Reflective Practice

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Halifax Waterfront
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Dalhousie University Halifax, NS
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Division of Medical Education
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Beyond Dr. Fox What Makes Teaching Effective?

• Faculty of Health Sciences
• The First Annual Celebration of Teaching
• Queens University
• June 8, 2007

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Todays Presentation

• What activities are included in our teaching?
• What is the evidence for effectiveness?
• Where can we find the evidence?
• How can we judge it?

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Teaching What Do We Mean?

• What do we do as part of teaching?

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Educator Activities

• Teaching
• Curriculum
• Advising/Mentoring
• Leadership/Administration
• Learner Assessment
• (GEA Conference on Scholarship, 2006)

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Topics Of Interest To You

• Providing effective feedback
• Effective large group teaching
• Innovative methods for curriculum deliveries
• Assessing Learner performance
• Assessing Learner needs
• Blouin,
  personal communication

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Topics Of Interest To You

• Effective use of AV aids
• Time-efficient precepting
• Principles of small group teaching
• The Learner in difficulty

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Dimensions of Scholarship

• Discovery
• Integration
• Application
• Teaching
• (Boyer, 1990)

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Teaching Perspectives

• Transmission - delivering content
• Apprenticeship - modeling ways of being
• Developmental - cultivating ways of thinking
• Nurturing - facilitating personal agency
• Social Reform - working toward a better society
• 
  
• 
  
  ( Pratt et al, 2001)

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Practical Theories of Teaching

• 
  

Teaching Practice
Practical Theories
Experience and Action
Knowledge and Theory
Beliefs Values
Adapted from Handal and Lauvas, 1987
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Good Teaching

• Good teaching is getting most students to use
  the higher cognitive level processes that the
  more academic students use spontaneously.
• Good teaching narrows the gap.
• (Biggs, 2003 p.5)

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High-level engagement
Theorizing Applying Relating Explaining Describing
Note-taking memorizing
Academic Susan
B
A
Non-academic Robert
Low-level engagement
Passive
Student activity required
Active
(e.g. the standard lecture)
(e.g. problem-based learning)
Teaching method
Student Orientation, teaching method and level of
engagement
(Biggs, 2003)
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Effective Teaching

• Constructively aligning the elements of the
  system in which we teach with each other to
  support student learning

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PRESAGE PROCESS PRODUCT
STUDENT FACTORS Prior knowledge
ability motivation
LEARNING OUTCOMES Quantitative facts,
skills Qualitative structure, Transfer Affective
involvement
LEARNING-FOCUSED ACTIVITIES appropriate/deep Inapp
ropriate/surface
TEACHING CONTEXT Objectives Assessment Climate/eth
os Teaching Institutional procedures motivation
(Biggs, 2003)
The 3P model of teaching and learning
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Constructive Alignment

• The Curriculum that we teach
• The Teaching Methods that we use
• The Assessment Measures that we use
• The Learning Climate we create
• The Institutional Climate
• (Biggs, 2003)

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Good Teaching Principles And Practice

• Constructing a base of interconnected knowledge
• Creating an appropriate motivational context
• Involving learners interactively
• Encouraging self-monitoring and awareness
• 
  (Biggs,2003)

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Looking for Evidence of Teaching Effectiveness
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Return to Dr. Fox

• The Doctor Fox Effect
• a paradigm of seduction
• (Naftulin, Ware
  and Donnelly, 1973)

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Looking for Evidence of Teaching Effectiveness
Self
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Evidence From Learners

• Learners can reliably provide feedback on
• Clarity of presentation
• Perceived relevance
• Responses to questions
• Interaction with the class
• Availability and Accessibility

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Kirkpatricks Levels Of Outcomes
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Kirkpatricks Levels Of Outcomes
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Kirkpatricks Levels Of Outcomes
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Kirkpatricks Levels Of Outcomes
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Evidence From Peers

• Observation of and feedback on classroom,
  materials and resources

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How Would Peers Judge?

