Interactive Teaching Techniques in Larger Groups: A CALM Workshop Mark H. Gelula, PhD Asst Professor Department of Medical Education University of Illinois

Interactive Teaching Techniques in Larger Groups: A CALM Workshop

Mark H. Gelula, PhD

Asst ProfessorDepartment of Medical Education

University of Illinois College of MedicineChicago

© MH Gelula, 2011 2

Session Objectives

By the end of this session you will be able to:1. Describe what is meant by active learning2. Explain at least two ways that learners gain

knowledge3. Integrate at least two learner activities into

each of the three phases of a large group teaching activity

4. Organize a handout to support active learning in a large group teaching activity

5. Instruct a large group teaching activity with appropriate handout for that event


Your 3x5 card

What is active learning?

Indicate a question that you have about active learning in large group instruction?


Session Plan Introduction – how his session will work Comments about the “active handout” Why teach in large groups? Why not lecture? How does learning occur? Organization of a large group teaching

session The importance of a plan: goals, objectives,

and outcomes Handouts and activities for lectures Wrap up


So, How should I teach this session?


Why Bother to Lecture?

Why lecture? What’s a lecture? What are our

assumptions? What are the benefits of traditional

lecturing? The interactive large group activity,

does it have benefits?

Benefits of Lecturing: Group Discussion


Why Bother to Lecture?

Why lecture? What are the benefits of traditional

lecturing? What’s a lecture? What are our

assumptions? The interactive large group activity,

does it have benefits?


Do we have a problem? NOEL’s* (nodding off episodes/lecture)

Rockwood, Hogan & Patterson, CMAJ 2004


Dr. Fox Studies


Learner Conceptions of Learning

Learners direct their effort to aspects of tasks that satisfy their intention.

Beliefs about the nature of knowledge itself. If learners consider knowledge to be

“static”, they perceive learning as a process of accumulating information.

William Perry (1981)

The “bowing” effect

Items learned at the beginning and end of traditional instructional session are remembered best

Start Middle End


How Learners Gain Knowledge

Prior Knowledge

(knowledge dependent learning)

Constructingnew

knowledge(constructivism)

Situated learning /

context


Organization of Information

Kirby’s Two Factor Theory “Splitters," who tend to analyze

information logically and break it down into smaller parts

“Lumpers," who tend to watch for patterns and relationships between the parts Does the learner see the Forest or the

trees, is an Associative vs. Schematic memory issue


Merrill’s “First Principles of Instruction”

Learning is facilitated when …• the learner is engaged in solving a real-world

problem.• new knowledge builds on the learner’s

existing knowledge.• new knowledge is demonstrated to the

learner.• new knowledge is applied by the learner.• new knowledge is integrated into the

learner’s world. M. David Merrill, 2002


First Principles of Instruction (Merrill)

M. David Merrill, 2002


Activity

Turn to your neighbor and tell him/her two things you learned in the last 5 minutes.


Problems Learning is facilitated when learners are

engaged in solving real-world problems and… are shown the task that they will be able to

do or the problem that they will be able to solve as a result of completing a module or course,

are engaged in the problem or task level not just the operation or action level,

solve a progression of problems that are explicitly compared to one another. (e.g., cases, vignettes) M. David Merrill, 2002


Problems

Problems promote acquisition, elaboration, and use of mental models rather than only associative memory.



Activation Learning is facilitated when relevant

previous experience is activated and learners …… are directed to recall, relate, describe, or apply

knowledge from relevant past experience that can be used as a foundation for the new knowledge.…

are provided relevant experience that can be used as a foundation for the new knowledge.…

are given the option to demonstrate what they already know.



Demonstration Learning is facilitated when the instruction

demonstrates what is to be learned rather than merely telling information about what is to be learned and when … the demonstration is consistent with the

learning goal:•examples and non-examples for concepts,•demonstrations for procedures,•visualizations for processes,•modeling for behavior,



Demonstration

…Learners are provided appropriate guidance including some of the following:•the learner is directed to relevant

information,•multiple representations are used for the

demonstrations,•multiple demonstrations are explicitly

compared,M. David Merrill, 2002


Application learning is facilitated when learners are required to

use their new knowledge or skill to solve problems and when…

the application (practice) and the posttest are consistent with the stated or implied objectives …

learners are guided in their problem solving by appropriate feedback and coaching, including error detection and correction, and when this coaching is gradually withdrawn…

learners are required to solve a sequence of problems.



