Defenbaugh, Nicole, PhD

Smith, Amy B, PhD

English

Lehigh Valley Health Network: LVHN Scholarly Works

Lehigh Valley Health NetworkLVHN Scholarly WorksDepartment of EducationEngaging the Learner Through Meta-Teaching.Amy B. Smith PhDLehigh Valley Health Network, amy_b.smith@lvhn.orgNicole Defenbaugh PhDLehigh Valley Health Network, nicole.defenbaugh@lvhn.orgFollow this and additional works at: http://scholarlyworks.lvhn.org/educationPart of the Education Commons, and the Medical Education CommonsThis Presentation is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works byan authorized administrator. For more information, please contact LibraryServices@lvhn.org.Published In/Presented AtSmith, A. B., Defenbaugh, N. (2017, May 1). Engaging the Learner Through Meta-Teaching. Presentation Presented at: Faculty FocusWeek Lehigh Valley Health Network, Allentown, PA.© 2017 Lehigh Valley Health NetworkEngaging the Learner Through Meta-TeachingAmy B. Smith, PhDNicole Defenbaugh, PhD“Anyone, Anyone”Teaching/Learning MethodsObjectivesI. Describe how to be learner centered when developing a presentation.II. Explain three strategies to engage learners during a presentation.3-2-1Meta-Teaching“Meta-teaching is the knowledge and reflection on teaching based on meta-ideas. It is the teaching about teaching, a teaching process with practice consciously guided by thinking, inspiring teachers to teach more effectively.”Chen, 2013It doesn't matter how much we know. What matters is how clearly others can understand what we know.“This is hard”“Every learner is different; one likes this the other doesn’t”I. Think-Pair-ShareGetting to know your learner Introduce self Years of teaching Where do you teach (classroom, inpatient, outpatient)?Helping learners identify purpose What do you hope to learn? Why do you think this is an important topic for faculty?“The active classroom is about inviting the learner to engage.”I. Learner Centered –Audience Types of Classrooms– Passive (inactive) learners/Compliant classroom– Active Learners identify importance and impact of the sessionHurst, 2013I. Learner Centered - Teacher Awareness Adaptable Accountable (modeling/mirroring)II. Asking the Right Question Questions of Perspective– Is there another point of view we could examine? Questions of Importance– What is the most important issue on which to focus? Questions of Equity– What conflicts of interest exist here?Oyler & Romanelli,  2014II. Scenario – Difficult ConversationYou witnessed a learner have a difficult conversation with a nurse. The learner attempted to solicit the nurse’s opinion about discharging the patient (Ms. Leu). You observed the learner’s discomfort in knowing what to say and where to stand. 1. What question would you ask about Perspective?2. What question would you ask about Importance?3. What question would you ask about Equity?II. Embodied Learning Engage learner to:– Demonstrate learnings and apply– Assess level of learning in the moment How do you tap into students’ curiosity and interests through embodied learning?II. Scenario – Difficult ConversationsYou witnessed a learner have a difficult conversation with a nurse. The learner attempted to solicit the nurse’s opinion about discharging the patient (Ms. Leu). You observed the learner’s discomfort in knowing what to say and where to stand. 1. What feedback would you provide the learner?2. Invite the learner to demonstrate (verbally and non-verbally) what they would say and do in the conversation with the nurse.II. Engaged Teacher “…student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.”Hurst, 2013II. Engaged Teacher “…student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.”Hurst, 2013teacherteachersII. ActivityQuestions to Ask Self before Teaching1. Why am I a teacher?2. What excites me about teaching, e.g. this topic?3. How can I invite the learner to be involved? Learner Centered– Audience – Self Strategies– Embodied Learning– Questioning– Engaged TeacherCheck Out/Action Plan What 1 strategy will you try with your learners in the next week? 3 things I learned  2 things that surprised me 1 question I still haveReferences1. Chen, X. (2013). Meta-teaching: Meaning and strategy. Africa Education Review, 10. S63-S74.2. Hurst, S. (2013). Seven ways to increase student engagement in the classroom. ReadingHorizons. Accessed on April 27, 2017 from http://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom3. Oyler, D. R., & Romanelli, F. (2014). The Fact of Ignorance: Revisiting the Socratic Method as a Tool for Teaching Critical Thinking. American Journal of Pharmaceutical Education, 78(7), 144. http://doi.org/10.5688/ajpe787144Contact Information:Amy Smith, PhDDepartment of Educationamy_b.smith@lvhn.orgNicole Defenbaugh, PhDDepartment of Family Medicinenicole.defenbaugh@lvhn.org

Engaging the Learner Through Meta-Teaching.

https://scholarlyworks.lvhn.org/cgi/viewcontent.cgi?article=1136&context=education

Engaging the Learner Through Meta-Teaching.

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Lehigh Valley Health Network: LVHN Scholarly Works