Skills of Explaining and Demonstration - Book Report/Review Example

Table of Contents Table of Contents Online Education. (2003). Teaching Learning Technology. Retrieved November 18 2007 from http web.njit.edu/~golsen/Online%20Teaching%20TLT%20May03.ppt. 12 Sokoloff, D. & Thornton, R. Using Interactive Lecture Demonstrations to Create an Active Learning Environment. Center for Science and Mathematics Teaching. 12 Teaching Resource Centre. Humanizing the Classroom. Retrieved November 19 2007 from http://trc.ucdavis.edu/trc/teachguide/classroom.html 12 1. Using the skills of explaining and demonstration 1.1 RECAPTURING THE EXPERIENCE Teaching has always been my passion. To me, teaching involves developing relationships with your students and inspiring them to learn. When I read about this assignment, my first thought was that it should be a breeze, as teaching is my profession. To my surprise, it was a challenging experience and a great, powerful technique in improving teaching skills. It has provided a basis for self-reflection and professional growth. “Interactive demonstrations strengthen students abilities to observe, and stimulate questions and discussions” (Merritts, Walter & MacKay, 2007). Since the micro-skills practice, I have been thinking and rethinking to myself, what it means to be a teacher. I had been particularly looking forward to the exercise, as an avenue for feedback on my teaching style. My field is in health sciences, where most courses require continuing practice of learned skills. Explanation with demonstration is a very effective teaching strategy for presenting information to students. I didn’t have difficulty performing this practice, as I was in a comfortable, relatable atmosphere. However, I was nervous in being video-taped. The most significant moments of the teaching session for me, were to first explain the topic, then demonstrate the learning technique, including the use of instruments, examples, emphasizing and making connections. I prefer to teach in a sequential, logical order, linking the last session’s material with the present, making sure all students are on the same page. At approximately 9 AM on Monday, September 17, I taught my students a lesson in ‘Auscultation.’  I asked a student to volunteer as my patient, so I could explain, as well as demonstrate. The students were excited about the topic, as this was new to them. I believe that you learn more deeply, when you are able to observe what the teacher is explaining. “There is strong evidence for significantly improved learning and retention of fundamental concepts by students who participate in Interactive Learning Demonstrations(ILDs) as compared to those taught in traditional lectures” (Sokoloff & Thornton, 1999). I continued in the explanation of Auscultation, what parts/organs of the body we listen to and what we use, while simultaneously demonstrating the techniques involved. I recall thinking to myself, “I must remember to keep demonstrating what I am doing and not get carried away with the explanation.” This teaching session was performed well. I also needed to ensure that all students were able to see what I was doing and understand what I was teaching. Looking around at the students, I remember thinking that I could tell from their facial expressions and body language, whether or not they were grasping the content. “Their body language reveals to you their commitments and intentions just as your body language speaks to them” (Jones, 2004). It’s amazing how well you can know your techniques, yet face such difficulty in teaching it to someone else, especially as large group. I also needed to be prepared to explain and demonstrate the material in alternative ways, for students who did not quite understand the concepts, with my use of modeling and simulation techniques. I had to consider students who had never previously been exposed to the topic, in finding a way to reach them. All students were pleased with the explaining and demonstrating. I think it went better than planned. 1.2. ACKNOWLEDGMENT of FEELINGS I was excited to begin this practice and a little nervous at first, knowing there was a camera. However, I remained comfortable and confident throughout the task. My comfort with explanation comes from years of experience teaching a lesson, in front of the classroom. My goal for the lesson was to make sure each student understood the Process of auscultation. I felt that I did an adequate job explaining the process to the students, on a level that was easy for them to comprehend. That made me feel good. Aside from the beginning, I feel the lesson flowed smoothly. It felt great to see the look of interest on the students faces. I believe that is a sign that they comprehended what I was teaching. I consider myself approachable and friendly, which encourages students to ask questions. Overall, I was happy with my performance. I looked and felt confident. I think I made good use of time and the materials. I believe I had every student on track. 1.3. ANALYSIS of MY PERFORMANCE Watching my performance, you would likely notice my confident. However, even though I have past teaching experience, there were still factors that affected my performance. I have learned from this experience that teaching is a learning process. I did not rehearse any part of the lesson. I simply spoke what came to the top of my head. Though I have been teaching for year, there are still areas in which I can improve, to Be effective in a wider variety of teaching situations. I noticed that the language I used with the students was very informal and laid back. I used words such as ‘thing’ and ‘you guys.’ While this creates a comfortable environment, it does not sound very professional. I could have made the lesson a bit more interesting, by getting other students involved. I should have ended the session answering questions for the students. Watching my lesson pointed out areas of teaching that I need to work on, in order to become a better educator. “Thus, while I was formally taught the concept of professionalism, it was through observation and mentoring that my views of this concept were solidified” (Fesher, 2000, p 412). There is always room for improvement, even for health science teachers like myself. 