Focus on Education Workshop

Because We’re ALL Educators!

Wednesday May 6, 2015

Basic Principles of Teaching and Learning

Joseph G. Sorbello, MSEd, RT, RRT Associate Professor and Chair Department of Respiratory Therapy Education College of Health Professions SUNY Upstate Medical University Syracuse, N.Y.

Conflict of Interest

I have no real or perceived conflict of interest that relates to any of the presentations in today’s workshop. Any use of brand names or programs that are trademarked, registered or protected by copyright are not in any way meant to be an endorsement of a specific product or program but to merely illustrate a point of emphasis.

Objectives

List seven theory and research-based principles of learning.

Illustrate examples of those principles of learning in your own environment.

State seven principles of effective teaching.

Create examples of effective teaching in your own environment.

Explain the meaning and application of Bloom’s Taxonomy.

Discuss the various forms of evaluation and feedback.

List the characteristics of an effective teacher.

AARC Bylaws ARTICLE II - OBJECT SECTION 1. PURPOSE The Association is formed to: a .

Encourage, develop, and provide educational programs for those persons interested in respiratory therapy and diagnostics, hereinafter referred to as Respiratory Care.

AARC Bylaws ARTICLE II - OBJECT SECTION 1. PURPOSE The Association is formed to: b. Advance the science, technology, ethics, and art of respiratory care through

institutes, meetings, lectures, publications

, and other materials.

AARC Bylaws ARTICLE II - OBJECT SECTION 1. PURPOSE The Association is formed to:

c. Facilitate cooperation and understanding among respiratory care personnel and the medical profession, allied health professions, hospitals, service companies, industry, governmental organizations, and other agencies interested in respiratory care.

AARC Bylaws ARTICLE II - OBJECT SECTION 1. PURPOSE The Association is formed to:

d.

Provide education of the general

public in pulmonary health promotion and disease prevention.

“There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” — Edward de Bono

All teachers should know about them and use them to construct lessons, classes, presentations and programs. Cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain has a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels. The ones discussed here are usually attributed to their primary author, even though the actual development may have had many authors in its formal, complete citation.

Bloom’s Taxonomy: Objectives

Creating

: can the student Given the proper resources, create a new aerosol therapy protocol in create new product or point of the next 30 working days.

view?

Evaluating

: can the student justify a stand or decision?

Given the guidelines for COPD Medicare reimbursement, argue for and against the department’s current COPD education program.

Analyzing

: can the student distinguish between the different parts?

Given the data, compare and contrast our hospital’s asthma and COPD re-admission rates from 2010 to the present with other area hospitals.

Applying

: can the student use the information in a new way?

Given the department’s procedure manual, demonstrate various ways to utilize the given options with the 2 newest department ventilators

Understanding

: can the student explain ideas or concepts?

Given last year’s DNV report, explain how we can implement the suggested changes as proscribed by the

Remembering

: can the student recall or remember the Given the latest evidence-based literature, list the indications for the information?

forms of bronchial hygiene we employ in our hospital.

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom) and Krathwohl’s, updated the taxonomy to reflect relevance to 21st century work.

Bloom’s Taxonomy Action Verbs

Creating

: can the student create new product or point of Assemble, construct, create, design, develop, formulate, write view?

Evaluating

: can the student justify a stand or decision?

Appraise, argue, defend, judge, select, support, value, evaluate

Analyzing

: can the student distinguish between the different parts?

Compare, contrast, criticize, appraise, differentiate, discriminate, distinguish examine, experiment, question, test

Applying

: can the student use the information in a new way?

Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Understanding

: can the student explain ideas or concepts?

Describe, classify, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Remembering

: can the student recall or remember the Define, duplicate, list, memorize, recall, repeat, reproduce, state information?

Some very useful sites: Kathy Shrock's "Google Tools to Support Bloom's Revised Taxomy" Bloom's Digital Taxonomy by Andrew Churches . This is a greally great site about how to use many different tools to enable or enhance the process of teaching students at the various levels of Bloom.

A Model of Learning Objectives.

This kind of a neat site created by Rex Heer at ISU that presents a "rolloverable" 3d represententaion of the new 4 X 6 Taxonomy. "Rollovers" pop up simple examples of Learning Objectives. The taxonomy is also explained and links provided for even more useful resources

The Affective or Feeling Domain:

Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions. Again, the taxonomy is arranged from simpler feelings to those that are more complex.

1. Receiving This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.

feel sense capture experience pursue attend perceive

2. Responding This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.

conform allow cooperate contribute enjoy satisfy 3. Valuing This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.

believe seek justify respect search persuade

4. Organization This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.

examine clarify systematize create integrate 5. Characterization – the Internalization of values This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.

internalize review conclude resolve judge

Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.

Reflex movements

Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion of the spine as intersegmental reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either present at birth or emerging through maturation.

Fundamental movements

Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often components for more complex actions.

Perceptual abilities

Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.

Physical abilities

Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.

Skilled movements

Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.

Terminology

“Students” or “student” referred to in today’s workshop will be anyone you teach including staff, peers, superiors, the public, etc.

