INNOVATIVE TEACHING LEARNING STRATEGIES - Learning in which results from the process of working

towards the understanding or resolution of a problem

Education (Barrows & Tamblyn)
• Started as teacher centered to a more student-centered - Practice-related situation is presented (Bud & Felitti)
environment - Centered on the belief that students should actively
involved in the process of learning, gaming, knowledge
20th century 21st century within the appropriate content (Barrows & Tamblyn)
Focus: memorization of Focus: what students know,
discrete facts can do and area like after all the Key features: PROBLEMS
details are forgotten P- problems (given by the teacher)
R- resources (through internet connection or library resources)
Lesson focus on the lower level Learning is designed on upper O- objectives (set by the teacher or students)
of bloom’s taxonomy— levels of Bloom’s – synthesis, B- behavior (actions of the student that may lead them expert at it)
knowledge, comprehension, analysis and evaluation L- learning (monitored by peers)
and application E- examples
M- motivation
S- self-directed learning
Textbook-driven Research-driven
Passive learning Active learning
Teacher centered: teacher is Student-centered: teacher is
the center of attention and facilitator/coach
provider of information

Little to no student freedom Great deal of student freedom

Shifting from Traditional Teaching-Learning Environment →

Innovative Learning Environment (technology, different
software, learning management systems, and applications)

Teaching-learning strategies
• Refers to strategies which maximize opportunities for
interaction
• Generalized plan for a lesson which includes structures.
Desired learned behavior in terms of goals of instruction
• Aims to promote critical and reflective thinking, Example:
research, and evaluation skills that will aid the students • Integrative, Interactive learning experience (IILE)
in learning o Uses Modified PBL
o Utilized in one of their subjects in medical
Innovative teaching-learning strategies school
• Teaching methods/strategies that involve new ways of • Course: Correlative Human Cell Biology
interaction of interaction between “teacher-student”, • Learners: Medical students
student-student” a certain innovation in a practical • Unit of instruction: 1st year, 1st semester
activity in the process of mastering educational material

Examples:
• Flipped classroom (introduced to a content at home first
or online and practice learning in school
• Problem-based learning (learn about a subject and can
be working in a group to solve a problem)
• Virtual laboratories (computer-based activity where
student interact with experimental apparatus or other
activity via computer surface) Research reported an increased use of the pedagogical
• Team-based learning (structured small group learning) approaches of active learning and problem-based learning...
• Blended learning (combines online educational material encourage greater faculty-student and student-to-student
and opportunities for interaction with traditional case- interaction, engender more self-directed learning, and do a better
based classroom job of providing students with a process for integrating previous
• Case-based learning (engages the student in learning. (Downey & Waters, 2005)
discussion through a specific case scenario)

What is case-based learning?

What is problem-based learning?

MPE 1
 • Form of learning which involves a clinical case, a
problem or question to be solved and a stated set of
learning objectives with a measure outcome
• Links theory to practice, through the application of
knowledge to the cases, using inquiry-based learning
methods (McLean, 2016)
• Prepare students for clinical practice
• Structured so that trainees explore clinically relevant
topics

CBL consists of:

• Clinical case
• Inquiry on the part of the learner CBL is used to impart knowledge in various fields in health care
• Enough information presented and various fields of medicine. The findings showed that articles
• Faculty teaching and guiding discussion demonstrated the use of CBL in medicine, occupational and
physical therapy, nursing, allied health fields, and child
Examples: development (Baeten et al, 2013)
• Case reports in journals
• Published case series Comparison of PBL and CBL
• Grand rounds; clinical conferences PBL CBL
• Clinical vignetted in journal with discussion Goals Learn problem- Learns about
• photo quizzes solving, clinical cases:
• interactive case scenarios information diagnosis,
• interactive computer-based case problems gathering, clinical management
reasoning and
collaboration
Focus Problem solving Clinical based
knowledge

How to solve
specific problems
in the profession
Advanced study Little advanced Advanced study is
study required