1.4. MY PAST EXPERIENCE As a Health science teacher, it is hard to break from the teaching mold I have become accustomed to.  I went received my education by taking notes and listening to lecture. I was cognizant of the fact that lecture is not an effective means of teaching, yet breaking that mold was easier said than done. Teaching the subject content often involves the integration of explaining and demonstration. The one time I actually lectured, with no Visual aids, graphic organizers, or guide notes, the material went over the students’ heads. I was completely ineffective. Visual aids and models have always helped me in explaining the tasks. This allows students to comprehend through their own personal applications.   I strongly believe in using demonstrations to get my ideas across to my students. Whenever possible, I try to use them in class. To help students connect with subject Matter, I like to include demonstrations that involve students. For instance, when I am lecturing on ……….., I get the class of approximately 30 students to do the …………, which gets them moving and staying awake. My experience has shown me that use of explanation, followed by demonstration, reaches students at all levels. They have frequently made positive comments in their evaluations of my teaching. Lecturing alone can result in poor retention of subject matter, as well as lack of communications skills necessary for team problem solving activities.  In order to combat these challenges, I believe in utilizing explanation as well as demonstration, when presenting new concepts and material. This ensures that students with different learning styles will thrive. Student resource materials often do not provide enough explanation of ideas or concepts. Students often need a visual demonstration to understand procedures. 2. Using the skills of discussion 2.1. RECAPTURING THE EXPERIENCE Initiating and sustaining a lively, productive discussion are among the most challenging of activities as a facilitator. A good discussion, of course, serves more than our own self-satisfaction. When students consider themselves to be participants, they learn more (even if coverage is less), and they take pride in what they learn. A good facilitator is interested in diversity, willing to question his or her own ideas, and willing to listen. The facilitators role is clearly to find innovative ways of bringing people into the discussion. I anticipated challenge in this micro-skills practice, as I am accustomed to lecture teaching. I have little experience with group discussions. The discussion began at 9am on Tuesday, 20th September. I had to start with an explanation of the subject in the Lab. As I Conducted my first record of the group discussion on heart and heart disease, I discovered that most students knew practically nothing about the subject. It was difficult to engage them in conversations. I realized I needed to develop a plan for my class discussion. Some effective strategies include “starting out with non-threatening questions, preparing discussion questions in advance and asking questions that do not have simple right or wrong answers” (Teaching Resource Centre). I realised, as facilitator, you must first explain what the subject of discussion is, particularly if the subject is new to students. I decided to tackle this in two parts. First I presented a 10 minute explanation in the Lab. Then I conducted discussion in a more comfortable setting, like the lecture room. Small interactive classes develop mutual trust more quickly. “However, some students may feel uncomfortable voicing less popular opinions in such a public manner” (University of Sydney). After the explanation of the heart, I found the students more talkative in the Lecture room. They began answering my questions without fear or hesitation. I aimed for a lively class discussion, displaying my enthusiasm for the subject matter openly. This helps students open up in their learning processes, during our class discussion. I did feel the discussion was valuable to the students and to myself. It was also important to receive feedback from the students. It is was great to review the tape. I was able to see how a group discussion can produce a number of learning experiences, as participants articulated their ideas and responded to my questions. They developed skills in evaluation of evidence, for their own positions. Topic discussions have, on more than one occasion, helped me externalize assumptions of my values, beliefs and attitudes, about certain issues. With that said, however, most lecturers can benefit from the addition of questions that lead to group discussion situations. . 2.2. ACKNOWLEDGMENT of FEELINGS I was fairly comfortable with the knowledge base that I possessed on the subject. I did much of the talking in the discussion though, and felt I could have left time for students to discuss more. After I received the great feedback for my first micro-skills practice (explaining and demonstrating), I felt more comfortable in reaching out to my students and getting them involved in the class discussion. The discussions were helpful in aiding student understanding. After watching myself and receiving students’ feedback, I feel that I was able to identify my strengths and weaknesses. I believe in the importance of using feedback to correct or change teaching strategies in a timely manner, while it can still benefit the class. “Staff who would like to be able to monitor their teaching during the semester in order to act immediately to improve their teaching might find collection of student feedback during the semester a useful strategy” (University of Sydney, 2007). Now I can work on improving them. I thought that, overall, my lesson went well and the information I presented reached the students. I did feel the discussion was valuable to the students and myself. By watching the taped and through student feedback, I