method  If you fail to plan… you plan to fail  know your stuff  know whom you are stuffing  then stuff them elegantly  Content:  Context:  What is your message  Why are you speaking to this group at this time  What do you want them to remember  How large an audience will you be addressing  Audience:  How large is the room  Who are you speaking to  What audiovisual support  Why are they there will you have (or need)  What do they need to  How much time are you understand allotted  Are they familiar with the topic  Introduction  Delivery  Preparation  Well begun is half done  Objectives  Communication skills  Content  Verbal  Introduction  Enthusiasm  Group inertia  Volume  Attention getter  Rate  Outline  Pause  Simple list  Uhs ums  Classification  Nonverbal  “ruleg”  Posture  “egrule”  Gesture  Problem centred  Eye contact  Relevance  fidgets  Ground rules  How to hold student attention  Body  Qualities of a great teacher  Logical order  Advantages, disadvantages  “Must know”  Interactive  Conclusion  Not just the end  Summary  The main message  Introduction  Delivery  Well begun is half done  Preparation  Communication skills ▪ Verbal  Objectives ▪ Nonverbal  How to hold student attention  Content  Introduction  Qualities of a great teacher ▪ Attention getter ▪ Outline  Advantages, disadvantages ▪ Relevance ▪ Ground rules  Body ▪ Logical order ▪ “Must know” ▪ Interactive  Conclusion ▪ Not just the end ▪ Summary ▪ The main message  Introduction  Delivery  Well begun is half done  Preparation  Communication skills ▪ Verbal  Objectives ▪ Nonverbal  How to hold student attention  Content  Introduction  Qualities of a great teacher ▪ Attention getter ▪ Outline  Advantages, disadvantages ▪ Relevance ▪ Ground rules  Body ▪ Logical order ▪ “Must know” ▪ Interactive  Conclusion ▪ Not just the end ▪ Summary ▪ The main message  Introduction  Delivery  Well begun is half done  Preparation  Communication skills ▪ Verbal  Objectives ▪ Nonverbal  How to hold student attention  Content  Introduction  Qualities of a great teacher ▪ Attention getter ▪ Outline  Advantages, disadvantages ▪ Relevance ▪ Ground rules  Body ▪ Logical order ▪ “Must know” ▪ Interactive  Conclusion ▪ Not just the end ▪ Summary ▪ The main message  Talk  Prepare supporting material in advance  Talk + AV aids  Ensure that all the materials you require are ready when you need  Talk + Handouts them  Talk + exercises, drills  Talk + Course material  Combination of all  Beginning: Tell them what you are going to tell them (Introduction)  Middle: Tell them (Body)  Endings: Remind them what you have told them (Conclusion) (Race P., 2001)  Attentiongetter  Theme / Outline of the lecture  Relevance of the theme to students  Set your ground rules  Attentiongetter  Theme / Outline of the lecture  Relevance of the theme to students  Set your ground rules  Attentiongetter  Theme / Outline of the lecture  Relevance of the theme to students  Set your ground rules  Simple list  Classification  Problem centered  Attentiongetter  Theme / Outline of the lecture  Relevance of the theme to students  Set your ground rules What is the subject Why does it matter to you Relevance  passion Passion  attention Attention  action  Must know, good to know, nice to know  Logical sequence  Support your theme  Interactive  What does it all mean  Reiterate relevance to your audience.  Drive home your message.  Call to action.  Answer questions.  If you sound like you don’t care, they won’t either  Natural, conversational  Questions should sound like questions, not statements  Volume  Beware the "Um’s, Uh’s, the "You know’s" “Woman without her man is nothing.”  “Woman, without her man, is nothing.”  “Woman: Without her, man is nothing.” Don’t rush through your presentation Pauses are vital 38 Body language Quality of 7 voice Actual words spoken 55 Posture  Gestures and Movement  Eye Contact  Fidgets Work the whole room Rule of thumb: not 3sec on each member of the audience  Passion for teaching  Love of their subject  Understand the role of a college in student's life  A willingness to reflect  Passion for teaching  Love of their subject  Understand the role of a college in student's life  A willingness to reflect  Cost effective  Enthuse and inspire students  Drills / Exercises  Questions  Quiz 1. An extremely thin HIV+ patient has chronic fever for 3 months. 2. An HIV+ patient with pulmonary tuberculosis 3. An HIV+ patient with oral thrush and intermittent diarrhoea for 1 month. 4. An HIV+ patient with tuberculosis of the cervical lymph nodes. 5. An HIV+ patient with big abscesses of the skin which extend to the muscle, with some yellow pus coming out of some of them. 1. Eye contact with the participants is very important  2. Move from simple to complex  3. Always stand behind the podium  4. Give frequent and immediate feedback  5. Always summarize at the end of the session   Address the participant by name  Use “wait time”  Involve all student’s ▪ “Jane” could you please summarize where we are ▪ “John” can you please read the first page… ▪ “Wambua” could you please put down the differential diagnosis and learning agenda  Mini role play “But Mom…I was’t Arguin’, I was just giving you feedback ”  Too much material  Failing to prepare adequately  Disorganized or unclear  Encouraging student passivity  Failing to formulate good examples  Poor delivery 100 80 Audience attention 60 40 20 0 Time 0 5 10 15 20 25 30 35 40 45 50 55 60 Objectives Planning Content Delivery Title of presentation: Objectives: Opening/introduction Heading1 Heading2 Heading3 Conclusion      Nice to know Good to know Must Know Title of presentation: Objectives: Opening/introduction Heading1 Heading2 Heading3 Conclusion Nice to know Nice to know Nice to know Good to know Good to know Good to know M M M u u u s s s t t t K K K n n n o o o w w w      Title of presentation: Objectives: Opening/introduction Heading1 Heading2 Heading3 Conclusion M1 M2 M3 G1 G2 G3 N1 N2 N3      Title of presentation: Objectives: Opening/introduction Heading1 Heading2 Heading3 Conclusion M1,M2,M3 M1 M2 M3 G1 G2 G3 N1 N2 N3       Introduction  Delivery  Well begun is half done  Preparation  Communication skills ▪ Verbal  Objectives ▪ Nonverbal  How to hold student attention  Content  Introduction  Qualities of a great teacher ▪ Attention getter ▪ Outline  Advantages, disadvantages ▪ Relevance ▪ Ground rules  Body ▪ Logical order ▪ “Must know” ▪ Interactive  Conclusion ▪ Not just the end ▪ Summary ▪ The main message
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