1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to influence our course design and teaching We teach students content, motor skills and behaviors Student characteristics affect learning, e.g. cultural and generational backgrounds influence perception Different backgrounds lead students to approach problems in different ways Students’ prior knowledge (both accurate and inaccurate aspects) shapes new learning

1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to influence our course design and teaching We cannot adequately measure all of these characteristics, gathering the most relevant information as early as possible in course/presentation planning and continuing to do so (if possible) can: 1. inform/influence course design (objectives, pacing, examples format 2. help explain student difficulties (identification of common misconceptions) 3. guide instructional adaptations (recognition of the need for additional practice

2. Effective teaching involves aligning the 3 major components of instruction: learning objectives, assessments, and instructional activities.

a. We, as faculty/instructors articulate a clear set of learning objectives to set expectations for the students then base instruction and evaluation on those objectives b. The instructional activities (case studies, labs, simulations, discussions, readings) support these learning objectives by providing goal-oriented practice c. The assessments (e.g. tests, papers, problem sets, performances) provide opportunities for students demonstrate and practice the knowledge & skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning

3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

Amazing variation in what is expected of students across the U.S., other countries and within a given discipline. What constitutes evidence? What is permissible collaboration in one course may be considered cheating in another. So, students’ expectations may now match ours.

We must be clear and concise in our expectations.

Communicating them explicitly helps students learn more and perform better…..well, at least theoretically!!

3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

Articulating our learning objectives gives students a clear target to aim for and enables them to monitor their progress along the way.

Being explicit about policies in the course syllabus or education activity/program allows us to resolve differences early and tends to reduce conflicts/tensions Altogether, being explicit leads to a more productive learning environment for all students

4. Effective teaching involves prioritizing the knowledge, skills and behaviors upon which we choose to focus.

Coverage is the enemy! Don’t try to do too much in a single course or presentation Too many topics work against student learning…..so, we must decide what to cover and what not to cover.

This includes a) recognizing the course/presentation parameters (e.g. class size, students’ backgrounds and experiences, course/presentation position in the curriculum sequence, number of course units, etc.), b) setting our priorities for student learning, and c) determining a set of objectives that can be reasonable accomplished.

5. Effective teaching involves recognizing and overcoming our expert blind spots We are not students! As experts we tend to access and apply knowledge automatically and unconsciously (e.g. make connections, draw on relevant bodies of knowledge, and choose appropriate strategies) so, we are “expert learners”.

Result: we often skip critical or combine critical steps when teaching and ASSUME.

Students are often “novice learners”: they often lack sufficient background and experience to make the same leaps.

They become confused, draw incorect conclusions, or fail to develop important skills.

They need instructors to break tasks/knowledge/behaviors into component chunks, explain connections explicitly, and model processes in detail.

6. Effective teaching involves adopting appropriate teaching roles to support our learning goals.

Yes, students are responsible for their own learning, but we must be the students’ guide in developing their thinking, performance, behavior, etc.

Roles we take on: synthesizer, moderator, challenger, commentator, etc. should be chosen in service of the learning objectives and in support of learning activities.

Example: If the objective is to help students learn to defend their positions or creative choices, our role might be to challenge them to explain their decisions and consider alternative perspectives. These roles may vary according to need and context depending upon the objectives.

7. Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate.

Something isn’t working, we want to try something new, the student population has changed, or there are emerging issues in our profession. Avoid INSANITY!

Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness: student work, previous semesters’ course evaluations, dynamics of class participation or seek out other feedback: interpreting early course evaluations, conducting focus groups, designing pre- and post-tests You MUST be open to and create the changes! It may even be fun and challenging since you’re looking at CREATING.

Has good grasp of material being presented, experienced Uses language appropriate for students Creates an environment conducive to learning Encourages questions during & after presentation Answers questions with tact, encouragement and positive reinforcement Objectives were achieved

Shows genuine concern for students Establishes good rapport with students Speaks clearly and loud enough to be heard in the back of the room Thoughts are communicated in a logical, effective manner Appropriately dressed Willing to think outside the box

Excellent communicator Proactive rather than reactive Strives for excellence themselves and encourages it in others Challenges the students Understands the content/skills/behaviors that they teach and knows how to explain that content in a manner that their students understand

Prepared Organized Continuous learner Adaptable and flexible Evolves Networks Inspires Compassionate Respected and trusted Makes learning fun Goes above and beyond Loves what he/she does

Experienced Enthusiastic Good facilitator/guide Goal-oriented A good role model Collegial Imaginative/Creative Patient Firm but fair Good sense of humor

Sorbello’s 4 stages of learning: 1. Unconscious incompetence: You don’t know what you don’t know 2. Conscious incompetence: You discover what you don’t know 3. Conscious competence: You discover and learn some things 4. Unconscious competence: You know a lot and know so much that you don’t realize or immediately remember how much you do know.

1. Students’ prior knowledge can help or hinder learning.

Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life.

As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning.

2. How students organize knowledge influences how they learn and apply what they know.

Students naturally make connections between pieces of knowledge. When those connections form knowledge structures that are accurately and meaningfully organized, students are better able to retrieve and apply their knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately.

3. Students’ motivation determines, directs, and sustains what they do to learn.

As students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of the learning behaviors in which they engage. When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors, it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively.

5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning Learning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspect(s) of students’ performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.

Learners may engage in a variety of metacognitive processes of one's own learning or thinking processes) (awareness or analysis to monitor and control their learning—assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working.

Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners Next: higher order thinking, critical thinking……….

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors, it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively.