5 HIGH IMPACT TEACHING PRACTICES Presentation by: L.

5 HIGH IMPACT TEACHING PRACTICES Presentation by: L.

5 HIGH IMPACT TEACHING PRACTICES Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences University of Louisville Health Sciences Campus February 8, 2018 5 High Impact Teaching Practices Neither I nor members of my family have financial and/or commercial interest to disclose relating to the content of this

presentation. 5 High Impact Teaching Practices Your Situation at UofL HSC: 2 Questions All of you want to be good medical educators. Ultimate Goal: Help your students Learn well Complete their health professions training Become competent health care providers and leaders within the profession 1. Your Professional Responsibility: How can I support these goals, in my own courses? 2. A Personal Question: Your Life as a Teacher What also makes [or would make] teaching your courses fulfilling for you?

5 High Impact Teaching Practices Your Situation Questions now: What can you do, in your own courses, to: a. Help your students learn well? b. Play your role in helping your health professions school fulfill its obligations? c. Teach in a way that will be fulfilling to you (as well as to your 5 High Impact Teaching Practices Two Basic Perspectives: 1. Paradigm Shift: From Teaching to Learning

2. Continuous Improvement 5 High Impact Teaching Practices Basic Argument: If we want BIG IMPROVEMENTS in STUDENT LEARNING, We must make BIG IMPROVEMENTS in OUR 5 High Impact Teaching Practices Getting Better Over Time A Quality of

Teachin g When You Began Teaching B NO W Near Future 5 High Impact Teaching Practices GOOD NEWS: LOTS OF BOOKS WITH

POWERFUL IDEAS ON TEACHING & LEARNING 5 High Impact Teaching Practices New Ideas, Best Practices in Teaching (Hi. Educ.): How students learn Learning-centered teaching Designing learning experiences Identifying what students might learn Using active learning Using small groups Assessing student learning Motivating and enabling students to learn Using powerful teaching strategies Teaching large classes

Using instructional technology Evaluating teaching 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Learning-Centered Course Design 2. Team-Based Learning 3. Help Students Become SelfDirecting Learners 4. Engage Students in Service Learning 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Learning-Centered Course Design

5 High Impact Teaching Practices Learning-Centered Course Design 5 High Impact Teaching Practices Taxonomy of Significant Learning 5 High Impact Teaching Practices Taxonomy of Significant Learning Learning HOW to Learn Becoming a better

student Inquiring about a subject Self-directing learners Foundational Knowledge Understanding and remembering: Information Ideas Application Skills Caring Thinking: Critical, Developing

Creative, & new Practical Feelings Managing Interests projects Integration Values Human Connecting: Ideas Dimensions Learning about: Bodies of Oneself Knowledge Realms of life Others

5 High Impact Teaching Practices In a course with significant learning, students will: 1.Understand and remember the key concepts, terms, relationship, etc. 2. Know how to 3. Be able to subjects. use the content. relate this subject to other 4. Understand the personal and social implications of knowing about this subject.

5.Value this subject and further learning about it. 6. Know how to keep on learning about this subject, after the course is over. 5 High Impact Teaching Practices Current LCME Curricular Content (Std. 7) Finks Taxonomy: Content: Foundational Knowledge Application Integration Human Dimension: A. Learning About One-Self Human Dimension: B. Interacting with Others

Caring, Valuing Learning How to Learn LCME Curric. 5 High Impact Teaching Practices Current LCME Curricular Content (Std. 7) Finks Taxonomy: Content: Foundational Knowledge LCME Curric. Biomedical, Beh., & Soc. Sci.

Application Diagnosis & Treatment Critical Judgment, Prob.-Solv. Skills Communication Skills Integration Soc. Problems with Medic. Conseq. Human Dimension: A. Learning About ONE-SELF Personal Biases Human Dimension: B. Interacting with OTHERS

Cultural Competency Health Care Disparities Interpersonal Collaboration Skills Caring, Valuing Medical Ethics Learning How to Learn Scientific Methods, Research 5 High Impact Teaching Practices Current ACGME Core Competencies Finks Taxonomy:

Competencies: Foundational Knowledge Application Integration Human Dimension: Interacting with Others Human Dimension: Learning about One-Self Learning How to Learn Caring, Values ACGME 5 High Impact Teaching Practices

