ecg

1. Planning for Teaching
Mulugeta F. (BSc, MSc, Assistant Professor)
6/4/2023 Midwifery Education 1

2. Outline
Purpose of a teaching session
Selecting the subject matter (content) of a teaching
session
Selecting appropriate teaching strategies
Designing effective questions
Drafting a teaching plan
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3. Introduction
• Characterized by an acceptance of responsibility for
facilitating other people’s learning by means of planned
and purposeful educational interventions.
• A wide range of teaching contexts: the delivery of
lectures in a university through to one-to-one teaching
sessions
• Many teaching encounters in clinical and community
settings are opportunistic
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4. Factors to be taken into account in
planning a teaching session
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5. Nature of the
teaching
encounter
•Type of learner, i.e. student,
qualified practitioner,
patient/client
•Programme-related or non-
programme-related teaching
•One-to-one, small-group or
lecture
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6. Details of the
programme
•Title
•Level/year
•Full-time or part-time
attendance
•Course aims and learning
outcomes
•Indicative content
•Assessment methods
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7. Details of
students
•Number of students
•Full-time/part-time
•Relevant prior knowledge
and experience
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8. Organization
al factors
•Length of teaching session
•Type of venue, e.g. lecture
hall, classroom, laboratory,
workplace, etc.
•Availability of teaching
resources, e.g. whiteboard,
overhead projector,
computers, etc.
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9. Psychological
factors
•Appropriate sequencing of
subject matter
•Student motivation
•Individual differences in
student ability
•Individual differences in
race, gender, age, etc.
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10. Defining the
purpose of a
teaching
session
• Broad, strategic statements of
intent
• No details of the ‘knowledge and
skills’ are given in the aim
• Eg. ‘Enable them to deliver high-
quality care’.
General Aims
• Specific statements about what
the students should have achieved
by the end of a module or unit
• what a student should know,
understand and be able to do
following a period of learning.
• Eg. ‘Defines the terms transient,
acute and chronic pain’
Learning outcomes
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11. Learning
outcomes Vs
Assessment
• Are inextricably linked
• Assessment normally requires
the student to demonstrate
achievement of the learning
outcomes
• Learning outcome should be
specific, measurable,
achievable, realistic and timed
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12. Selecting the
subject
matter(content)
of a teaching
session
Concept Mapping
• When planning teaching
sessions, one of the most
difficult decisions confronting
the teacher is deciding what
must go in, what should go in,
and what could go in;
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13. Selecting
appropriate
teaching
strategies
• The strategies must be compatible
with the aims of the session
• If the intention of a session is
to encourage discussion or
debate about issues, student-
centred activities should
predominate;
• for skills teaching, demonstration
followed by student practice is
an appropriate strategy.
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14. Selecting
appropriate
teaching
strategies…..
• For memorization of rote facts
with little understanding &
retention
Superficial approach to learning
• An active search for meaning in
order to understand and apply
what they learned
• Students construct their own
knowledge
• Involves reflection by students
own words
• Helps to retain long-term memory
Deep approach to Learning
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15. Selecting
appropriate
teaching
strategies….
• Begins with a definition and then
gives instances (examples).
Deductive teaching of concepts
• begins with instances (examples)
and then arrives at a definition.
Inductive teaching of concepts
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16. Designing
effective
questions
• Questioning forms part of the
canon of teaching, and it is
useful to distinguish between
two major types of questions:
• Educational questions
• Management questions.
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17. Designing
effective
questions….
Purposes of educational
questioning
• Social purposes
• Motivational purposes
• Cognitive purposes
• Assessment purposes
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18. Bloom’s
taxonomy
classification
of questions
Knowledge
• Questions aimed at this level will ask
students to recall a definition or
term, state a fact, or identify certain
things.
Comprehension
• Asking questions that require students to
restate meanings in their own words
Application
• Requires students to apply rules,
methods and principles to specific
situations
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19. Bloom’s
taxonomy
classification
of questions
Analysis
• Requires questions to be phrased in such a
way as to make the student break down
concepts or situations into their component
parts
Synthesis
• asks the student to do the opposite
Evaluation
• Requires students to apply rules,
methods and principles to specific
situations
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21. Drafting a
teaching plan
• Title of session, date, venue,
time and duration;
• Details and number of learners;
• Aims and learning outcomes;
• Teaching resources required;
• Layout of venue;
• Sequence and process of
session;
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22. Drafting a
teaching
plan….
