Donna M. Ambrozy
Empirical and theoretical merits of different teaching methods as applied to medical education. Structuring and leading group discussions, using questions, organizing and delivering lectures, identifying styles of clinical supervision, providing constructive feedback, and presenting effective clinical demonstrations. Offered: W.
This course is designed to increase your understanding of the instructional process and to improve your skills in planning, teaching and reflecting upon your instruction. Practical tips for improving teaching will be made in the context of research on teaching and learning.
Initial sessions of the course will review new research on learning along with research on teacher knowledge and reasoning. This research will provide a common vocabulary for discussions in the course, and will provide a lens for viewing what goes on in the mind of the learner and the mind of the teacher. Since teaching is heavily influenced by our implicit assumptions about teaching and learning, these readings will offer a foundation for the development of your personal theory of teaching and learning.
Delivering dynamic presentations and creating stimulating discussions involve both the artistic performance and the polished skill of a teacher. Specific suggestions for presenting lectures, leading discussions, using case studies, facilitating a problem-based tutorial, and teaching procedural skills are presented in combination with relevant educational research and theory.
At the conclusion of the course, the learner will be able to:
A. Articulate a personal theory of teaching and learning. B. Describe how to effectively give a presentation, lead a discussion, facilitate a case study and problem-based tutorial, give constructive feedback, and demonstrate psychomotor skills.
C. Plan a unit of instruction which: 1. identifies learner characteristics 2. determines learning objectives 3. selects appropriate teaching methods 4. develops supplemental educational resources 5. utilizes principles of learning
D.Teach a unit of instruction based upon your lesson plan.
E. Evaluate your teaching experience, reflect upon your personal theory of teaching and learning, and develop a plan for future improvement.
Class time is divided between lecture, small group discussion and experiential exercises.
A genuine interest in, and healthy curiosity about teaching and learning.
Class Assignments and Grading
Two assignments are required for the course and include the following:
A. Conceptions of Teaching and Learning Paper
This paper is an opportunity for the learner to articulate his/her conceptions and beliefs about teaching and learning. There are two parts to the assignment: 1) the learner will interview and observe an excellent teacher, and 2) the learner will describe his/her personal theory of teaching and learning.
B. Teaching Assignment
The learner will be responsible for planning and teaching a unit of instruction outside of class. Any content, context or teaching method may be selected that is appropriate to the audience. In the past, students have given lectures, seminars, paper presentations, and laboratory demonstrations.
Required Readings: The syllabus plus the textbook contain all of the required readings for the course.
The text, which is available in the South Campus Book Store, is:
Barbara Davis. Tools for Teaching. San Francisco: Jossey-Bass Publishers, 1993.
This is a two-credit, graded course. Grades are determined as follows: Class Participation 20% Conceptions Paper 30% Teaching Portfolio 50% The class may be audited by those individuals whose circumstances warrant it.