Current ACGME Core Competencies Finks Taxonomy: Competencies: Foundational Knowledge 1. Medical Knowledge Application 2. Patient Care Integration 3. Systems Based Practice

Human Dimension: Interacting with OTHERS 4. Interpersonal and Communication Skills Human Dimension: Learning about ONE-SELF 5. Practice-Based Learning & Improvement Constant self-evaluation Learning How to Learn Caring, Values ACGME

Life-long learning 6. Professionalism 5 High Impact Teaching Practices Curricular Learning Objectives for Medical School: 1. Foundational Knowledge Medical Knowledge Understand fundamental bio-medical concepts, terms, processes, and system interactions Understand determinants of health Understand the process of evidence-based medicine 2. Application Patient Care, Clinical Skills Conduct patient interviews and physical examinations Diagnose patient health problems Propose evidence-based therapeutic treatments 3. Integration Systems-Based Practice Connect knowledge of patient populations and health

delivery processes in making diagnoses and therapeutic recommendations Advocate for the humane, just, and prudent care of Course & Program Design for Significant Learning 4. Human Dimension - Interpersonal Skills and Communication, Personal Growth and Professional Development, and Interprofessional Collaboration A. Learning about and developing: ONESELF Reflect upon ones personal strengths & weaknesses to make changes in ones behavior Find ones own meaning in medicine B. Learning about and interacting with: OTHERS Deliver effective patient presentation and document in the medical record Communicate and work effectively with others,

e.g., patients, families, health care team members, peers Course & Program Design for Significant Learning 5. CARING/VALUING Professionalism Care deeply about becoming an excellent physician Value and behave in a manner consistent with the highest ethical standards of the profession 6. LEARNING HOW TO LEARN PracticeBased Learning Develop a personal plan to become a better medical professional Nurture intellectual curiosity to question and advance knowledge through scholarship -Boonshoft School of

5 High Impact Teaching Practices INTEGRATED COURSE DESIGN: Key Components Learning Goals Teaching & Learning Activities Situational Feedback & Assessmen t

Factors Learning Outcomes: Activities: 1. Found. Know. 2. Application 3. Integration 4. Human Dim.: Self, Others 5. Caring 6. Learning How to Learn 3-COLUMN TABLE: Assessment Activities: Learning

Learning Outcomes: Activities: 1. Found. Know. 2. Application 3. Integration 4. Human Dim. Self, Others 5. Caring 6. Learning How to Learn 3-COLUMN TABLE: Assessment Activities: Learning

3-COLUMN TABLE: Learning Outcomes: Assessment Activities: Learning Activities: 1. Found. Know. Multiple- choice tests 2. Application 3. Integration Case studies Essays, focused on Integration Reflective

4. Human Dim. essays Self, Others 5. Caring Statements of preferences 6. Learning How to Learn Learning portfolios 3-COLUMN TABLE: Learning Outcomes: Assessment Activities: Learning

Activities: 1. Found. Know. Multiple- choice tests 2. Application 3. Integration Case studies Essays, focused on Integration Reflective 4. Human Dim. essays Self, Others 5. Caring

Statements of preferences 6. Learning How to Learn Learning portfolios 3-COLUMN TABLE: Learning Outcomes: Assessment Activities: Learning Activities: 1. Found. Know. Multiple-choice Reading tests

2. Application Case studies In-class problem solving, with fdbk. 3. Integration Essays, focused on Integration Discussion (small group?)

4. Human Dim.: Reflective essays Self, Others Reflections, essays 5. Caring Statements of preferences Community projects 6. Learning How Learning

Project: learn Criteria of GOOD Course Design Significan t Learning Learning Outcomes Teaching and Learning Activities Integratio

n Active Learning Feedback & Assessmen t Educative Assessmen t SITUATIONAL In-Depth Situational Analysis

FACTORS Designing Courses for Significant Learning Learning IMAGINED - - - - - -> - - - - - -> - - - - - -> Learning ACHIEVED Big Dream Learning Outcomes 1. Xxx 2. Xxx 3. Xxx 4. Xxx 5. Xxx

6. xxx Culminatin g Project 1 5 Week: Mon Wed 1 2

2 3 4 5 3 6 7 Learning Outcom es 4 Fri

Assmt Activ. Learning Activ. 1. Xxx 2. Xxx 3. Xxx 8 9 10 11 12 13 4. Xxx

14 5. Xxx 15 6. Xxx 3-Column Table Weekly Schedule 6 Designing Courses for Significant Learning 5 HIGH IMPACT TEACHING

PRACTICES 1. Learning-Centered Course Design 2. Team-Based Learning 5 High Impact Teaching Practices Team-Based Learning: A Special Way of Using Small Groups Larry Michaelsen 5 High Impact Teaching Practices QUESTION: Many teachers are using small groups these days. WHY?