• Sequencing of subject-matter
content
 Teaching should proceed from
the simple to the complex;
 Teaching should proceed from
the known to the unknown
 Teaching should proceed from
the concrete to the abstract
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23. Summary
• Midwifery incorporates a wide range of teaching contexts,
ranging from the delivery of lectures in a university
through to one-to one teaching sessions with individual
students, practitioners, patients and clients.
• Learning outcomes and assessment of learning are
inseparably linked
• Concept mapping provides a way of prioritizing concepts
in a concrete, visual way.
• There are two main ways of teaching concepts:
deductively and inductively.
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24. Teaching Strategies
• Interactive lecture
• Brainstorming
• Discussion
• Case study
• Guest speaker
• Game
• Study trip
• Role play
• Demonstration
• Guided practice
• Clinical simulation
• Coaching
• Individual or group
tutorial
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25. Lecture
Method
• The most common teaching
strategy in adult education
• A particular type of educational
encounter in which a teacher
transmits information to a
number of students, with the
teacher doing most of the
talking and the students mainly
listening or writing.
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26. Lecture
Method
 Uses and shortcoming
• Purposes: effective as other
methods for conveying information,
but less effective for the promotion
of thinking skills and the changing
of attitudes.
• Compulsory attendance:
Absenteeism result in do less well in
examinations and tests.
• Time of day: Morning lectures seem
superior to afternoon lectures for the
recall of information,
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27. Lecture
Method
 Uses and shortcoming
• Length: Attention declines
considerably after approximately
20 minutes, with a reduction in the
amount of information assimilated
and noted.
• Recall: Recall on information
from lectures is relatively
inefficient, falling to something
around 20% recall after one week.
• Delivery: Speed of delivery is
closely related to the level of
difficulty of the material
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28. Demonstration
• A visualized explanation of
facts, concepts and procedures.
• When teaching a lesson that
incorporates a psychomotor
skill, the demonstration of
that skill by a teacher is an
essential strategy to ensure
student learning.
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29. Checklist for
giving a
demonstration
• Formulate the learning outcomes.
• Perform a skills analysis.
• Assess entry behaviours of
students, and determine
prerequisites.
• Formulate the teaching plan,
Before the demonstration
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30. Checklist for
giving a
demonstration
• State the learning outcomes to the
students.
• Motivate them by explaining why the
skill is important.
• Demonstrate the total skill at normal
speed.
• Write the sequence of part-skills on the
chalkboard or overhead projector, as a
checklist for the step-by-step
demonstration.
• Demonstrate each part-skill slowly, in the
correct sequence.
• Obtain feedback by questioning and
observation of non-verbal behaviour.
• Avoid the use of negative examples and
variations in technique.
During the demonstration
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31. Checklist for
giving a
demonstration
• Provide immediate supervised practice,
with adequate time allowance.
• Provide verbal, rather than physical,
guidance.
• Make the environment psychologically
safe by providing a friendly atmosphere
and constructive criticism.
• Remember that initial interest may wane,
so provide motivation and
encouragement.
• Remember that students will acquire the
skill at different rates, so individualize the
planning to cater for the fast and slow
learner.
During the demonstration
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32. Simulation
• A simulation is an imitation of
some facet of life, usually in a
simplified form.
• It aims to put students in a
position where they can
experience some aspect of real
life by becoming involved in
activities that are closely
related to it.
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33. Teaching in the Clinical setting
• Midwifery and Nursing practice is carried out in a range
of workplace settings, including hospital wards and
departments
• learning gained through experience is more meaningful
and relevant than that acquired in classrooms.
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34. Characteristics
of a workplace
environment
conducive to
learning
• Qualified staff should ensure that
students are treated with kindness
and understanding and should
try to show interest in them as
people.
• They should be approachable and
helpful to students, providing
support as necessary, and try to
foster the students’ self-esteem.