was able to identify my strengths and weaknesses 2.3. ANALYSIS of MY PERFORMANCE After finishing this twenty-minute micro-skill practice on Tuesday, I left the room dissatisfied. I went home to watch the video of myself, which only confirmed my feelings. I realized there were a few areas of my lesson that need to be improved upon. “Observation can be a powerful tool for teachers. For example, teachers might use this tool to explore their own teaching practices, either through audio or video taping of themselves during teaching sessions” (Fortnune, 2000). In regards to performance, I think it was ok, though the discussion was a little unorganized. I think this was due to the students’ lack of knowledge on the topic. I could have chosen a topic that students were more familiar with, to encourage more discussion. I should have asked a few key questions, encouraging diverse thinking that leads to questioning. I did much of the talking in the discussion and should have given students opportunities to talk more. I should have waited for their answers rather than answering quickly for them. This might have taken more time, but would have shown my patience and willingness to let students think through their answers. The feedback has given me an insight that the job of a teacher is to continually strive for and seek improvements. This improves the learning experiences of students. 2.4. MY PAST EXPERIENCE of these skills I don’t believe in just lecturing and showing my students some slides of how things occur. What matters most to me in my teaching, is getting the fundamental ideas across to students. I strive to develop a safe environment in my classrooms, where students feel they can be open in their learning processes, during our class discussions. Students are the key element in the classroom.  As the teacher, I must make every effort to involve them, through direct interaction. Fostering interaction within the course, through active learning exercises and group participation, can improve student communication skills, as well as the relationship between the teacher and students. Moreover, active learning exercises in class provide the teacher with immediate and valuable feedback of student comprehension, pertaining to the current topic. With experience, you begin to understand which topics are safe in teaching what you want students to learn, clarifying students’ confusion, and providing them with opportunities to acquire knowledge and insight. This is often done today, through face-to-face discussions and even online, for exchange of information, sharing of ideas and expression of opinion. Past experience of this skill has also taught me that although a stimulating discussion is spontaneous and unpredictable, a good discussion requires careful planning. As with every activity used in the teaching and learning process, the role that discussion will play in the subject should be defined and outlined. Students are often unaware that this time in class can be used as a ‘safe setting’ to test ideas and perspectives, and that if students come prepared the entire experience will be more worthwhile. MY ANALYSIS of OVERALL FEEDBACK for MICRO-SKILLS PRACTICE 1 & 2. Systematically collecting feedback can help you review and improve your teaching style. Student input helps you identify ways to support their learning activities and present subject matter more effectively. This is important for lifelong learning. I believe obtaining feedback from your students is vital, after the presentation of a crucial topic. This lets you know whether students are following the material and concepts properly. I always welcome feedback, whether it is from students, peers or colleagues. As long as it is provided as an aid in improving my teaching and facilitation skills. Improvement of my skills provides my students with a greater learning experience. I had been looking forward, particularly, to the micro skills practices, as a means of receive feedback on my teaching style. The feedback on my assessments has helped me to see where I need to concentrate my efforts. The most important information received from the experience, then, was feedback from peers about my style, including personal mannerisms, method of communication, and effectiveness at communicating ideas, facts, and concepts. As I received positive general feedback, I think I have a teaching style that can work, though I have room for improvement. Some of the feedback reinforced what I already knew about my teaching. Other comments involve issues that I was not aware of. I think the biggest change I have made, as a result of what I learned from these practices, is not to assume that I know what my students are thinking while I’m teaching. . . . Now I stop and take stock of student body language more frequently. I’ve discovered that some students that are quiet aren’t bored, but feeling lost by the difficulty or scope of the course content. I have also learned to ask the students discussion questions, to assess where they are, and then wait (for what sometimes seems like an eternity!) for them to start talking, rather than just speak for them. Acknowledgement and response of students’ feedback is important, though this goes beyond simply fulfilling requests. Rather, being responsive means considering student input, finding ways to help align student expectations with your teaching and course goals. Comments are more important than grades, in informing the teacher if the class really understood and learned for life. They also tell me whether certain teaching methods and topics need modification. In general, I was pleased with the feedback received. Comments from students were overwhelmingly positive. Through this activity, I have had the opportunity to reflect on my strengths and weaknesses, as a teacher and a learner. 