Exploring the learning opportunities of an innovative teaching method in a constructivist classroom environment Salome R. Smit Tshwane University of Technology smitsr@tut.ac.za
Problem Statement Students find it difficult to understand complex disease processes Assessments indicate lack of insight as students fail to correctly apply, integrate and transfer knowledge to unfamiliar situations
Purpose of the presentation To share the journey while exploring the learning opportunities of an innovative teaching method within a constructivist classroom environment, investigating whether the method may contribute to effective learning
Framework for presentation: • Context of presentation • Kinds of knowledge for effective learning • Constructivism classroom • Teaching strategy with Contrived Experiences • Metacognition integrated in learning activity • Scientific method • Conclusion
Back drop • Transformation in Higher Education • Course curricula focus: empowering students by equipping them with graduate attributes appropriate for high level functioning in the 21 st century • Institutional changes in the Teaching, Learning and Technology strategy required the academic learning environment to undergo significant transformations in terms of the approach to teaching to adopt a student-centred teaching strategy
The lecturer as the agent for change: • had to develop flexibility in transitional stage to facilitate the process of achieving effective student-learning • Early theories on constructivism have suggested and research findings support that learning occurs best when students are actively engaged in the discovery process • The challenge and priority always remains to consider a student-centred teaching strategy that is most suitable for the subject content and will contribute to effective learning
Kinds of Knowledge for Effective Learning (Shulman, 1986) Knowledge of your field Effective teaching Knowledge Knowledge of of how how people people learn your learn field
Knowledge of how people learn
The Learning Pyramid with average knowledge retention rates
http://thepeakperformancecenter.com/educational-learning/learning/principles-of-learning/learning-pyramid/
In the literature . . . Examples of Learning Activities by Mode of Engagement (ICAP Framework): I nteractive C onstructive A ctive P assive (CHI & WYLIE, 2014)
We know that students learn best when (deeper learning) • new ideas are connected to what they already know and have experienced • when they are actively engaged in applying and testing their knowledge using real-world problems • when their learning is organized around clear, high goals with lots of practice in reaching them • when they can use their own interests and strengths as springboards for learning ( NCTAF’s What Matters Most report, 1996)
Constructivism class room (characteristics applicable to activity) • Learner-centered. Teacher as facilitator – students construct knowledge through critical thinking, manipulatives, primary resources, and hands-on activities. • Student works collaboratively in groups, independently or in partners. • Big idea first. All parts support big idea. • Thinking and support of thinking are the goals. • Self-reflection, student evaluator and teacher evaluator.
Constructivism class room (Cont) • Process based learning: Learners create meaning and context by exploring new ideas and experiences, generating hypotheses, problem solving. • Teacher-student dialogue through conferring, questioning, and wondering. • Shared responsibility and decision making. • Students ask questions. Empowered learner.
Teaching with Contrived Experiences " We teach through a re-arrangement of the raw reality: a specimen, a manageable sample of a whole... when the direct experience cannot be used properly in its natural setting." (Corpuz, 2008) Contrived Experiences are substitutes of real things when it is not feasible/possible to bring the real thing to the class.
Teaching with Contrived Experiences include: • Constructing models and mock-ups • “editing of reality“ • Specimens, objects, simulations and games • Applicable: real experiences cannot be used, not available or are too complicated • Examples: pilot training by means of simulator mock up of any scenario (Corpuz, 2008)
Models are widely used in teaching in many fields, but what does the literature tells us about how Pathology is taught? • Traditional lecturers • Specimen and images of specimen • 3D virtual models • 3D printing • web-based computer laboratory
The innovative teaching strategy: students actively engaged in learning
• Students individually construct/sculpt 3D models simulating specific structure in the human body based on their prior knowledge of the normal anatomy of the structure • sitting in groups
Audience actively participate as “students”
Consider object . . .
• Students then trace the progression of changes instigated by the disease by changing the model according to the stages as the disease progresses, until the end stage of the disease • The moulding material, being manipulative, allows for making a range of adjustments as the structures change with the progression of the disease. Students experience hands-on learning
Eventually students reflect on their learning by means of self-assessment and peer-assessment activities to confirm whether effective learning took place
Metacognition A student’s awareness of his or her level of understanding of a topic Metacognitive skills are developed through intentional questioning and reflection on learning and thinking Completion of questionnaire also facilitates metacognition
Student reflection on: • What he/she learned during this learning activity • Whether the learning material contributed to effective learning and if so, in what way it has contributed • Whether the active learning experience of constructing a model and altering the model in stages to simulate changes instigated by disease, has contributed to effective learning • The overall experience of the learning session
Students reported on their metacognitive processes by completing a feedback questionnaire on their learning experiences
During the learning activity students showed interest, excitement and confirmed that they thoroughly enjoyed the learning experience Students also mentioned that they will never forget these changes in the structures and progression of the disease
Practitioner Research Scientific method
Research question: To determine whether sculptured three-dimensional clay models can effectively be utilized as an effective learning tool in an innovative teaching method to scaffold and facilitate understanding of pathological changes in the urinary system.
Study design: Practice based research with a retrospective content analysis. Data Analysis: A thematic analysis of the text on feedback questionnaires forms was conducted. Descriptive data was analysed, trends identified and prominent findings discussed and explained.
Method: Participants were 31 full-time second year undergraduate students from the NDip Diagnostic Radiography Programme Subject: Radiographic Pathology II (RGP200T)
Ethical considerations: Ethical principles applied Students anonymously Data collection: Students completed a feedback questionnaire
Students anonymously completed a feedback questionnaire : 1. Illustrate an example of structural changes associated with inflammatory disease. 2. What have you learned during this learning activity? 3. In your opinion has the learning material (clay, etc.) contributed to effective learning? If so, briefly explain in what way has it contributed. 4. What was your overall experience of this learning session?
Findings: The effectiveness of the teaching strategy was explored. The investigator will delve into the possibilities of improve understanding of the value of sculptured three- dimensional clay models as learning tool in pathology teaching.
The voices of the participants will now inform on the effectiveness of the learning activity
Analysis of the feedback questionnaires sought common themes Process of Coding
1. Illustrate an example of structural changes associated with inflammatory disease. Thirty of the 31 students could illustrate and annotated the progression of the disease in different stages to end-stage disease
2. What have you learned during this learning activity? Participants described the stages of changes caused by the disease based on the illustrations in question 1, in their own words. Although some have described it in more detail than others, all students’ individual explanations were assessed and it can be confirmed that it was evident that they understand the changes caused by the disease
Recommend
More recommend
