Here is an instructional technique I had not considered until seeing this digital project. Even though we use it in the PIPD I didn’t think it could be used as a part of my program, until now.
I see journal writing in reference to my program as a great tool for developing problem solving, critical thinking and reflection skills. It would have to be apart of the curriculum and structured in a way that was focussed on explicit topics such as conflict resolution or professional practice. It would encourage my students to develop perspective and mature their process of thinking. I’m only saying that since most of my students are in their early 20’s! Those who are older and have more life experience can learn a lot from this as well, I know I did when I started doing them for this course. The journals created depth to my way of thinking and changed much of my perspectives when challenged with the subjects that were presented.
Here is a student engagement technique of poster sessions. I like this strategy because it engages students on many levels for learning and creates an environment for group work and allows creativity to design and present their work.
In my course it could be done with injection sites, students can illustrate the oral cavity and show nerve innervations, landmarks, anatomy and physiology to how it corresponds with local anesthetic. It lets them be creative with drawing and layout of the poster and the presentation aspect. Working in groups will let the students decide who will do what task but still working together on one project. One student may be delegated to do the presentation while another who is better at drawing will do the illustration.
Different groups can be assigned different injection sites which will be presented to the class when the posters are completed!
I think this would be a great S.E.T in my course!
In the process of researching my discussion forum topic about visible learning I came across a strategy of micro lectures.
I love the idea and concept of mini lessons followed by active learning. Students learn more when the lesson is interactive, engaging and is designed well. It does take more work for the instructor to design a good micro lecture but it allows the students to interact and retain the content effectively. An evaluation done at the end of the goal is where the visible learning takes place. It can be measured by a test or skill to be demonstrated where both the student and teacher can see if the learning objective was obtained.
I will be investigating other forms of visible learning when my discussion forum begins.
I found this link from Alisha’s blog about project based learning. I see this as a benefit in my program due to the concept of students actively exploring real world problems and situations which require them to develop deeper knowledge and challenges them to investigate.
My program is very interactive with students in clinic situations, not only teach them skills but replicate an environment where they are challenged to anticipate and problem solve from real world scenarios. Project based learning would provide a framework for students to focus on taking responsibility for their learning and developing critical thinking skills. It would expand and enhance knowledge learned.
I’ve been working on my discussion forum topic about visible learning for the past while and feel like I’m running in circles. I have a TON of data and made notes from research that just seems like words on paper and doesn’t mean much. I just had a AHH HAA moment….
During this recent discussion forum about questioning techniques I realised it tied into visible learning which I’ve been sort of struggling to understand. I GET IT NOW!
Questions applied to students can be presented in such a way where it is a form of visible learning. It is essentially teachers seeing the learning through the eyes of the students and the students seeing teaching as the key to their lifelong learning.
There are MANY forms of visible learning techniques and while I was researching I wasn’t clear on what the data was presenting. But with the understanding of proper questioning it presents the students an opportunity to verbally express the answer, they can write it or even artistically show what they know in a diagram or what ever their learning style is. It helps to organize and process their thoughts to actively learn the content. This provides teachers to visually see what the students are learning.
I just hope I’m correct I’m my thinking that there is a connection between these two things. If not then its back to the drawing board!
I’ve been doing so much reading and research about instructional strategies these past few weeks, really learning allot during our discussion forums too but I had a thought….what would work best for me in the classroom??
What I mean by that is from all that I’ve read from this particular course so far makes me wonder what technique or strategy would suite me best with my personality in my classroom? At this point I don’t have allot of opportunity to practice or experiment due to my being in clinic most of my time, so I’m eager to learn and try some of these things out, but which should be the first and the best?
I see what the other instructors do and they defiantly have their favorite techniques and are very successful with them. What they do also fits their teaching style and personality. Its a process of trial and error which I understand. My learning curve is still very deep and wide to experience what I need so I can benefit my students with the information I’m eager to teach them.
I almost wish that I was thrown into a full time teaching position so I can really get my feet wet, but that scares the living crap out of me at the moment!! One step at a time.
Reading other blogs I came across this great article about teaching with mistakes. I relate this to the discussion forum we are currently in regarding praise and feedback how it affects our students when we react to mistakes.
When I’m teaching clinic days the students are always in a scenario situation which gives them the opportunity to practice, assess, get and give feedback. I know when mistakes are made and I see that, I always try to get them to identify it and resolve it on their own. Much learning can be done this way because this is what works for me. It gives a deeper understanding of the practice involved and enforces critical thinking skills. They are usually working in pairs so one mistake can be learned and resolved by two people.
It really is about finding value in the error and making it work for you rather than against you.
I really like this instructional strategy of doing a minute paper.
As a new instructor I feel like I flounder in the classroom and often wonder afterwards how I did! This I think would help a lot and prevent me from being too self critical about everything I didn’t do and focus on what went well and what I can improve on.
I recently instructed a class with much complicated information in instrument identification, the students were overwhelmed and confused. I think this would have helped me narrow down what was so difficult for them to understand so it can be rectified. We ended up doing another class with hands on identification and more information on the purpose of each item to help clarify.
Our most recent discussion forum has brought to light some great insight! The difference between praise and feedback and how it can be used in my classroom as a teaching strategy. Its something I never really gave much thought to until now. In my class/clinic I always give positive constructive feedback and praise where its earned.
What deserves earning praise? Students who set an example of capability that is explained and demonstrated, or show a willingness to do both. Praise can be used as a tool for providing confidence to the students who need it, but I think there is a balance to using both. As instructors we need to assess our students who would benefit the most from either.
I have to share this video, it was posted on the forum and even though it was showing primary school children it captures what it means and how to teach giving feedback.