Скачать презентацию Personal Experience of Facilitating Enquiry-Based Learning in a Скачать презентацию Personal Experience of Facilitating Enquiry-Based Learning in a

0a211ae7b912692b98b8414919d1cec2.ppt

  • Количество слайдов: 22

Personal Experience of Facilitating Enquiry-Based Learning in a New Programme 21 October 2009 CEEBL Personal Experience of Facilitating Enquiry-Based Learning in a New Programme 21 October 2009 CEEBL Postgraduate Symposium

(what I am going to talk about) • What is the new Manchester Dental (what I am going to talk about) • What is the new Manchester Dental Programme • Structure of the EBL sessions • My role • Problems 21 October 2009 CEEBL Postgraduate Symposium 2

TMDP • The Manchester Dental Programme • Bachelor of Dental Surgery • Enquiry based TMDP • The Manchester Dental Programme • Bachelor of Dental Surgery • Enquiry based learning approach spans its 5 year duration • Basic scientific and clinical knowledge and skills taught in parallel – EBL sessions 21 October 2009 CEEBL Postgraduate Symposium 3

Structure of 1 st year EBL • 4 sessions (no longer than 55 minutes) Structure of 1 st year EBL • 4 sessions (no longer than 55 minutes) • Session 1 -3 – Discussion of the problem (case) – Formative assessment – 15 minutes feedback in session 3 • Session 4 – Task oriented – Tests analytical skills & application of knowledge – Summative assessment 21 October 2009 CEEBL Postgraduate Symposium 4

1 st Session • Define roles – Chair person – Scribe • • Read 1 st Session • Define roles – Chair person – Scribe • • Read problem Identify unfamiliar terms and cues Thought showers Learning objectives (LOs) 21 October 2009 CEEBL Postgraduate Symposium 5

Example James wanted to go to a shop to buy a quick meal. Nearby Example James wanted to go to a shop to buy a quick meal. Nearby was a Tesco shop and a local shop selling fresh homemade food. James was a diabetic and only had three pounds to spend, but he wanted to buy a healthy meal. 21 October 2009 CEEBL Postgraduate Symposium 6

Learning objectives • Constituents of a healthy diet • Dietary requirements for a diabetic Learning objectives • Constituents of a healthy diet • Dietary requirements for a diabetic • Barriers to consumption of a healthy diet 21 October 2009 CEEBL Postgraduate Symposium 7

2 nd and 3 rd session • Discuss agreed learning objectives – No notes 2 nd and 3 rd session • Discuss agreed learning objectives – No notes allowed – Diagrams encouraged – ‘revision’ of learning objectives • Dynamics: – Usually more lively – More confidence • Knowledge: – Starts superficial – Deeper understanding 21 October 2009 CEEBL Postgraduate Symposium 8

3 rd Session/ feedback • 15 minutes feedback – Group dynamics – knowledge 21 3 rd Session/ feedback • 15 minutes feedback – Group dynamics – knowledge 21 October 2009 CEEBL Postgraduate Symposium 9

4 th session • Assessed task to test analytical skills and application of knowledge 4 th session • Assessed task to test analytical skills and application of knowledge – Drip feed – Finding and explaining mistakes – Quizzes – Journal clubs 21 October 2009 CEEBL Postgraduate Symposium 10

My role • Facilitate discussions – Make sure students reach LOs – Assist chairperson My role • Facilitate discussions – Make sure students reach LOs – Assist chairperson with group dynamics – Sit quietly, observe and listen – Nod, smile, frown – Eye contact – Occasional prompting • Moderate feedback 21 October 2009 CEEBL Postgraduate Symposium 11

Problems: the ‘quiet’ person • Why quiet? – Not prepared – Quiet personality – Problems: the ‘quiet’ person • Why quiet? – Not prepared – Quiet personality – Needs time to think critically • Why is it a problem? – – Difficult to assess Other members don’t benefit from experience Doesn’t benefit from discussion Dentist needs to communicate with dental team 21 October 2009 CEEBL Postgraduate Symposium 12

Problems: the ‘quiet’ person • How to overcome: – Make eye contact – Ask Problems: the ‘quiet’ person • How to overcome: – Make eye contact – Ask them to chair – Don’t allow them to scribe – Give them an important part of the task – Change seating arrangements – Mention in formative assessment – Talk to after class 21 October 2009 CEEBL Postgraduate Symposium 13

Problems: disruptive person • Why is it a problem: – Other members aren’t allowed Problems: disruptive person • Why is it a problem: – Other members aren’t allowed to contribute – Doesn’t benefit from discussion – Prevent discussion from progressing • How to overcome: – Don’t make eye contact – Ask to scribe – Change seating arrangement – Let group take care of it 21 October 2009 CEEBL Postgraduate Symposium 14

Problems: Silence • Let it happen 21 October 2009 CEEBL Postgraduate Symposium 15 Problems: Silence • Let it happen 21 October 2009 CEEBL Postgraduate Symposium 15

Problems: Asking direct questions • What do people think? • Reply with open-ended question Problems: Asking direct questions • What do people think? • Reply with open-ended question 21 October 2009 CEEBL Postgraduate Symposium 16

21 October 2009 CEEBL Postgraduate Symposium 17 21 October 2009 CEEBL Postgraduate Symposium 17

21 October 2009 CEEBL Postgraduate Symposium 18 21 October 2009 CEEBL Postgraduate Symposium 18

21 October 2009 CEEBL Postgraduate Symposium 19 21 October 2009 CEEBL Postgraduate Symposium 19

Thank you 21 October 2009 CEEBL Postgraduate Symposium 20 Thank you 21 October 2009 CEEBL Postgraduate Symposium 20

Personal experience with EBL • • Masters Degree – taught by EBL Reading books/papers Personal experience with EBL • • Masters Degree – taught by EBL Reading books/papers Trained in facilitating EBL sessions Facilitate EBL sessions for 1 st year undergraduates • Facilitate EBL sessions for 4 th year undergraduates • 3 rd year Orthodontic module • Trained in moderating focus groups (Nat. Cen) 21 October 2009 CEEBL Postgraduate Symposium 21

1 st session • Dynamics – – – Chair responsible for managing session Scribe_ 1 st session • Dynamics – – – Chair responsible for managing session Scribe_ writing Silence Confusion Previous experience Short cuts • Knowledge – Low levels of knowledge – Previous experience – (Prepared) 21 October 2009 CEEBL Postgraduate Symposium 22