an innovative teaching method in a constructivist classroom - - PowerPoint PPT Presentation

Exploring the learning opportunities of an innovative teaching method in a constructivist classroom environment

Salome R. Smit

Tshwane University of Technology smitsr@tut.ac.za

Problem Statement

Students find it difficult to understand complex disease processes Assessments indicate lack of insight as students fail to correctly apply, integrate and transfer knowledge to unfamiliar situations

Purpose of the presentation

To share the journey while exploring the learning

• pportunities of an innovative teaching method

within a constructivist classroom environment, investigating whether the method may contribute to effective learning

Framework for presentation:

• Context of presentation
• Kinds of knowledge for effective learning
• Constructivism classroom
• Teaching strategy with Contrived Experiences
• Metacognition integrated in learning activity
• Scientific method
• Conclusion

Back drop

• Transformation in Higher Education
• Course curricula focus:

empowering students by equipping them with graduate attributes appropriate for high level functioning in the 21st century

• Institutional changes in the Teaching, Learning and Technology

strategy required the academic learning environment to undergo significant transformations in terms of the approach to teaching to adopt a student-centred teaching strategy

The lecturer as the agent for change:

• had to develop flexibility in transitional stage to facilitate the

process of achieving effective student-learning

• Early theories on constructivism have suggested and

research findings support that learning occurs best when students are actively engaged in the discovery process

• The challenge and priority always remains to consider a

student-centred teaching strategy that is most suitable for the subject content and will contribute to effective learning

Kinds of Knowledge for Effective Learning

(Shulman, 1986) Knowledge of your field Knowledge of how people learn your field Knowledge

• f how

people learn Effective teaching

Knowledge of how people learn

The Learning Pyramid

with average knowledge retention rates

http://thepeakperformancecenter.com/educational-learning/learning/principles-of-learning/learning-pyramid/

In the literature . . .

Examples of Learning Activities by Mode of Engagement (ICAP Framework): Interactive Constructive Active Passive

(CHI & WYLIE, 2014)

We know that students learn best when (deeper learning)

• new ideas are connected to what they already know and

have experienced

• when they are actively engaged in applying and testing

their knowledge using real-world problems

• when their learning is organized around clear, high goals

with lots of practice in reaching them

• when they can use their own interests and strengths as

springboards for learning

(NCTAF’s What Matters Most report, 1996)

Constructivism class room (characteristics applicable to activity)

• Learner-centered. Teacher as facilitator – students construct

knowledge through critical thinking, manipulatives, primary resources, and hands-on activities.

• Student works collaboratively in groups, independently or in

partners.

• Big idea first. All parts support big idea.
• Thinking and support of thinking are the goals.
• Self-reflection, student evaluator and teacher evaluator.

Constructivism class room (Cont)

• Process based learning: Learners create meaning and context

by exploring new ideas and experiences, generating hypotheses, problem solving.

• Teacher-student dialogue through conferring, questioning, and

wondering.

• Shared responsibility and decision making.
• Students ask questions. Empowered learner.

Teaching with Contrived Experiences

"We teach through a re-arrangement of the raw reality: a specimen, a manageable sample of a whole... when the direct experience cannot be used properly in its natural setting."

(Corpuz, 2008)

Contrived Experiences are substitutes of real things when it is not feasible/possible to bring the real thing to the class.

Teaching with Contrived Experiences include:

• Constructing models and mock-ups
• “editing of reality“
• Specimens, objects, simulations and games
• Applicable: real experiences cannot be used, not available
• r are too complicated
• Examples: pilot training by means of simulator

mock up of any scenario

(Corpuz, 2008)

Models are widely used in teaching in many fields, but what does the literature tells us about how Pathology is taught?

• Traditional lecturers
• Specimen and images of specimen
• 3D virtual models
• 3D printing
• web-based computer laboratory

The innovative teaching strategy: students actively engaged in learning

• Students individually construct/sculpt 3D models

simulating specific structure in the human body based on their prior knowledge of the normal anatomy of the structure

• sitting in groups

Audience actively participate as “students”

Consider object . . .

