Strategic Learning Innovation Workgroup
SLI Workgroup Innovation SCHOOL OF MEDICINE CENTER FOR TEACHING 2
SLI Workgroup Mission § Serve as multi-disciplinary advisory board § Foster creativity and innovation § Support AETC goals INNOVATE 3
SLI Workgroup Mission § Identify best practices in education and training § Enhance AETC processes and outcome evaluations § Build capacity § (Inform national efforts) 4
SLI Workgroup Objectives Best educational approaches § Best practices in workforce development § Utilize identified approaches and best practices § Develop processes § Recommend evaluation designs § Review data for the SE AETC § 5
SLI Workgroup Activities to Date Support needs assessment Literature review Review evaluation forms and data Direct teaching observations Participate with other AETC workgroups 6
Why Teaching and Learning Matter to Practice Peabody College May 4, 2016
Today’s Presentation Topics • Overview of the SE AETC-Peabody partnership • Adult education literature review – Overview – Conceptual Framework – Theoretical Foundations • Implications for SE AETC • Next Steps 8
SE AETC Partnership: Peabody’s Role Goals : – Promote use of evidence-based best practices in adult training and education – Strengthen evaluation of training implementation and outcomes How : – Actively engage in the SLI work group – Develop and disseminate resources to strengthen training design and implementation – Provide technical assistance to site directors and trainers – Refine evaluation tools 9
Core Premise: The Delivery of the Content Matters Poor teaching is one of the biggest reasons why students leave STEM degree programs , and even some who remain in their majors may not gain deep understanding . . .. Not surprisingly, when the President’s Council of Advisors on Science and Technology called for one million additional STEM graduates over the next decade, one of its top policy recommendations was to train college instructors in the use of proven teaching practices . Connolly, M. R., Savoy, J. N., Lee, Y.-G., & Hill, L. B. (2015). Building a better future STEM faculty: How doctoral teaching programs can improve undergraduate education. M adison, WI: Wisconsin Center for Education Research, University of Wisconsin-Madison. 10
Core Premise: The Delivery of the Content Matters Direct impact for AETCs – Study of the factors influencing resident choice of ID found that case-based, active and non-memorization types of instruction in medical schools were related to greater odds of selecting ID as a profession. Bonura, E. M., Lee, E. S., Ramsey, K., & Armstrong, W . S. (2016). Factors influencing internal medicine resident choice of infectious disease or other specialties: A national cross-sectional study. Clinical infectious diseases: an official publication of the Infectious Diseases Society of America . 11
Core Premise: The Delivery of the Content Matters Synthesis of research shows “Five Big Ideas” Learning involves the active construction of meaning by the learner. • Learning facts (“what”– declarative knowledge) and learning to do • something (“how”–procedural knowledge) are different processes. Some things that are learned are specific to the domain or context • (subject matter or course) in which they were learned, whereas other things are more readily transferred to other domains. Individuals are likely to learn more when they learn with others than • when they learn alone. Meaningful learning is facilitated by articulating explanations, • whether to one’s self, peers, or teachers. 12
Conceptual Framework • What is a conceptual framework? – "a group of concepts that are broadly defined and systematically organized to provide a focus, a rationale, and a tool for the integration and interpretation of information.” • Why use a conceptual framework? – Roadmap – Common understanding 13
A Familiar Example 14
Conceptual Framework for Adult Education 15
Why is theory important? “There is nothing so practical as a good theory.” (Kurt Lewin, 1951) • A systematic way of understanding situations. • Provides a guide for studying problems, developing interventions, and evaluating success. • Effective practice depends on using theories and strategies that are appropriate to a situation. 16
Major Learning Theories Pedagogy Behaviorism Activate Knowledge: Cognitivism How familiar are you Constructivism with these terms? In what contexts? Andragogy Ø Teaching vs. Learning 17
Defining Terms Pedagogy: the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach broadly speaking Andragogy: the theory and practice of education of adults; it arose from the practice of pedagogy to address the specific needs of adult learners 18
Behaviorism Or, the Mind is a black box. Behaviorism assumes a learner is essentially passive, responding to environmental stimuli. • Learner starts off as a clean slate. • Behavior/learning is shaped through positive or negative reinforcement. • Use of repetition and reinforcement . • Assumes there is right and wrong. Ø Can be effective for some types of learning, but cannot account for all types of learning. 19
Discussion Questions: Are there examples of how behaviorism been practiced or used in your setting? In what ways has it been effective? Ineffective? 20
Cognitivism Wait…what’s in the black box? Cognitivism involves the examination of mental processes in response to input learners receive. What and how learners acquire, process, organize, store, and retrieve knowledge are core to cognitivist learning theories. 21
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Metacognition, Scaffolding & Social Learning • Metacognition is thinking about one’s thinking. • Instructional scaffolding is a process of systematically building on students’ experiences and knowledge as they are learning new skills. • Social Learning is learning through modeling. 23
Think-Pair-Share: What levels of Bloom’s Taxonomy are you trying to reach with particular trainings? What thought process did you go through to answer the above question? Did it differ from your partner? 24
Constructivist Learning Theories Tell me and I'll listen. Show me and I'll understand. Involve me and I'll learn. (Teton Lakota Indians) I hear, and I forget. I see, and I remember. I do, and I understand. (Confucius) See One, Do One, Teach One. (Medical Model) 25
Constructivism Greatest Hits Stepping outside the black box. • I mportant theorists include Piaget, Dewey & Kolb • Learning is an active process – this paved the for conceptualizations of problem-based learning . • Learning should be whole, authentic , and "real” • Teachers are facilitators, learning is student -centered • Education is a social process 26
Kolb’s Experiential Learning Cycle 27
Reflecting & sharing stories: Are there particular experiences that taught you a valuable lesson? How has it shaped the way you do things now? 28
Andragogy – Adult Education Self Directed – As a person matures, he/she moves from a dependent to a self-directing learner Experience Oriented – An adult has many experiences that could be useful in the learning process Connection to social roles – Readiness to learn is related to the developmental tasks of an adult’s social role Problem Centered – Since adults have a greater future orientation, rather than a focus on the immediate time, they can shift to problem- centered rather than subject-centered learning 29
Minute Paper: Take a minute to reflect, then write your answer to the following question: As an adult learner, which of these learning theories do you feel most connected to? Why? 30
Implications for the SE AETC • Review has highlighted the dearth of intentional “translation” of educational theories and practice to healthcare settings • Learning theories have implications for instructional design, delivery, evaluation, and quality improvement • Peabody work supports the development of multiple training tools and technical assistance processes that improves training 31
Next Steps 1. To create additional T&L modules , including: Learner Characteristics • Instructional Methods • Application to Healthcare and HIV/AIDS settings • 2. To further develop and implement the teaching consultation model . 3. To continue to offer technical assistance and support for evaluation of training and AETC programs . 32
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