A humanistic approach to
student
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35. Characteristics
of a workplace
environment
conducive to
learning
• Qualified staff should work as a
team and strive to make the
student feel a part of that team.
• They should create a good
atmosphere by their relationships
within the team.
Team sprit
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36. Characteristics
of a workplace
environment
conducive to
learning
• Students should be given
responsibility and encouraged to
use initiative.
Management style
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37. Characteristics
of a workplace
environment
conducive to
learning
• Qualified staff should be
encouraged to act as supervisors,
mentors, preceptors, and assessors
as appropriate.
• Opportunities should be given for
students to ask questions, attend
medical staff rounds, observe new
procedures and have access to
patients’/clients’ records
Teaching and learning support
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38. Mentorship
vs.
Preceptorship
• a qualified and experienced
member of the practice-placement
staff
• a generic support system for
students.
Mentorship
• An experienced nurse or midwife
within a practice placement who
acts as a role model and resource
for a student who is attached to
him or her for a specific
timespan
• A specific teaching and learning
strategy
Preceptorship
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39. Teaching Strategies in clinical
setting
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40. Teaching on a
one-to-one
basis
• Both teacher and student are
more exposed to each other
and the encounter takes place
in the presence of other staff,
patients and visitors.
• Opportunistic. i.e. the kind of
spontaneous teaching that
occurs as part of everyday
professional practice, with
either students, qualified staff,
or patients and clients
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41. Case
conferences
• Should involve all members of
the midwifery team in
discussion and evaluation of
the care of a particular patient.
• Helps the student to feel part of
the team, as well as providing
the skills required in a public
presentation of ‘self ’.
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42. Clinical
rounds
• Students can gain a great deal
from accompanying a doctor or
midwife or nurse on a clinical
round..
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43. Reflective
practice diary • Brief written descriptions of
situations that can be used as
the basis for reflection later.
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44. Learning
contracts
• An effective tool for
developing student autonomy
in practice placements.
• Useful to meet with students
prior to the placement to
begin the initial contract
negotiation
• Specify what the student will
learn, how it will be
achieved and the timescale
and criteria for measuring its
success.
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45. Assessment of Learning
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46. Outline
Dimensions assessment
Cardinal criteria for assessment
Analysis of objective-test items
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47. Dimensions of
Assessment
• The use of tests to obtain data that are
then made available to the institution;
• the data are often subjected to
statistical analysis, and comparisons
are drawn between students.
Formal assessment
• Does not involve comparisons
with other students
• For the private use of a particular
teacher and forms an essential part
of the total assessment process.
Informal assessment
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48. Dimensions of
Assessment
• The use of numerical data in the
assessment of students
Quantitative assessment
• Concerned with the properties or
qualities that an individual
possesses.
• Effective relationships with a
patient
Qualitative assessment
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49. Dimensions of
Assessment
• Testing the student at specific times or
occasions during an educational
programme
Episodic assessment
• a method of evaluating progress
and learning is well established
• tests, projects and seminar
presentations.
Continuous assessment
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50. Dimensions of
Assessment
• Learner-centered.
• Ungraded.
• Known for providing ongoing
feedback to learners.
• A measurement method to assess
progress toward outcomes.
Formative assessment
• Achievement oriented.
• Focused on abilities,
accomplishment, competencies,
and outcomes.
• May occur at end of a course or
end of the program.
• Usually is graded.
Summative assessment
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51. Dimensions of
Assessment
• The score obtained by the student is
influenced by the performance of the
group to which he or she is compared.
• Cut-off points for pass and fail are
built into the assessment.
Norm-referenced assessment
• does not depend on any form of
comparison with others, only with
achievement in relation to a
specific criterion or standard
Criterion-referenced assessment
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52. Cardinal
criteria for
assessment
• The extent to which the test
measures what it is designed to
measure (the accuracy of measure)
• The relevance of a test to its
objective
Validity
• Used to indicate the consistency
with which a test measures what it
is designed to measure
• it should yield similar results when
used on two separate occasions
Reliability
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53. Cardinal
criteria for
assessment
• Discriminate between those
who answer correctly and
those who do not. The term
‘discriminate’ is used in the
sense of ‘distinguish between’
• Discrimination Index
Discrimination
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