Integration Learning is facilitated when learners are

encouraged to integrate (transfer) the new knowledge or skill into their everyday life and when…• learners are given the opportunity to publicly

demonstrate their new knowledge or skill…• learners can reflect on, discuss, and defend their new

knowledge and skill…• learners can create, invent, and explore new and

personal ways to use their new knowledge or skill.



Dr. Mildred Workman: 5 minute activity Mildred Workman is interested in moving into a

more active learning process with her M1 embryology lectures. She has 150 students on her class list, but commonly only sees 1/3 of them. Mill likes the idea of constructivist, active learning approach but she doesn’t have any idea about where to begin. How should she start? What if they don’t participate? How can she “train” her students?

Your task: Gather with several other people close to you to give Mill some suggestions about how she can begin: be as specific as possible.


Constructivist Learning Modeling -- demonstration Coaching -- application Scaffolding -- sequence of cases

•related cases•worked examples•multiple perspectives•selectable information just-in-time•cognitive (knowledge construction tools)–

task representation tools–performance support tools–information gathering tools–

©M. David Merrill, 2002, Jonassen, 1999


Some Cognitive Principles Isolated actions and operations processed by associative

memory Information-about processed by associative memory Problem solving requires schematic memory New schema are built by tuning and restructuring

existing schema Mental models operate on tasks and problems Problem solving is selecting a mental model and

processing the new information via the mental model Mental models develop slowly via successive tuning and

restructuring Problems of conceptualization, planning, and

interpretation are processed via mental models



Cognition – Simplified

Schematic Memory (Procedural / Explicit) Schemata Mental Models Problem Solving

Associative Memory (Declarative / Tacit) Propositions Rules Automation

Declarative + Procedural



Kolb’s Experiential Learning Model (KELM)

Concrete Experience

Reflective Observation

Abstraction and Generalization

Active Experimentation

Perceiving

Processing


Structural Dimensions of KELM


KELM and Transfer


THE RELATIONSHIP BETWEEN SOCIAL ANDPERSONAL KNOWLEDGE: KELM

D. Christopher Kayes, n.d.


How Learners Gain Knowledge

Prior Knowledge

(knowledge dependent learning)

Constructingnew

knowledge(constructivism)

Situated learning /

context


Activity

Turn to the person sitting behind you and tell that person what you feel is the most important point of information in this session so far.

Organizing Large Group Instruction: Four phases

1. Planning2. Introduction3. Body4. Conclusion

37

The Outline Method for Lecture Clarity and Organization

Intro phase: Objectives Lecture outline Transition

statements Segment summaries

Body phase: Segment summaries Transitions

I.

A.

B.

C.

II.

A

1.

2.

B.

38

The Book Method for Lecture Clarity and Organization

http://www.amazon.com/gp/reader/083850597X/ref=sib_rdr_next2_cr1/103-7766867-2506245?_encoding=UTF8&p=S003&ns=1#reader-page


Learning Goals

Goal Definition Learning Architecture

Inform Lessons that communicate information (facts)

Receptive: Information acquisition. Lots of information with limited practice opportunity.

Procedural Lessons that build procedural skills (near transfer)

Directive: Response strengthening. Requires frequent responses from learners with some feedback.

Principles Lessons that build principle-based skills and concepts (far transfer)

Guided Discovery: Knowledge construction. Provides world realistic problems and support resources (transfer).


Planning: Take 1 minute If you were to begin planning a large group

instruction session, what planning activities would you begin with: Identify three to five planning activities and write them on your handout.

• Determine the place of the session within the course

• Goal of the session or series• Selection of content• Objectives for each session• Handout design• Structure and prepare relevant activities• Design visuals (Ppt, video, charts)• Organize homework (cases, readings)


Goals

What is a goal? Why have goals? A goal is a statement that

communicates the general educational outcomes. Because goals are general in nature, they are usually stated in non-behavioral terms.


