MARIE,
You make a good point about feedback. It is facilitates student engagement and enhances instructional improvement. A win win for everyone.
Gary
Dr. Gary Meers
Good morning.
Given my recent arrival to the instructional team, I find the material used in the classroom/lab to appear somewhat disjointed and always flowing in a logical progression from point to point. Although tempted to simply change the content, I take into consideration that numerous students have been successfully trained using this material.
Settling in and exercising patience (not my long suite) will go a long way to improving delivery of the current material however,
I will continue this dated in a positive and fresh manner adding my experiences in the industry as bridges between subject matter.
As my time with RSI increases and I have the opportunity to work other instructors, I believe there will be a time where courseware will be updated. I just hope it is sooner than later.
Thank you.
I think it is important to present material in a way that students with different learning styles can benefit. I do a combination of image presentation, powerpoint and videos.I also try to stay cheerful throughout my lectures to keep the students' attentions.
I agree that it is vital to get feedback continually from each new set of students. I always make it a point to keep the communcation open between the students and I because sometimes they have some good ideas on how make something more clear in a way the students can nderstand.
Carl,
Sounds like you have a good start with your instructional planning. Keep up the good work. You are touching on a number of different learning strategies which is important for keeping the students engaged and focused.
Gary
Dr. Gary Meers
I can take the students to a hospital where they can see a functioning anesthesia machine, be able to explain the checkout procedure, have each one of them do the checkout procedure.
I want to get a manikin which we can use to intubate, and then I can show them the different things to do for difficult intubations.
I have several things I can do which are hands on, and I think it's necessary because it will be hands on in the field.
I am working on power points so we have a library of things we can teach from, right now I'm kind of solo teaching. I also am talking to one of the book companies about doing the power points for the book as teacher aides for which they will pay me. I share them with other Program Chairs in Anesthesia in CEC.
I want to have the students start doing research and finding out about different diseases. Right now it's hard, I'm coming in close to the end of their didactic training and am covering material which they really need hands on. I have an anesthesia machine, but it's not functional, no gases, so I really can't show them anything, it's a nice piece of furniture . . .
If you have other suggestions, I would love some ideas. I do get ideas from the faculty coach, my problem is, I've been clinical for about 25 years and it's a completely different syntax to some extent, but once I learn the concepts. Had a good lecture on Blooms Taxonomy at a conference I attended, so that is helpful. It's just putting it into practice.
Carl Roibnson
Know my students and their needs. Secondly be more confident in the students and what I present.
Sarah,
Well put about the need to keep current on best practices and procedures. This is critical if one is to truly prepare individuals to enter their chosen career area. To do anything less is to cheat the students.
Gary
Dr. Gary Meers
Thomas,
Great list for expanding your professional expertise. Thanks for sharing it with us.
Gary
Dr. Gary Meers
As an instructor I am always telling my students that we are never done learning. To be "done learning" is one of the scariest places to be, especially in health care. Nobody knows everything. It's ok, and far safer, to say "I don't know" then to act as if you do. This doesn't just apply to students or formal studnets because in the broader sense of things we are all still learning. Each class is different. Each student is different. I cannot teach all students the same way just as I can't parent my children the same way. As an instructor I'm learning how to improve myself and the learning experience. I often discuss tactics with my senior colleagues, but new instructors often have new and different ways of seeing things as well.
In healthcare information changes, and of course there is the old adage "get 5 different doctors in the room, get 5 different opinions." Staying up to date with current guidelines, practices, and recommendations is important. I have worked with instructors who haven't worked in the field in pver a decade and haven't remained up to date with current practices. So I have students who arrive in the clinical setting that can't understand why they are being taught information and practices that died years ago.
Cookbook medicine is not the way to go. You're liable to miss something if you can't look past your flow chart. The same is true for education. One size does not fit all. Striving to make the biggest imapact on the greatest number of students as possible is always my goal.
Taking training courses such as this one is one way to expand my instructional abilities. Speaking with and learning from more experienced instructors is also another way to grow.
1. Continue studying the topics you instruct; you will never know all there is to know about any one subject.
2. Continue researching how your subject applies in the real world.
3. Request student feedback and learn from your students comments.
4. Understand the results of the tests you give. They may reflect more on your ability to teach than your student's ability to learn.
5. Sit in on other instructors teaching the same subject matter. Keeping an open mind allows for new learning on your own part.
6. Continue your own education to broaden your knowledge and understanding.
I think a great way to expand your instructional abilities is to talk to and observe other instructors in the same field as you are, especially instructors who have been teaching longer than you have. See how they interact with the students, observing how well the students respond to their knowledge and skills being taught.
Kimberly,
This is a very well thought out professional development plan. I commend you for how you are going to expand both your knowledge and expertise as a professional educator.
Gary
Dr. Gary Meers
Taking courses on instructional methods.
Observing other teachers.
Preparing courses lessons.
Practicing course presentation.
Determine a teacher style that matchs my personality.
I can expand my instructional abilities by further developing my rapport with my students. I already feel like I know my students well but, getting to know them better may help me to assist them with job placement. Retention would also improve as I learn how they may best learn and practice from my teaching. This would certainly prove evident from rapport development. FAPSC meetings, lectures, and continuing education classes provide me with wonderful opportunites to also expand upon my instructional abililities.
I would like to see myself reaching out to other opportunities that will help strengthen my assistive efforts with career services. I am wondering if there are some other useful webinars in this area?
I have found continuing education courses geared toward career instructors to be very helpful in expanding my instructional abilities. Taking notes following classroom activities regarding what worked well and what did not work well helps in planning future classes.
1st step is to complete this course.
2nd watch, listen to and talk with other instructors, and then expand on what they have to offer me.
Lilia,
So true. The more use of their newly acquired knowledge the higher the retention of that knowledge will be. Keep up the good job you are doing of helping your students "use" their new knowledge.
Gary
Dr. Gary Meers
I am constantly try to find ways for the student to have a hands on approach to new material they just learned.
This tends to work very well with my students. They material becomes imbedded in their memory versus just memorized.
