LEARNING OBJECTIVES
By the end of the course participants will have:
• Discussed principles of effective learning
• Identified the role of feedback in developing learners
• Understood the role of questioning in stimulating learning
• Planned and delivered a 5-minute teaching session
• Provided constructive feedback for colleagues
• Discussed ways to plan and structure workplace learning
APPROACHES USED
• DISCURSIVE – information sharing
• EXPERIMENTAL – exploring new teaching strategies
• EXPERIENTIAL – peer group learning
CLINICAL TEACHING SKILLS
COMPETENCE
CO
NS
CIO
US
NE
SS
Conscious competence
(C/C)Conscious incompetence
(C/IC)
Unconscious incompetence
(UC/IC)
Unconscious competence
(UC/C)
THE LEARNING ENVIRONMENT
Cast your mind back to a time when you were a learner:
• Think of a good learning experience and identify the factors that made it good
• Think of a bad learning experience and identify the factors that made it bad
PRINCIPLES OF ADULT LEARNING
• Learning depends on motivation
• Capacity to learn
• Experiences must be meaningful
• Active involvement
• Outcome driven
• Feedback
• Regular review
IMPLICATIONS FOR TEACHERS
• Always start with a learning needs analysis so that you can assess the level of your
learners
• Consider the relevance to them of the subject
• This can save time so that you tailor what you say to their needs
• It also establishes a dialogue – the first step in engagement
YERKES–DODSON LAW
Arousal
Performance
High anxiety interfereswith performance
Optimal performance
Asleep
Comfort zone/collusion
Challenge
CLINICAL TEACHING SKILLS
COMPETENCE
CO
NS
CIO
US
NE
SS
C/CC/IC
UC/IC UC/C
1. What do you think you did well?
2. I think you did well at…4. I think you could improve…
3. What could you improve?
FEEDBACK
‘Giving feedback is not just to provide a judgement or evaluation. It is to provide
[develop] insight. Without insight into their own limitations, trainees cannot process
or resolve difficulties’
King (1999)
SUMMARY
• Principles of learning – always start with learning needs
• Learning is about developing competence and awareness
• Degree of challenge and security
• Developing people requires good relationships and mutual trust
• Feedback is essential and needs to focus on behaviour not personality traits
In groups of 3, adopt the following roles in turn:
• teacher
• learner
• feedback giver
For each 15-minute slot, the teacher takes 5 minutes to teach a small topic, then receives
feedback for 10 minutes from the learner and feedback person
MICROTEACHING
DEFINITIONS
AIM: general idea of where you want to go
OBJECTIVE: what trainer wants learner to do/think/know
= TEACHING OBJECTIVE
OUTCOME: statement of what learner will achieve in terms of observable behaviour
= LEARNING OUTCOME
LEARNING OUTCOMES
By the end of today you will be able to write at least one learning outcome for
your session:
S – ‘at least one’
M – has it been written?
A – only ‘one’
R – related to day and task ahead
T – ‘by the end of today’
LEARNING OUTCOMES
Write List Show Revise Describe Specify Identify Analyse Assess Demonstrate Use Critique Explain Perform Apply Create Discuss Predict Make Design Compute Rate Utilise Plan Select Label Prepare Compare
DEVELOPING LEARNING OUTCOMES
• Why do we need them?
– to motivate
– expectations
– plan learning
• What are they?
– observable statements of action
• How do we write them?
– SMART
DISCUSSIONS
Convergent Divergent
Knowledge Process
Learning ideas Exploring feelings
Revision Reflection
Accepting views Clarifying views
Apply knowledge Develop coherence
DISCUSSION – PROBLEMS
• Conflict
• Apathy
• Group think
• Unwillingness to speak
• Dialogues
• Monologues
• Group dynamics
TEACHING SMALL GROUPS
• Bridges theory–practice gap
• Great for judgement and professionalism
• 10 times more likely to change
TEACHING THROUGH QUESTIONS
Learningneeds
analysis
Guess what I’m thinking
Statementdisguised
as a question
Awareness-raising
questions
Catalyticquestions
Humiliatingquestions
Counsellingquestions
Mainly for the teacher Mainly for the learner
QUESTIONS BASED ON BLOOM’S TAXONOMY
Category Description Question words
Evaluation Judgement, making value decisions Judge, appraise, assess, evaluate
Synthesis Combining ideas, forming a whole Compose, construct, predict
Analysis Subdividing into component parts Compare, contrast, examine, analyse
Application Use in a new situation Demonstrate, interpret, use
Comprehension Establishing meaning, interpreting Describe, discuss, explain
Knowledge Recalling information Who, what, when, define, list
ACTION–REFLECTION CYCLE
Action Action
Reflection
Observation
What
Analysis – applying theory, concepts, models
Why
Collecting new information
When, where, who
Planning
How
Hope & Timmel (1984)
STRUCTURING LEARNING
In your groups of 3, compile a list of the elements of teaching you found to be useful
from the microteaching
• What helped get the sessions started?
• What helped the learning?
• What enabled the sessions to close effectively?
LEARNING FRAMEWORK
In light of the work you have done today, consider what your view of a learning framework
or a learning cycle would be
What would you say were the important steps or ingredients to ensure you had in any
effective learning episode?