3. Facilitation in face-to-face and e-learning settings 3.1. RECAPTURING THE EXPERIENCE E-learning is often promoted as providing flexibility in time and place of study, where learners are able to work on their chosen time schedule. They can devote as much time as desirable, on the online activities. This was the second e-learning group assignment I have done in this course. This experience has been generally positive. In this assignment, we had to work with a group of six members, to explore the design possibilities for an interactive, online learning event. It was required to be appropriate to learners in our respective educational settings. We were an organized group, as we distributed the weekly e-moderating tasks amongst members. We found an appropriate time to have our weekly discussions as well. We decided Monday, at 7.30pm was the best time for us to meet weekly. A number of us had trouble logging into the Chat room in the first week. We were all present the second week, after Fran’s posting about Java. We all decided that case-studies were the best ILE to discuss and critique. After our seven weeks of discussions and postings, we each posted 2 sources on this ILE. It was interesting in reading how each member critiqued these sources. I was e-moderator in week 12 and did this well, directing the members in effective discussion. This e-learning experience has encouraged and supported collaborative peer learning. We were able to work together to make decisions, implementing them as a group, in order to complete the weekly/group tasks. 3.2. ACKNOWLEDGMENT of FEELINGS This was a really important and helpful Assignment. It was a great experience and very valuable from a teaming perspective. It allowed us to share and discuss our ideas and beliefs . . . we learned a lot from each other and worked very well together. Owing to time pressure that I was under, I dont feel that I took full advantage of the possibilities offered by the weekly discussions. I was present at every weekly discussion, however, I think I would have enjoyed this part of the course more, if I had been under less pressure!" Although I initially felt self conscious about my discussions, I was happy with my postings. I had time to think about the postings prior to responding, in providing sources and writing my ideas. I think that most of the members did well in e-moderating and discussion. Without other group members’ comments, my ILE would have had many problems I would not have considered. Ive learned quite a bit from the others members and enjoyed their professional approach. I will try to apply some of this knowledge and experience. This thoroughly enjoyable learning experience… eliminated the isolation of being an external student. “The three top reasons 45-50% of students withdraw from or fail an online course are: Lack of student responsibility – time management, infrequent logons, and nonparticipation, technical difficulties – real or perceived problems, computer illiteracy, and user error and lastly, Isolation – a feeling or belief that they are working alone without the help of their teacher or classmates” (Online Education, 2003).   3.3. ANALYSIS of MY PERFORMANCE It is important to recognize that interactivity, which occurs online, is qualitatively different from that which takes place in a face-to-face environment. I think the one thing that affected me in this area, was being under pressure with my studies. I showed up for each discussion, yet I did not enjoy or put the required effort into them. I did say what I felt in the posting, which worked better for me, due to time constraints and my busy schedule. 3.4. MY PAST EXPERIENCE of these skills Discussion is, of course, the obvious strategy for this environment. Skills of questioning, listening and responding, described by Brookfield (1999), are as critical in this environment, as they are in a face to face environment. He states that “one of the best ways for teachers to respond to comments or questions is by remaining silent, thereby giving students the opportunity and space to respond to what their peers have said.” While institutions such as my own promote e-learning, as the way in which our courses should inevitably be moving; I also think it is critical to reflect on the advantages and disadvantages of e-learning, versus other learning mediums. I have only been involved in e-learning for a couple of years, with limited experience in this type of learning environment. During this time, I have endeavoured to use the web to extend/supplement the range of students’ learning experiences, without duplicating course material online. For example, by experimenting with assessment and posting reading summaries online, students can benefit from each others readings in different course sections. I have also discovered the web useful, in providing students with choice. I remain concerned that it excludes some types of learners. Many of our students are less computer literate, have older computers, or lack broadband service. Some don’t have computers at all. Online discussion groups provide pportunity for group learning, networking and interaction. However, if students are required to come on-line and perform tasks at specific times, their flexibility as distance learners is affected. Such students may also have a less than positive learning experience. I believe that a quality commitment is necessary for both face-to-face education and e-learning environments. 