Information is Students having a

often used during baseline
the case knowledge prior to
case based
learning
Role of learner Active Expected to
participation participate, have
discussion
Methods of delivery for CBL: Expected to ask preparation, ask
questions, explore some questions
the topic during related to the case
the session
Role of teacher Provide case, Provide case or
information as cases
requested
Expected to guide
Expected to discussion or if
observe but not written ot online,
too much guide content so
guidance that specific
learning objectives
Expected to impart are met
the method of
problem solving or Ensures that
information correct answers
gathering are known

MPE 2
 Amount of content Usually, 1 case Can be one to • Use of professional judgements in order to determine
learning objectives per session since many the best and most appropriate strategies in order to
outcomes the focus is the meet the needs of the students
process Usually more that
1 case Teaching and learning
Loosely followed Learning in small groups
at all Discrete learning o May offer a less threatening environment for
objectives the students
The process is the o Students cannot remain anonymous or
outcome Measured passive due to the small number in groups
outcomes to see if o Easier to form relationships among members
objective and interact with each other in discussions
o There has been shift toward learning in small
Summary: group for health professions including PT to
PBL be able to discuss diagnostic dilemmas,
management ----
Benefits:
• Increase student achievement through active
participation, knowledge exploration, and acquisition of
higher level intellectual, reasoning and problem-solving
skills
• Provide immediate feedback
• Encourages critical thinking, self-education, and
CBL learning ----

Small group learning strategies:

• Buzz group
• Brainstorming
• Crossover groups
• Tutorials
• Free group discussion
• Snowballing
Controversy: Problem based learning vs. Case based learning
Your objectives for using small group learning
CBL
• To generate ideas and opinions
• Preferred because of its structural approach
• To clarify and/or build consensus
• Keeps the learning relevant
• To practice and/or play certain roles
• Enhances the clinical skills
• Less busy work Problems:
• Facilitators participate actively and leads the learning • Students
towards the learning objectives o Feel that learning from other students is like
“the blind leading the blind”
PBL o Some students who are use to passive,
• Enhances the problem solving and self-directed content-based learning are likely to resists a
learning of the students quick and rapid immersion into group based
learning
Virtual Laboratories o Perceptual, cultural, emotional-motivational,
• Facilitates leaning through active and engaging intellectual, and environmental factor varies
simulations through virtual laboratory o Some tasks may be unequally distributed
• Experience and immersion for students which may ignite conflicts
• Environment
Conditions that foster rich and effective learning for medical o Not enough space for the session
students: o Too few rooms
• Real world relevance
• Competency based Learning in large groups
• Collaboration • Offers efficient way to reach the most number of
• Deliberate practice students in a limited time
• Technology/multimedia

How to determine the best teaching-learning strategy? Strategies:

MPE 3
 • Lecture • Flips the traditional relationship between time and
• Demonstration homework
• Forum-symposium • Learn at home via online coursework
• Panel discussion
• Colloquy Flex
• Seminar, workshop, and plenary session • Students move on a fluid schedule
• Dialogue • Online learning is the backbone of student learning

Benefits: A la carte
• Targets a lot of students in one session • Enables the students to take an online course with an
• Helpful in teaching a difficult concept online teacher of record, in addition to other face-to-face
• Can impact necessary knowledge, skills, and attitude courses, which often provides students with more
flexibility over their schedules.
When there is a lot of information especially difficult concepts to
cover, the lecture remains the most effective method. Enriched virtual
• Alternative to full-time online school that allows students
What is blended learning? to complete the majority of coursework online at home
• Face-to-face learning or outside the school but attend school for required face-
o Faculty engage with students in classroom, to-face leaning sessions with a teacher.
office hours
• E-learning

Types of blended learning:

• Face-to-face training
• Virtual classroom
• Webinars
• Links
• Simulations
• Assessment
• One-on-one coaching

Advantages:
• Equitable
• Develops technological skills
• Cost-effective
• Flexible
• Can bring parents on board
• Can make personalized learning a reality

Disadvantages:
• Technology challenge-infrastructure
• Technology challenge-mentality
• Pace of advancement
• Negative impact on teachers- overwork
• Negative impact on students- cognitive load
• Plagiarism and credibility problem

Station rotation
• Allows students to rotate through stations on a fixed
schedule

Lab rotation
• Allows students to rotate through stations on a fixed
schedule
• Online learning occurs

Individual
• Individual schedules set

Flipped classroom

MPE 4