7 Habits of highly ineffective instructors

1. Presented by: Kelly Miller 7 Habits of highly ineffective instructors

2. * Begin with no end in mind�Alice in Wonderland� Alice: �Would you tell me, please, which way I ought to go from here?� The Cat: �That depends a good deal on where you want to get to.� Alice: �I don�t much care where� The Cat: �Then it doesn�t matter which way you go�

3. Structure an Effective Lecture Become comfortable with the material Decide what content to cover Organize the topics in a meaningful sequence Prepare your lecture for the ear, not eye Structure the lecture to suit your audience and to help them retain the subject matter

4. Structure an Effective Lecture Design your lectures in 10 or 15 minute blocks Begin and end with a summary statement

5. * Teach as though all students learn the same

6. Kolb Learning Inventory Rate each item using a scale of 1-4 1 = Least like you 4 = Most like you Add up your score for each category Which two scores are the highest?

7. My learning style titles = Kolb titles AC + AE = �Devil�s Advocate Learner� = CONVERGER CE + RO = �Social Comfort Learner� = DIVERGER AC + RO = �Hands On Learner� = ACCOMODATOR CE + AE = �Fact Oriented Learner� = ASSIMILATOR

8. CONVERGER Seeks to understand how things work Likes facts and will seek to make things efficient by making small, careful changes Prefer to work independently Greatest strength is practical application of ideas Does best in situations where there is a single correct answer and can focus on specifics Relatively unemotional, preferring to deal with things rather than people

9. DIVERGER Ability to view concrete situations from many perspectives and generate many ideas Like to ask �why� and will start from detail to constructively work up to the big picture Enjoys participating but fret over conflicts Generally influenced by other people and like to receive constructive feedback Like to learn via logical instruction or hands-on exploration with conversations Greatest strengths lie in creativity and imagination Interested in people and tend to be emotional

10. ACCOMODATOR Most hands-on approach, strong preference for doing Like to ask �what if?� and �why not?� Do not like routine and will take creative risks Excel at making quick decisions and adaptations Greatest strengths lie in carrying out plans and involving themselves in new experiences Solve problems in an intuitive trial and error manner, relying heavily on other people for information At ease with people but may be seen as impatient and pushy

11. ASSIMILATOR Strength lies in ability to understand and create theories Most cognitive approach, prefer to think rather than act Like to ask �What is there I can know?� Like organized and structured understanding Prefer lectures, with demonstrations where possible Respect the knowledge of experts Strong need for control need and prefer predictability Best way to teach is to start from high-level concepts and work down to the detail

12. Has this ever happened to you?

13. Multiple Intelligences

14. Multiple Intelligences Visual-spatial Think in terms of physical space Like to do jigsaw puzzles, read maps, daydream Can be taught through drawings and imagery Tools include models, graphics, charts, photographs, drawings, video, television, multimedia

15. Multiple Intelligences Bodily-kinesthetic Keen sense of body awareness Like movement, making things, touching Communicate well through body language Can be taught through physical activity, hands-on learning, acting out, role playing Tools include equipment and real objects

16. Multiple Intelligences Musical Sensitivity to rhythm and sound Study better with music in the background Can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia

17. Multiple Intelligences Interpersonal Learn through interaction Have many friends, empathy for others, street smarts Can be taught by group activities, seminars, dialogues Tools include the telephone, audio or video conferencing, attention from the instructor, writing, E-mail

18. Multiple Intelligences Intrapersonal Most independent learners, shy away from others Have wisdom, intuition, motivation, a strong will, confidence, opinions , understand their own goals Can be taught through independent study Tools include books, creative materials, diaries, privacy and time

19. Multiple Intelligences Linguistic Have highly developed auditory skills and often think in words Like reading, playing word games, making up poetry or stories Can be taught by encouraging them to say and see words, read books together Tools include computers, games, multimedia, books, tape recorders, and lecture

20. Multiple Intelligences Logical-Mathematical Reasoning, calculating Think conceptually, abstractly and are able to see and explore patterns and relationships Like to experiment, solve puzzles, ask questions Can be taught through logic games, investigations, mysteries Need to learn and form concepts before they can deal with details

21. * Say it once and assume that your students have learned it Tell your audience what you're going to tell them Tell them Ideally, you should teach 6 different ways Tell them what you told them (or better yet, have them tell you)

22. Learning Pyramid

23. * Remember, there�s no room for fun in the classroom Extremely effective in building rapport with the students, which is important for encouraging a sense of trust Can be used to establish professional relationships between instructors and students by breaking the ice & reducing fear and tension Creates a positive climate conducive to learning and can be especially useful in teaching 'dread courses' which students often avoid due to a lack of self-confidence

24. More Benefits of Fun in the Classroom Can facilitate student attention, motivation, and comprehension of the material Breaks during a lesson can allow the brain to take a breather, so that it can more effectively process and integrate the information

25. More Benefits of Fun in the Classroom The extent to which college students learn may depend on the frequency and amount of fun Researchers have documented a positive relationship between instructors' use of humor and student evaluations of instructors Also associated with higher perceptions of learning

27. * Try to outsmart the students on tests and assignments

28. Qualities of a Good Test Objectivity - free from personal biases in interpreting its scope as well as in scoring the responses Objective Based - based on pre-determined objectives and have a definite idea about the objective behind each item Comprehensiveness - due importance should be given all the relevant learning materials & should be cover all the anticipated objectives Validity - measures what it intends to measure

29. Qualities of a Good Test Reliability - refers to the degree of consistency with which it measures what it indented to Discriminating Power � differentiate between the upper and lower groups who took the test; should contain different difficulty level of questions Practicability - administrative, scoring & interpretative ease Comparability - scores resulting from its use can be interpreted in terms of a common base that has a natural or accepted meanings Utility � serves the purpose for which it is meant

30. * Avoid collaboration at all costs

31. Benefits of Collaboration Develops higher level thinking skills Promotes a positive attitude toward the subject Challenge and be challenged Creates understanding, individually and as a group Increases retention through community building Authentic tasks Classroom resembles real life social and employment

32. * Resist the urge to incorporate new techniques & technologies �But we�ve always done it this way� Incorporate new technologies, apps, etc. to engage students �their way� Social networking� Meet the students where they are

34. The Heart Game at RollerCoaster http://www.abc.net.au/science/lcs/heart.htmhttp://www.abc.net.au/science/lcs/heart.htm

35. Heart Operation Game http://www.bhf.org.uk/cbhf/games/heart_op/ Open Heart Surgery from PBS - pbs.org/wgbh/nova/eheart/transplantwave.htmlhttp://www.bhf.org.uk/cbhf/games/heart_op/ Open Heart Surgery from PBS - pbs.org/wgbh/nova/eheart/transplantwave.html

36. Other Online Games http://willapse.hubpages.com/hub/Surgery-Games-Online-and-Offlinehttp://willapse.hubpages.com/hub/Surgery-Games-Online-and-Offline

37. Facebook Have students follow newsfeeds Polls Create groups Send messages Provide class notes Share websites or photos Communicate with students

38. Twitter Make announcements Brainstorm Share websites or photos Send polls (using an app like PollDaddy) Provide additional information outside of class �Twittories� � allows each participant to build on a story or procedure Practice brevity � Have students tweet information about a topic in 140 characters or less

39. Poll Everywhere

40. iPad Apps iTunes U Flashcards+ 3D Brain Speed Anatomy Lite drawMD Robotic Surgery inMotion 3D SurgiChart Songify

41. QR Codes Vcards Calendars Connect to social networking Link to YouTube Tag the body parts or instruments in your class Assignment and test answers or reviews

42. Questions?