• Students then trace the progression of changes instigated

by the disease by changing the model according to the stages as the disease progresses, until the end stage of the disease

• The moulding material, being manipulative, allows for

making a range of adjustments as the structures change with the progression of the disease. Students experience hands-on learning

Eventually students reflect on their learning by means

• f self-assessment and peer-assessment activities to

confirm whether effective learning took place

Metacognition

A student’s awareness of his or her level of understanding

• f a topic

Metacognitive skills are developed through intentional questioning and reflection on learning and thinking Completion of questionnaire also facilitates metacognition

Student reflection on:

• What he/she learned during this learning activity
• Whether the learning material contributed to effective

learning and if so, in what way it has contributed

• Whether the active learning experience of constructing a

model and altering the model in stages to simulate changes instigated by disease, has contributed to effective learning

• The overall experience of the learning session

Students reported on their metacognitive processes by completing a feedback questionnaire

• n their learning experiences

During the learning activity students showed interest, excitement and confirmed that they thoroughly enjoyed the learning experience Students also mentioned that they will never forget these changes in the structures and progression of the disease

Practitioner Research Scientific method

Research question:

To determine whether sculptured three-dimensional clay models can effectively be utilized as an effective learning tool in an innovative teaching method to scaffold and facilitate understanding of pathological changes in the urinary system.

Study design: Practice based research with a retrospective content analysis. Data Analysis: A thematic analysis of the text on feedback questionnaires forms was conducted. Descriptive data was analysed, trends identified and prominent findings discussed and explained.

Method:

Participants were 31 full-time second year undergraduate students from the NDip Diagnostic Radiography Programme Subject: Radiographic Pathology II (RGP200T)

Ethical considerations:

Ethical principles applied Students anonymously

Data collection:

Students completed a feedback questionnaire

Students anonymously completed a feedback questionnaire:

• 1. Illustrate an example of structural changes associated

with inflammatory disease.

• 2. What have you learned during this learning activity?
• 3. In your opinion has the learning material (clay, etc.)

contributed to effective learning? If so, briefly explain in what way has it contributed.

• 4. What was your overall experience of this learning session?

Findings: The effectiveness of the teaching strategy was

• explored. The investigator will delve into the

possibilities of improve understanding of the value

• f sculptured three- dimensional clay models as

learning tool in pathology teaching.

The voices of the participants will now inform

• n the effectiveness of the learning activity

Analysis of the feedback questionnaires sought common themes Process of Coding

• 1. Illustrate an example of structural changes

associated with inflammatory disease. Thirty of the 31 students could illustrate and annotated the progression of the disease in different stages to end-stage disease

• 2. What have you learned during this learning activity?

Participants described the stages of changes caused by the disease based on the illustrations in question 1, in their own

• words. Although some have described it in more detail than
• thers, all students’ individual explanations were assessed

and it can be confirmed that it was evident that they understand the changes caused by the disease

• 3. In your opinion has the learning material contributed

to effective learning? If so, briefly explain in what way has it contributed.

Common themes recorded were: Visualization for better understanding, 3D orientation and being personally involved in shaping the changes, were the most commonly themes that

• emerged. One student commented “seeing it in ‘real life’ will help

her to always remember it.

The following quotation seem to capture the value and effectiveness of the learning activity: “Definitely. Visualization always simplifies learning and this way we will never forget it. Touching and seeing the changes will permanently imprint it in our minds.”

• 4. What was your overall experience of this learning session?

All participants in the activity responded in a positive way. “ …. a fun activity and learning a lot while visualizing the changes were common comments” ”It was an extremely fun way of learning. I would love to discuss all the diseases in this way” “The activity helped me to visualize the different changes in the structures that are caused by the disease” “Loved it! Please do it again. It was so much fun!” “It was fun and interactive. It definitely contributed to my understanding of the disease.”

Some of the participants also stated that they concentrated the entire session and that they will not be able to forget what they learned. “It was interesting, fun and unforgettable. The session

• pened my eyes in the sense that I got a close up experience
• f what the changes look like. My full attention was held the

whole session.”

Based on the evidence the assumption can be made that the teaching strategy had the desired

• utcome in terms of effectiveness
• f the learning process

Learning activity formed a meaningful scaffold to introduce students to the disease and associated changes by facilitating learning by means of the sculpted model Students are now ready to advance to more complex content matter on the disease

Kinds of Knowledge for Effective Learning

(Shulman, 1986) Knowledge of your field Knowledge of how people learn your field Knowledge

• f how

people learn Effective teaching

Conclusion

Effective learning can be achieved by means of contrived experiences, for example by constructing models It is Learning brought to life! It is trusted that the audience is inspired to support/encourage/embark on creative teaching strategies to continuously strive to achieve

• ptimal active deep learning experiences

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References

Questions?