Questions to PonderQuestions to Ponder

What is your greatest strength in teaching?

What is your greatest challenge in teaching?

What would you like to achieve in this session this morning?

Three Frames for Adult Three Frames for Adult Instruction: Toward a Instruction: Toward a

MethodologyMethodologyJonathan Rohrer, Ph.D., D.Min.

Associate Dean, Statewide Campus SystemMichigan State University

College of Osteopathic Medicine

ObjectivesObjectives

Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

Create a plan for integrating more participation into your instruction of adults.

Personal Preference for Personal Preference for InstructionInstruction

What is your personal preference for instruction?– What methods do you most often use in

teaching?– What criteria would you use to evaluate

the effectiveness of your teaching?

Personal Preference for Adult Personal Preference for Adult InstructionInstruction

CollaborativeConstructiveCompetency-BasedCommunity

Adult InstructionAdult Instruction

Collaboration- All participants in the learning process are learners and engage in dialogue together as teacher and student.

Constructive- Learners are transformed by a process through which they synthesize and integrate knowledge into their mutual life experience.

Adult InstructionAdult Instruction

Competency Based- The outcomes of a learning experience must be based in real world performance that are assessable.

Community- Learning takes place in the context of relationships.

Three Frames for Teaching Three Frames for Teaching AdultsAdults

Adult Learning Principles

Competency-Based Outcomes

Interactive Teaching/ Participatory Learning

Adult Learning PrinciplesAdult Learning Principles

Motivation Environment Ownership Commitment Active participation Experience Application

The learners understand the need to learn.

Motivation

The learning environment is characterized by

Climate vs. culture mutual trust and

respect mutual helpfulness freedom of

expression acceptance of

differencesEnvironment

The learners embrace the goals of The learners embrace the goals of the learning experience as their the learning experience as their

goals.goals.

The learners accept responsibility The learners accept responsibility and commitment to the learning and commitment to the learning

experience.experience.

Ownership

Commitment

The learners participate actively The learners participate actively in the learning process.in the learning process.

The learning The learning process is process is related to and related to and makes use of makes use of the experience the experience of the learnerof the learner

Active participation

Experience

The learners The learners understand understand appropriate appropriate

action/action/application to application to

make progress make progress toward their toward their

goalsgoals

Application

EnvironmentExperienceOwnership

ObjectivesObjectives

Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

Create a plan for integrating more participation into your instruction of adults.

Definition of Definition of Professional CompetenceProfessional Competence

“Professional Competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice of the individual and community being served”

Report of the AOA Core Competency Task Force

CompetenceCompetence

Is the real world performance of professional technical integrative skills. A competency is:

Comprehensive Assessable Real World Precise

Qualities of a Valid OutcomeQualities of a Valid Outcome

Comprehensive

Assessable

Real World Performance

Precise

Qualities of a Valid Outcome Qualities of a Valid Outcome Competency: CARPCompetency: CARP

Comprehensive: the outcome competency integrates the full range of cognitive, behavioral, and affective concerns

Assessable: the outcomes are testable

Qualities of a Valid Outcome Qualities of a Valid Outcome Competency: CARPCompetency: CARP

Real World Performance: the outcome competency is focused on real world behavior

Precise: the outcome competency is phrased clearly and concisely

Outcome Assessment is Outcome Assessment is evaluation that:evaluation that:

is an ongoing process that enables the understanding of

learning involves making expectations

explicit and public sets criteria and standards for learning

ObjectivesObjectives

Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

Create a plan for integrating more participation into your instruction of adults.

InteractiveInteractive

Interactive Learning-FAIC ITT– Facilitation– Accountability– Interaction– Collaboration

– Interdependence– Theme– Team

Benefits of Cooperative Benefits of Cooperative Learning GroupsLearning Groups

Learners • understand and retain information.• improve communication skills with

colleagues and peers.• become aware of others as a resource

in learning.• understand information better because

they explain it to a peer.

Questioning SkillsQuestioning SkillsTypes of Questions

– Convergent or close-ended questions Yes-No Questions Simple Answer Questions

– Divergent or open-ended questions Information Questions Opinion Questions Policy Questions Relationship Questions

Principles of Effective QuestioningPrinciples of Effective Questioning

Be Specific – Ask simple and direct questions Ask divergent/open ended questions Ask questions that demand higher level critical

thinking skills Create an environment that allows people to

respond to questions– Wait at least 10 seconds before rephrasing a

question– Do not call on anyone before you have asked the

question

Principles of Effective QuestioningPrinciples of Effective Questioning Every question should have at least one

follow-up question to probe Vary questioning methods Regard every response to a question as a

gift Maintain eye contact with the learners

when asking the question Invite participation from everyone Plan questions carefully

A Leader Who…A Leader Who… Encourages Reinforces Provides an open

and safe environment

Listens Probes

Participants Who…Participants Who… Are not defensive Are not afraid of each other Are willing to share their ideas with others Share common needs or backgrounds Value collaborative learning Understand their individual roles in the

discussion

ObjectivesObjectives

Evaluate your teaching of adults from three methodological constructs: adult learning principles, competency outcomes, and interactive learning.

Create a plan for integrating more participation into your instruction of adults.