2. Students are lazy, in fact, we all are!
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
3. The aim of this course is to
• enhance professional competence as university
teacher
• Stimulate to reflective practice when teaching
• Develop your pedagogical repertoire
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
4. Learning Outcomes:
§ Analyze teaching situations and discuss your own
teaching role in the specific situation.
§ Apply theories and research on teaching and learning to
the planning of a teaching occasion (TO). Justify choices
for design in accordance with principles of teaching and
learning.
§ Demonstrate an understanding of the principles of
outcome based education and how these influence the
planning of your own teaching.
§ Demonstrate understanding of how to facilitate student
learning in different teaching situations
§ Be able to use educational concepts and principles in
discussions of teaching and learning in Higher Education
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
5. Central agents in a pedagogical encounter
Student
Teacher
lecturer
Course
director
Patient
Programme
Knowledge
à Student
à Teacher
à lecturer
à Course director
à Patient
à The programme/discipline
à Knowledge
à Co students
à Everything else
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
6. We will focus on the following
themes:
• The professional teacher
• Student learning
• Planning teaching
• Teaching forms/contexts and strategies
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
7. Course philosophy
• Experiental learning
• Reflective practice
• Active and collaborative
learning
• Modelling of best practice
• Didactical considerations
• Shared experience
CONCRETE
EXPERIENCE
ABSTRACT
CONCEPTUALISATION
ACTIVE
EXPERIMENTATION
REFLECTIVE
OBSERVATION
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
8. Ø How do we create a collective dynamic
environment that is conducive to learning?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
9. Assessment of course
• Teaching Occasion Plan
including peer evaluation (for some)
• Execution of Critical Friend Task
• Participation in the course work
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
10. You find more information in the Course
Outline and Ping Pong
§ Pingpong
§ Learning outcomes
Assessment and Tasks
§ References
§ Survey (course evaluation)
§ Login: ki:email address
§ For help with pingpong contact:
Elisabet/Lyktan
§ (work in progress)
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
12. Critical Friend
§ Visit a colleagues teaching occasion
§ Read & consider Dahlgren’s article
§ Decide on feedback criteria
§ Document your feedback
§ Discuss with your colleague
§ Present your thoughts & reflections May 9th
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
16. History of approaches to teaching
§ 60’s:”Teachers were born, not made” (Gaff, 1976)
§ 70’s:Teaching is about transferring knowledge or modelling students
§ 80-talet: ”The guide on the side” (Brookfield, 1990)
§ 90-talet: Teaching is about establishing a supportive relation to
facilitate learning
§ 2000-talet: Collaborative Learning? --- Scholarship of
Teaching and Learning
§ The future: teacher as researcher?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
17. § What characteristics would we like KI students
to leave undergraduate education with?
§ How can we as individual (teachers) help the
students get there?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
18. Writing activity
§ What is difficult in teaching?
§ What challenges do you have you encountered?
§ When students don’t learn your subject what is it they don’t
learn?
à Content-wise
à Skills-wise
à Attitudes-wise
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
19. Why do we have seasons?
21/03/2014Cormac McGrath Unit for Medical Education (UME)
20. Why do we have seasons?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
22. Constructivism (Vosniadou et al)
§ Naive
§ Synthetic
§ Scientific
3-6
7-9
10-12
Cormac McGrathBasic Course in Education, Centre for Medical Education
24. What is reflection?
§ To critically examine my
actions
§ To give and receive feedback
§ To keep the distance to
myself
§ To question my own methods
Cormac McGrath Unit for Medical Education (UME)
21/03/2014
25. REFLECTION – OF WHAT?
§ Content
§ Method of teaching?
§ Will my students learn?
§ What is important for them to learn?
§ How will they learn?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
26. CONCLUSIONS
§ Reflection is not simple
§ By developing students’ ability to reflect we sometimes annoy
them (you too).
§ Reflective Practice require collaboration and feedback
§ How do you create teaching practice consisting of reflective
practitioners?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014
27. Student Interview
§ What does a student do to learn?
§ What is the purpose of higher-education?
§ What characterises a good teacher?
§ What determines your choice of study strategy?
Cormac McGrath Unit for Medical Education (UME) 21/03/2014