ANSWER: Social Constructivism But: Not all ways of using small groups are equally good. 5 High Impact Teaching Practices The Sequence of Learning Activities in Team-Based Learning Covering a 2-3 week block of time Dealing with one major topic within the course Three Phases of Team Learning: Preparation Application (Practice with Feedback)

R.A.P.: Activities: 1. Individual test 2. Team test 3. Appeals 4. Corrective Instruction In-Class: Group Work Group Work (Simple)

Out-of-Class: Reading Homework (Complex) Assessment CULMINATIN G PROJECT (Continue pattern as long as desired) Homework EXAM:

Individual or Group Review Approximate Level of Content Understanding at Each Phase: 40% ) 50% ) 60% )

) 70% 80% ) ) 90-100% 5 High Impact Teaching Practices TBL: What It IS and What it ISNT Weekly RATs all semester long Just a Group RAT Graded group work without Peer

Evaluation Permanent, intentionally-formed groups Individual & Group RATs = In-Class, SG Application Exercises Graded Group Assignments Peer Evaluation 5 High Impact Teaching Practices KEY INSIGHTS: 1. Difference between groups and teams 2. Importance of right kind of Assignments Feedback

5 High Impact Teaching Practices Question: What do professors and students think about TBL? Video from Duke University: http://www.youtube.com/watch?v=WFd VfycAWg4 5 High Impact Teaching Practices Student Reaction Comments from a student in a course using TBL Course: Preparing for CollegeLevel Teaching for graduate students in Engineering and the Sciences

5 High Impact Teaching Practices 1. NEED An engineering professional is almost always a part of a team. Engineering projects of any significant size are simply too much work or too much responsibility for one person to handle. 5 High Impact Teaching Practices 1. NEED 2. RESULTS [Students] learn the material better, which is the obvious reason for using TBL.

But there are so many other positives that emerge from the process, namely: social, writing, speaking, presenting and thinking skills all get improved during TBL. Students can learn more about scheduling, time management, working with difficult people, and organizing collective work through 5 High Impact Teaching Practices 1. NEED 2. RESULTS 3. IMPLICATIONS Without at least some TBL in their curriculum, they are significantly

under-prepared for what is waiting for them in industry. 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Learning-Centered Course Design 2. Team-Based Learning 3. Help Students Become SelfDirecting Learners 5 High Impact Teaching Practices Engage Students in REFLECTIVE Writing: We learn not from experience but from reflecting on experience. -Quote attributed to John Dewey

5 High Impact Teaching Practices Engage Students in REFLECTIVE Writing: These Reflections can occur in the form of: One-minute papers Learning journals Learning portfolios 5 High Impact Teaching Practices Students Reflecting on Their Own Learning John Zubizarreta

5 High Impact Teaching Practices St1 St2 Teacher/Coach 5 High Impact Teaching Practices ? St1 St2 Teacher/Coach

Meta-Learner: 5 High Impact Teaching Practices ? Meta-Learner: One Who Takes Charge of their Own Learning/ Development St1 St2

Teacher/Coach Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values 5 High Impact Teaching Practices Learning Portfolios: KEY QUESTIONS 1. WHAT did you learn? 2. HOW did you learn? What helped and didnt help you learn? What does this tell you about: YOURSELF AS A LEARNER? About the

NATURE OF LEARNING? 3. SIGNIFICANCE FOR YOU, of what you learned? 4. Plan for FUTURE LEARNING: WHAT ELSE do you want or plan to learn? 49 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Learning-Centered Course Design 2. Team-Based Learning 3. Help Students Become Self-Directing Learners 4. Engage Students in Service