3.5. MY ANALYSIS of MY FEEDBACK I am very appreciative of the opportunity to receive feedback, on my online discussion activities. E-learning is still fairly new to me, so I realize I need to be open to critiquing and comments of others, regarding my teaching skills. I feel that I am much better prepared for future discussions. Explaining and demonstrating may be difficult. There are resources I can use for the demonstration aspect. Diagrams and short videos are options. As I participate more in e-learning processes, I will become more familiar with options available to me in the e-learning environment. Both the explaining-demonstration and the group discussion modules provided me with some very concrete ideas on how to improve my skills. I cannot include students in the interactive demonstration in the e-learning environment. However, I can ask them to find diagrams or visual aids themselves, which they can share with the class. Identifying students who are bored or lost, before the problem becomes too big, is the best way I can help my students. This is also difficult in the e-learning environment. I can monitor the frequency of contribution, to see which students seem interested. I can then send an email or call those who seem to be disinterested. It is difficult to establish trust in an online community for some, though it is required. “It is built and maintained by a high level of activity and responsiveness” (Online Education, 2003). In the discussion facilitation exercise, I failed to allow time for students to think about their answers. In the future, I can do some things to help them with the process, while patiently facilitating thoughtful discussion. In the e-learning environment, I can post questions for students to consider. They can contribute when they are able to do so. I should continue to make the e-learning discussion sessions as comfortable as possible, using the techniques or strategies for engaging students in discussion, that I have already identified. 4. Integrative conclusion Through the micro-exercises, I have had an opportunity to learn more about myself as an educator and facilitator. The exercises have shown me that I am already an excellent teacher and lecturer. However, there is always room for improvement. It becomes more of a challenge when the e-learning environment is added. Though some students may feel more comfortable in sharing their thoughts or ideas, others may be hesitant, as they are less computer literate and understandably less trusting. I realize that one of my challenges as an educator, is to engage all students in an e-learning environment. Some steps I can take are to “encourage students to interact casually and allow time at the beginning for introductions” (Online Education, 2003). This may help to establish trust among all group members or participants more quickly. I have not had much opportunity for other types of teaching experiences, such as explanation with demonstration or group discussion. These experiences may be much more challenging in the e-learning environment. However, some may be easier. Use of computer or software applications that allow for video demonstrations is one way to present visual representations of the discussion material or subject matter. Students can view videos in their own time, and comment about what they have viewed later. They can be encouraged to ask questions about those processes as well. Video taping of the explanation and demonstration sessions, then compressing the video for online viewing is an option. Those students with slower internet connections may become frustrated with this process. William Horton suggests “hiring a professional videographer who can deliver a digital-ready format.” Other methods of converting to the e-learning environment including using slide presentations, providing reading materials in pdf format. The Acrobat publishing software is fairly simple to use. Though students will be required to use Adobe Reader, this application can be downloaded from numerous sites for free. I can even provide a source or link for them to obtain the application. I must remember to include some basic, easy to follow instructions. Laboratory processes, though they cannot be completed in the same manner as in the physical classroom laboratory, should include “similar decision making processes” (Horton, 2001). A step by step procedure can be designed in such a manner that questions about each step must be answered correctly, in order to proceed to the next. With the feedback I received from students and peers and the viewing of my performances in the micro-exercises, I am now armed with an arsenal of information to practice the skills that need improvement. I can apply this feedback to the e-learning environment as well. Skills that are present in the physical classroom are easily transformed in the virtual classroom, as long as I consider the time and access constraints of the e-learning environment. Online discussions require only the use of an online chatroom or discussion board. Links to materials can be provided on the discussion board, minimally, for additional support of the discussion. Other features such as video and pdf reading materials can be added as facilitation skills improve and the class becomes more comfortable, with the e-learning environment. I can still obtain feedback from my students. This can be done privately through email, or by providing a link to an online questionnaire, such as a form that is collected and sent to email. References Brookfield, S. (1999). Keeping the discussion Going Through Questioning, Listening and Responding. Discussion as a Way of Teaching. SanFrancisco. Jossey-Bassey. pp 85-102. Fesher, J. (2000). Teaching Professionalism: A Student’s Perspective. Mount Sinai Journal of Medicine. Vol. 69, No. 6. pp 412-414. Fortune, Tara. (2000). Immersion Teaching Strategies Checklist. ACIE Newsletter. Horton, William. (2001). Tools to Convert Assets. Retrieved November 19 2007 from http://www.learningcircuits.org/2001/jun2001/ttools.html Jones, Fred. (2004). Meaning Business: Part 3 Follow Through and Pseudo-compliance. Retrieved November 19 2007 from http://www.educationworld.com/a_curr/columnists/jones/jones011.shtml Merritts, D., Walter, R. & MacKay, B. (2007). Teaching With Interactive Demonstrations. Retrieved November 19 2007 from http://serc.carleton.edu/introgeo/demonstrations/ Online Education. (2003). Teaching Learning Technology. Retrieved November 18 2007 from http://web.njit.edu/~golsen/Online%20Teaching%20TLT%20May03.ppt. Sokoloff, D. & Thornton, R. Using Interactive Lecture Demonstrations to Create an Active Learning Environment. Center for Science and Mathematics Teaching. Tufts University. Teaching Resource Centre. Humanizing the Classroom. Retrieved November 19 2007 from http://trc.ucdavis.edu/trc/teachguide/classroom.html University of Sydney. (2007). Quick & Easy Feedback Strategies. http://www.itl.usyd.edu.au/feedback/gatherstufeed.htm Read More