• Clear goals
• Adequate preparation
• Significant results
• Effective presentation
• Reflective critique
• (Glassick et al, 1997)

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Evidence From Colleagues, Peers, Students

• Multi-source feedback- A method of feedback that
  involves feedback from several groups that would
  have directly observed aspects of our teaching
  and can provide feedback on it

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Evaluations of Teaching

• A sufficient sample of teaching over students,
  contexts and time
• Agreed upon evidence and criteria

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Evidence From Ourselves

• Reflection Anticipatory reflection
  (before)
• - Reflection-in-action (during)
• - Reflection-on-action (after)
• (Pinsky, Irby, 1997, 1998)

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Quantity Of Teaching

• Kinds and amounts of teaching, levels and
  content, numbers of trainees

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Quality Of Teaching

• Evidence from multiple sources
• Summary learner/peer evaluations
• End of course/rotation evaluations
• Narrative data-letters, reports
• Invitations to teach
• Outcomes data
• Sustainability of innovation

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Engagement With The Educational Community

• A scholarly approach
• best evidence practice, and reflection
• Educational scholarship
• peer reviewed contributions to the field

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A Scholarly Approach to Teaching

• Evidence that work is informed by existing
  literature
• By best practices
• By resources in the field

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Educational scholarship

• Evidence of contributions to the educational
  community through
• Dissemination of an educational product
• Invited presentations regional or national
• Peer-reviewed publications

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The Scholarship Of Teaching

• A condition for excellent teaching
• ..the mechanism through which the profession of
  teaching itself advances, through which teaching
  can be other than a seat-of-the pants operation,
  with each of us making it up as we go. As such
  the scholarship of teaching has the potential to
  serve all teachers and students
• (Hutchings and Shulman, 1999)

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The Institutions Role

• Aligning promotion criteria with educators
  activities
• Aligning rewards with teaching activities
• Providing infrastructure
• Creating and supporting a climate of growth and
  improvement

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• Our work can no longer be,
• largely private work, guided by tradition, but
  uninformed by shared inquiry or understanding of
  what works
• Huber, Hutchings and
  Shulman, 2005

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Summary

• Evidence of effectiveness
• - comes from a variety of sources
• - allows individual improvement and growth
• - informs faculty development
• - promotes setting standards
• - highlights the value of teaching

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References

• Biggs J. Teaching for Quality Learning at
  University (2nd Ed.) Maidenhead UK The Society
  for Research into Higher Education and Open
  University Press, 2003
• Boyer, EL. Scholarship Reconsidered Priorities
  of the professoriate. Princeton, New Jersey
  Princeton University Press 1990.
• Glassick CE, Huber MT, Maeroff GI. Scholarship
  Assessed Evaluation of the Professoriate. San
  Francisco Jossey-Bass 1997.

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References

• Handal G, Lauvas P. Promoting reflective
  teaching Supervision in action. Milton Keynes
  UK The Society for Research into Higher
  Education and Open University Press, 1987.
• Huber MT, Hutchings P. The Advancement of
  Learning- Building the teaching commons. San
  Francisco Jossey-Bass 2005.
• Huber MT, Hutchings P, Shulman LS. The
  Scholarship of Teaching and Learning today. In
  OMeara K, Rice RE (eds). Faculty Priorities
  Reconsidered Rewarding Multiple Forms of
  Scholarship. San Francisco Jossey Bass 2005. pp
  34-38.

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References

• Hutchings P and Shulman LS. The Scholarship of
  Teaching. New Elaborations New Developments.
  Change. 1999 Sept/Oct. pp 11-15.
• Kirkpatrick DL. Evaluating Training Programs. The
  Four Levels. San Francisco CA Berrett- Koehler,
  1994.
• Pinsky L, Irby D. If at first you dont succeed
  Using Failure to Improve Teaching. Academic
  Medicine 1997 72 973-976

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References

• Pinsky L, Monson D, Irby D. How excellent
  teachers are madereflecting on success to
  improve teaching. Advances in Health Sciences
  Education, 1998 3 207-215.
• Pratt DD, Arseneau R, Collins JB. Reconsidering
  good teaching across the continuum of medical
  education. J. Continuing Education in the Health
  Professions, 2001 21 70-81.
• Simpson D, Fincher RM, Hafler JP, Irby DM,
  Richards BF, Rosenfeld GC, Viggiano TR. Advancing
  Educators and Education by Defining the
  Components and Evidence Associated with
  Educational Scholarship. Report of the GEA
  Consensus Conference on Educational Scholarship.
  Accepted for Publication, Medical Education.