Learning 5 High Impact Teaching Practices Engage Students in SERVICE: Service Learning, Civic Engagement: What does that mean? Link courses [or curriculum] to activities in which students provide SERVICE to a community group or organization. Possible Activities?? 5 High Impact Teaching Practices Service + REFLECTIONS:

Reflect on: A. What they experienced B. The possible impact of those experiences on My understanding of 1. The SUBJECT of this course, discipline, and/or curriculum 2. OTHER PEOPLE their background, their situation, their feelings, their behavior, etc. 3. ORGANIZATIONS the impact of: organizational structure, communication patterns, vision, implementation strategy, etc. 4. Relationship of HEALTH PROFESSIONS to COMMUNITY WELFARE 5. MYSELF my beliefs, values, actions, life goals, career choices How these have changed or need

5 High Impact Teaching Practices Service Learning: EXAMPLES at Louisville?? 1. Review their CONTENT KNOWLEDGE? 2. Learn more about specific kinds of OTHER PEOPLE? 3. Learn how to assess and work within DIFFERENT ORGANIZATIONS? 4. Learn about the relationship of HEALTH CARE to COMMUNITY WELFARE? 5 High Impact Teaching Practices The Sequence of Rich Learning Experiences +

Reflection = POWERFUL Learning Experience 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Learning-Centered Course Design 2. Team-Based Learning 3. Help Students Become Self-Directing Learners 4. Engage Students in Service Learning 5. Be a Leader with Your Students 5 High Impact Teaching Practices

Be a LEADER With Your Students Ken Bain 5 High Impact Teaching Practices FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Designing Learning Experienc es

Interact with Students Managing the Course Beginning of the Course 5 High Impact Teaching Practices FUNDAMENTAL TASKS OF TEACHING Knowledge

of the Subject Matter Designing Learning Experienc es Interact with Students Managing the Course Beginning of the

Course 5 High Impact Teaching Practices LEADERSHIP: Motivating and enabling others to do something important well. Question: What can teachers do, to LEAD students? General Answer: Create the right kind of RELATIONSHIP with students caring, respectful, collaborative 5 High Impact Teaching Practices Creating the Right

RELATIONSHIP with Students: (Based on Bain) 1. Interact in a way that shows YOU CARE! 2. Interact in a way that MOTIVATES students. 3. Dynamic COMMUNICATION SKILLS 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 1. Interact in a way that shows YOU CARE! About Students themselves, Their learning, The teaching-learning

process, 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 2. Interact in a way that MOTIVATES students. Give praise in a way that motivates Listen well to the learners Motivate by interacting differently with different students 5 High Impact Teaching Practices Creating the Right RELATIONSHIP

with Students: (Based on Bain) 3. Dynamic COMMUNICATION SKILLS Sense of drama, rhythm Good use of language Use language of promises > demands Express belief in students ability to learn 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 4. TRUSTWORTHY in Power:Trust issues Dont use classroom to

demonstrate power. Build trust relationships Give power to students to make decisions about their own 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 1. Interact in a way that shows YOU CARE! 2. Interact in a way that MOTIVATES students. 3. Dynamic COMMUNICATION SKILLS 4. TRUSTWORTHY in Power:Trust 5 High Impact Teaching Practices

5 HIGH IMPACT TEACHING PRACTICES 1. Change Students View of Learning 2. Learning-Centered Course Design 3. Team-Based Learning 4. Engage Students in Service With Reflection 5 High Impact Teaching Practices SUMMARY 1. Learning Centered Design of Learning Experiences

2. Focused Small Group Dialogue Outside individuals , groups 4. Service Learning Opportunitie s S S S

L-PF: S S Teache r 3. Leadership 5. Help Students Become SelfDirecting Learners via Reflective Writing, espec. Learning Portfolios (L-PF) 5 High Impact Teaching Practices BENEFITS TO

Society This Institution Your Students Yourselves 5 High Impact Teaching Practices Getting Better Over Time WOW! ! Quality of Teachin g& Student Learnin

g When You Began Teaching NO W Near Future 5 High Impact Teaching Practices THE END! ?? Higher Education: Lets make it all that it can 5 High Impact Teaching Practices

OR, OR, A A NEW NEW START?? START?? Teaching for the 21st Century . . .

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