2009 Effective Teachingstudy11.1.09.Doc

Effective Teaching Study with a Modified Flanders Interaction Analysis at LMU and TUM HAROLD C. LYON, JR. Guest Professor of Medical Education Ludwig Maximilians University and TUM Munich, Germany Module 3 Meeting January 15, 2009

My Goals for this Short Presentation (with apologies for not speaking to you in German) ,[object Object],[object Object],[object Object]

R eview Step ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

O verview Step of my Presentation ,[object Object],[object Object],[object Object]

Research Results on Effective Teaching Based on 200,000 hours of classroom teaching at all academic levels, over 25 years, in 42 states and 7 countries including Germany! (Aspy, Roebuck, Rogers and Tausch) ,[object Object],[object Object],2. Students talk 10% of the time ,[object Object],4. Virtually no responses to feelings 5. Only 1 minute of laughter out of every 12,000 hours of instruction!

More Research Results on Effective Teaching Based on 200,000 hours of classroom teaching at all academic levels, over 25 years, in 42 states and 7 countries including Germany! (Aspy, Roebuck and Rogers and Tausch) ,[object Object],[object Object],[object Object],7. The average teacher used only 2 of the 15 steps found to be important for organizing effective teaching 8. Teachers with certain personality traits and skills tended to be significantly more effective

Outcomes of students who had teachers with THE certain traits: ,[object Object],2. Less absenteeism 3. Fewer discipline problems 4. Increased IQ scores 5. Increased self-concept scores 6. Improved attitudes toward school 7. Increased levels of cognitive functioning -- more thinking

More results of students who had teachers with THE certain traits: ,[object Object],9. Much greater percentage of "student talk" than in the average classroom ,[object Object]

What were the personality traits found in the most effective teachers? - Rogers, Aspy, Roebuck, Tausch - ,[object Object],Can we train people to have these traits? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

THE 15 STEP R-O-P-E-S MATRIX for indelible teaching Drs. Carkhuff, Aspy and Roebuck tested these principles and built the steps to incorporate the principles of effective teaching ,[object Object],[object Object],5. Generate thinking and respond to it (question asking and problem-solving) 2. Insure motivation of students by relating content to their real world ( O verview) 1. Diagnose the learners’ entry level skills before teaching ( R eview) 6. Facilitate skill development, transfer, and application ( S ummary) 4. Respond to student’s ideas

Tell, Show, and Do – add these to ROPES making a 15 cell matrix ,[object Object],[object Object],[object Object],Tell one Show one Do one = Teach one

Organizing Teaching with the ROPES Matrix ROPES TELL SHOW DO Review Overview Present Exercise Summary

Comparison: Traditional vrs Most Effective Teachers (Using Flanders Interation Analysis) Traditional Best Teachers You ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What does the research show when you teach using the “Effective Teacher” Traits and practices? ,[object Object]

LMU-TU Flanders Study Design Lecture 1 Winter Semester Lecture 2 Summer Semester FIA 1 FIA 2 Feedback Critique Experimental Group: Lecture 1 Winter Semester Lecture 2 Summer Semester Control Group: FIA 1 FIA 2

Methods ,[object Object],[object Object],[object Object],[object Object]

Flanders Interaction Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Flanders Interaction Analysis Form

Findings ,[object Object],[object Object]

Findings Significant improvment in Teacher Talk - FIA 1: EG: 80,90 (12,27); CG: 76,73 (9,86) – FIA 2: EG: 68,00 (5,60); CG: 79,09 (11,80) Significant improvment in Student Talk - FIA 1: EG: 18,10 (11,72); CG: 19,64 (9,16) – FIA 2: EG: 30,10 (6,08); CG: 19,45 (12,15)

Findings Improvment of ROPES - FIA 1: EG: 5,60 (2,12); CG: 5,00 (2,24) – FIA 2: EG: 7,90 (1,37); CG: 6,45 (2,91) Significant improvment of Empathy - FIA 1: EG: 2,76 (0,87); CG: 2,85 (1,05) – FIA 2: EG: 4,15 (0,43); CG: 2,78 (1,19 )

Summary of the findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teachers‘ Post-Questionnaire Sample Comments ,[object Object],„ Die freundschaftlichen und kollegialen Gespräche nach der Analyse der 1. Vorlesung haben weiter geholfen. Motiviert durch die Analyse der 2. Vorlesung wird man versuchen müssen, die Vorlesung noch mehr in der beschriebenen Richtung zu gestalten.“ „ Die konkrete Analyse und das persönliche Gespräch vor dem Hintergrund des medizindidaktischen Grundkonzepts hat mir eigentlich zum ersten Mal klar gemacht, was ich bisher falsch oder richtig gemacht habe.“ „ Die Beteiligung an dem Projekt hat mir auch weit darüber hinaus genützt- bei wissenschaftlichen Vorträgen und auch beim Umgang mit meinen Kollegen und in verschiedenen Gremien.“

Summary ,[object Object],[object Object],[object Object],[object Object],[object Object]

Danke für Ihre Aufmerksamkeit! ,[object Object]

The Lecture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

More About the Lecture B.F. Skinner in Walden Two (1948) ,[object Object],[object Object]

Lectures are effective for: ,[object Object],[object Object],[object Object],[object Object]

Research Evidence on the Value of Mentoring White House Task Force on Gifted & Talented: most effective intervention for education of gifted person = mentorship -- a one to one human relationship with a person who possessed nurturing traits: empathy, prizing, genuiness.

The Value of Mentors ,[object Object],[object Object],[object Object]

The Functions of the Mentor These traits of the successful mentor are an ideal model. In reality no one mentor practices or has them available all the time. We do the best in our unique manner with the gifts we have. Our genuineness is expressed in our human imperfection. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Studies of highly successful people show that those who had mentors gained more “success” than those without mentors including the following: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Dvorak Keyboard – much faster and more efficient…but …

Dvorak vrs Standard Keyboard Advantageous Innovations not Always Adopted ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Diffusion of Innovations Research New idea >Diffused > Adopted/rejected > Consequences = Social Change ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

S ummary Step ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How far have you progressed today? ,[object Object],If you apply what I have covered today, you can become “consciously competent” soon, with some practice. Some of you are already there !

Hal’s Life Lessons with thanks to Steven Wright ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

More of Hal’s Life Lessons ,[object Object],[object Object],[object Object],[object Object]

Still More of Hal’s Life Lessons ,[object Object],[object Object],[object Object],[object Object]

Tips from the Redneck Book of Manners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Viewpoints on learning vrs. Teaching ,[object Object],[object Object],[object Object]

Viewpoints on Learning vrs. Teaching ,[object Object],[object Object]

P resentation ,[object Object],[object Object],[object Object],[object Object]

An Effective Teacher -- Both Useful & Novel ,[object Object],[object Object],[object Object]

Teaching vrs. Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The “Dr. Fox Effect” ,[object Object]

Presentation Is this a true statement: "If the learner didn't learn then the teacher didn't teach.” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],What is the difference between teaching and learning? An example:

O verview Step of my Presentation Why is it important for you to be an effective teacher? ,[object Object],[object Object],[object Object],[object Object]

What are we teaching when we teach diagnosis? The issue is still being debated among researchers on what goes on when a skilled clinician diagnoses a patient. Experience is key. But what kind? Is it more process oriented (applying hypothetical deductive reasoning or problem- solving skills)? Or is it more content oriented (learning pattern recognition)? Or is it a combination of both? We think both & E-Learning can enable both.

2009 Effective Teachingstudy11.1.09.Doc

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