1. How Do I Know I’m Teaching Effectively?
Larrie Greenberg, M.D.
Internal Consultant, Faculty Development
George Washington University School of Medicine
(Tele)
(FAX)

3. Objectives
To model how to conduct a large group teaching session using a learner-centered approach (PROCESS)
To recognize the factors that are essential components in any educational interaction (CONTENT)
To identify the characteristics within each factor that describe its essence (CONTENT)

4. Lecturing to Large Groups
What should we strive for?
Getting the learners’ attention
Clear objectives
Learners’ attention span
Interspersed learner participation

5. Lecturing to Large Groups
In this session, observe contrasts between a ‘traditional’ lecture and an interactive large group discussion
Are there demonstrated differences in learning? How do you know?
Are there differences in determining the level of the learners? How do you know?
What are the positives and negatives in using an interactive approach in lecturing?
What techniques am I using to engage learners? Effective/Ineffective?

6. Education does not mean teaching people what they do not know.
It means teaching them to behave as they do not behave. It is not
teaching the youth the shapes of letters and the tricks of numbers,
and the leaving them to turn their arithmetic to roguery, and their
literature to lust. It means, on the contrary, training them into the
perfect exercise and kingly continence of their body and souls. It is a painful, continual and difficult work to be done by kindness, by watching, by waiting, by precept and by praise, but above all, by example.
John Ruskin

7. TEACHER LEARNER
CURRICULUM
LEARNING CLIMATE

8. ADULT LEARNING PRINCIPLES
Adult learning principles (Knowles) - foundation of effective learning and teaching
Assumes that the learner has major responsibility for self-assessment and mastery
Ultimate goal is for learner to be self-directed

9. ADULT LEARNING PRINCIPLES
Experienced-centered
Problem-oriented
Varied learning styles
Timely feedback

10. ADULT LEARNING PRINCIPLES
Learning applicable to real life experiences
Learner-centered
Proactive learning
Dependent Independent Interdependent

11. ADULT LEARNING PRINCIPLES
Self-directed
Intrinsically motivated
Linked to self-concept
Needs opportunities to apply objectives

12. LEARNING CLIMATE Clear goals and objectives Likely patient experiences
Roles, responsibilities and expectations
Balance between challenging and ‘safe’
Environment conducive to learning

13. LEARNING CLIMATE Learner involvement cf. preceptorship
Respect and comfort
Admission of limitations
Tone or atmosphere
Use of learners’ names
Educational contract

14. TEACHER
Being creative, promoting fun, and facilitating useful learning
Challenges, stimulates and inspires
Modeling humanism
Promoting trust

15. TEACHER Takes learners to new heights
Promotes self-directed learning and problem-solving
Accessible
Knowledgeable

16. TEACHER Provides timely feedback, corrective and reinforcing
Effective team leader
Group instruction skills
Clinical competence
Clinical supervision
Provides timely feedback, corrective and reinforcing

17. CONTENT Clear goals and objectives…..reached by consensus?
Realistic to cover with time constraints?
Opportunities to apply objectives
Learner Vs teacher-centered

18. CONTENT Appropriate setting Teaching to the curriculum
Level of trainee and content integrated
Evaluation should be linked to the domain; e.g., assessing attitudes

19. and understand how these variables interact and relate to one another
SUMMARY
To answer the question ‘How do I know I’m teaching effectively?’ one must have a working knowledge and definition of
The teacher
The learner
The learning climate
The curriculum
and understand how these variables interact and relate to one another

20. Lecturing to Large Groups
In this session, observe contrasts between a ‘traditional’ lecture and an interactive large group discussion
Are there demonstrated differences in learning? How do you know?
Are there differences in determining the level of the learners? How do you know?
What are the positives and negatives in using an interactive approach in lecturing?
What techniques did I use to engage learners? Effective/Ineffective?

21. COLLABORATION (GIBBS)
Reciprocal trust
Cooperative learning
Mutual growth
Reciprocal openness

22. COLLABORATION (CONT’D)
Shared problem-solving
Autonomy
Experimentation