Video: Applying Learner-Centered Teaching Strategies to Enhance Learning
"SMART" Learning Objectives:
By the end of this section, you will be able to:
1) Apply the Beyond Bullet Point (BBP) format when creating powerpoint presentations.
2) Defend the use of learner-centered teaching in the classroom.
3) Design strategies for using learner-centered teaching to enhance learning.
1) Apply the Beyond Bullet Point (BBP) format when creating powerpoint presentations.
2) Defend the use of learner-centered teaching in the classroom.
3) Design strategies for using learner-centered teaching to enhance learning.
Presentation Summary:
How can we use learner-centered teaching strategies to enhance our students' long-term learning?
In this presentation based on learner-centered teaching concepts presented by Doyle (2011), I discuss 15 strategies for medical students to use to enhance their long-term learning. While this is specifically oriented towards first and second year medical students as they prepare for their board exams, these concepts can be adapted to other learning scenarios as well.
In this presentation based on learner-centered teaching concepts presented by Doyle (2011), I discuss 15 strategies for medical students to use to enhance their long-term learning. While this is specifically oriented towards first and second year medical students as they prepare for their board exams, these concepts can be adapted to other learning scenarios as well.
What is the Beyond Bullet Point (BBP) design? This presentation has been created using the beyond bullet point design technique based on research performed by Dr. Mayer, which is designed to decrease cognitive overload. In this design, the majority of the text is moved into the "notes" pane and narrated, only one major point is expressed per slide, a representative image is included supporting each concept, and the only text on each slide is a 2 line summary of the key concept. This design format allows learners to quickly learn the material presented in 3 ways: by reading the headline, by seeing the image, and by listening to the narration.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
In this presentation I provide some learner-centered learning strategies specifically oriented towards medical students. In my role as an assistant professor of pathology and dermatology, I counsel many second year medical students as they prepare for their USMLE board exams. In the past I discussed many of these concepts with them, but before reading Doyle's book, I didn't know the research findings supporting these teaching strategies. Going forward, I plan to make this presentation available as a digital resource to our students and residents in the hope that they can apply these principles to enhance their own learning.
In this presentation I provide some learner-centered learning strategies specifically oriented towards medical students. In my role as an assistant professor of pathology and dermatology, I counsel many second year medical students as they prepare for their USMLE board exams. In the past I discussed many of these concepts with them, but before reading Doyle's book, I didn't know the research findings supporting these teaching strategies. Going forward, I plan to make this presentation available as a digital resource to our students and residents in the hope that they can apply these principles to enhance their own learning.
Suggestions for Implementation:
Although I designed this presentation with our medical students in mind, these principles are universally applicable, and you are welcome to adapt the concepts presented here to your own learners. I recommend using your own teaching examples when you present this material to your learners so they can understand how their responsibilities in a learner-centered classroom will benefit their long-term learning.