Goal Activity

1. Write a goal for a session you may teach

2. Share with a partner3. Critique each other’s goal4. Check your work against the

examples provided in the handout


Objectives

What is an objective? Why have objectives?

An objective communicates short-range, precise outcomes. Objectives communicate to the student the expected results of instruction and learning, i.e., specific behaviors that demonstrate mastery.


Taxonomy of Cognitive Process

Creation / Synthesis

Evaluation

Analysis

Lower Order

Thinking

Higher Order

Thinking

Understanding / Comprehension

Remembering / Knowledge

Application


Do the following Facilitate Lower or Higher Order Learning?

Buzz groups

Case discussion

Brainstorm

Give MCQ practice questions

Labeling illustrations

Active handout

Problem analysis

Case to identify Ddx


Why Provide Active Handouts?Participants like to followParticipants like to participate

Activities can be embedded in handoutSelf-pacing can take placeSelf-directed learning can

happen later


Planning: Active Handouts – Architecture Blank Spaces

Sentence Completion

Cases, Problems, Questions

Selected slides, images, drawings, anatomic maps

Appropriate images, line drawings and cartoons With and without labels

Informational text, URLs, references


Active Handouts: Extra Information

Graphs, charts, tablesDataHandy HintsPrevious Test QuestionsStories & AnecdotesCasesVignettes

Purpose Preparation & Use of Handouts

1. Publicize Instructional & Learning Objectives

2. Provide Information Advance organizers – a factual or

conceptual leveler Release time for discussion Reduce pressure

3. Session Guide

3. Lecture Map Guide Ss through difficult

lectures Good for any complex

information Supports students own

inadequate / inaccurate notes

Always a question of how much detail

Purpose Preparation & Use of Handouts

How Much Detail

Degrees of Detail How much detail? Complete handouts? Complete or Skeleton? Active?

What is Optimal?

Skeleton handouts Outline of the lecture, plus Objectives Key points Incomplete sentences, diagrams Clinical Cases and Problems Test Tips

Conclusions

Less may be more! Skeletal handouts appear to enhance

encoding Comprehensive handouts appear to

facilitate storage Partial handouts may be the “happy

medium”

Did not compare the type of learning in each lecture (facts vs. application)


Activity

Take a moment to write a “pop quiz” on the material that has been presented so far. (Make sure you know and can share the answer to that question.) (T/F, MCQ, Short Answer) .

Turn to the person on your left and give them your “pop quiz” question

Four phases of a lecture



Introduction

Purposes and objectives communicated to learners

Tone is set Some humor Interactivity Questions

Style is established Finish time is noted


Factors Affecting Memory

Coherence Principle Organization Clarity Road-mapping Repetition Feedback Meaningfulness

Cases Real world problems


What is meant by Information Density?

What part of your lecture can you cut? What materials will you make students

responsible for? How will you wean the students from

dependence on you?

Discuss with your colleagues. I will ask for suggestions.

What are the challenges of the body phase of the lecture?

Challenges from two perspectives: Challenges for students Challenges for you as lecturer

what’s to be accomplished? what’s difficult?

Elements of critical thinking Establishing key concepts for further

learning

Effective Lectures

Content Process

Effective Lectures

Content Process


Information density

Cut the contentin half!

Less is more …

Effective Lectures

Content Process


Body This is the content domain Concepts 75% -- Facts ≤ 25%

Scaffolding Engagement and activity

Establishes short-term memory links Creates opportunity for rehearsal Builds associated mechanisms

Clarity Road-mapping

Copeland et al: Attributes of the effective medical lecture

Engaging the audience

Lecture clarity

Active Learning


Body

Pacing Speed of delivery Amount and difficulty of information

provided Cueing

Verbal and visual signals of emphasis, structure, and relationships

Pausing

DeZure, 2001


Content: “To review, the three parts of a lecture are the intro, body and conclusion”

Structure: “We’ve gone over the three parts of a lecture; now we’re going to talk about the three dimensions of a lecture.”

Segment Summaries & Transition Statements

Transition Statement

Segment Summary

© Gelula, R Yudkowsky, B Cannon, L Stohlmeyer, 200272

Instantiation I

Let me give you an example

of what I mean...

© MH Gelula, R Yudkowsky, B Cannon, L Stohlmeyer, 200273

Instantiation II

Can you think of an example?


Rehearsal Builds Association and Schematic Memory

Practice towards transfer Personal stories, patient stories & cases Problem-solving Large-group brainstorming MCQ practice tests, “Games”

“Jeopardy”, “Who wants to be a millionaire?” Active handout Organized question periods


Rehearsal helps consolidationPercent recalled

60

40

20

0

Days from lecture

0 10 20 30 40 50 60

AB

C

D

E

A = tested immediatelyB = after 1 dayC = after 1 weekD = after 2 weeksE = after 3 weeks

Based on Bligh, 2000


Factors Affecting Attention

What are some factors that affect attention?

Find someone in your “neighborhood” whom you’ve not spoken with and discuss.

77

Maintaining Attention: Student heart rates in uninterrupted lectures

21

Heart rate

Time in minutes0 10 20 30 40 50 60 70 80

75

85


87*

*

*

**

*

*

*

* *

*

*

* * * **


Arousal

Why do we want to emphasize arousal?

Brainstorm: Call out your ideas

7922

Students’ Heart Rates in Class

Time in minutes

0 10 20 30 40 50 60 70 80 … 100 12570

85

90*

*

*

**

*

**

* *

*

*

*

* *

95

80

75Lecture

Intervention by a student * *

**

**

*

**

*

*

Discussion


Rehearsal and Attention Activity

What are some other ways of rehearsing?

Plan a 3 minute activity to take place at about 15 minutes of your session

Share with two others and critique I will ask for two examples


Effect of rest or change of activity on learning

0 10 20 30 40 50 60Minutes into lecture

Effec

tive

Lear

ning


Rest or change in activity

Learning gained through break activity

A break every 20 minutes!


Motivating Students

Instructor Enthusiasm Student Motives

Intrinsic Extrinsic


Impact of various approaches in a lecture format

Engaging (.78) Clarity (.75) Use of case-based format (.35)R2 = .6717 (dep. var. overall lecture

rating)


A question of Information Density

How am I going to teach all the information that the students need?


Information Density Russell, Hendricson and Herbert

(1984) Varied information density in lectures Gave the same handout to guide note-

taking in all cases High density lectures Ss forgot facts

given at beginning of lecture Authors believed later information

caused retroactive interference Handout did not reduce interference in

these high density situations


Information density

Cut the contentin half!

Less is more …

Four phases of a lecture



What happens in the Conclusion Phase? Activity

A. Write on a piece of paper:1. What you believe to be the key

activity(ies) of the conclusion phase2. The percentage of total session time the

conclusion should take3. Information that should be shared during

conclusion

B. Form logical triads, share and discussC. Be ready to report to the large group

Retention from Lecture

Student review at end of lecture

Normal—no review at end of lecture

0 10 20 30 40 50 60

Days from lecture

Eff

ect

ive R

ete

nti

on



Affecting Memory in Active Lectures

Learner conceptions of learning Organization Multi-channel inputs

Student Activity / Graphics / Text / Voice Interface /

Low-density content High concept

Rehearsal Instructor’s personal style


Summary of Approaches: 10 Tips

1. Set the stage2. Raise questions or cases as clues to

concepts3. Ask for hypotheses & write them on

board4. Encourage learners to ask for

information5. Have learners re-formulate

hypotheses using handout


10 Tips

6. Facilitate discussions7. Allow more information seeking8. Seek synthesis through repetition

and problem-solving activities9. Provide a final case for transfer10.Summarize


Summary

Look at your 3x5 cards. Did you get what you wanted from

this session?

List one concept/practice that you learned here today that you can do tomorrow

Documents

Interactive Teaching Techniques in Larger Groups: A CALM Workshop Mark H. Gelula, PhD Asst Professor Department of Medical Education University of Illinois