Download to read offline
Uploaded byJibran Mohsin
Starvation in the Midst of Plenty (Case Scenario on Traditional Lecture)
Dr. Raza Hassan has received poor feedback and attendance from students in his lectures. He believes he is doing a good job by preparing thoroughly from textbooks and lecturing as he was taught. However, the literature identifies issues with his approach, including lack of engagement, outdated content, poor presentation skills, and resistance to change. Effective lectures require interactive methods, multiple sources, visual aids, and addressing different learning styles in a conducive environment.
More Related Content
Similar to Starvation in the Midst of Plenty (Case Scenario on Traditional Lecture)
More from Jibran Mohsin
Starvation in the Midst of Plenty (Case Scenario on Traditional Lecture)
- 1. STARVATION IN THEMIDST OF PLENTY Group B (Anam Tahir, Jibran Mohsin, Maria A. Ghani, Nazish Shahani, Sobia Khan)
- 2. Outline • Scenario • Identificationof teaching & learning issues in scenario • Identification of relevant learning perspective and related theories • Literature review for issues & their solutions • Appropriate solutions applicable on scenario • References
- 3. Scenario (Starvation in themidst of plenty) Dr. Raza Hassan has recently been appointed as a senior faculty member in Department of Surgery at a Private Medical College in Lahore. Before his new appointment , he used to be an Associate Professor of Surgery at a Government Medical College. In his new role he is expected to teach a class of 150 Final year MBBS students on assigned topics for one hour per week. Three months after joining the department , he was summoned by Dr Jalal Ahmad, the Head of Department - General Surgery, to discuss the consistently poor attendance of students in academic sessions and poor feedback which Dr. Raza has received from students.
- 4. Dr. Jalal Ahmad:What do you think, how are you doing your job in delivering lectures on the assigned topics? Dr. Raza Hassan: I think I am doing a great job in preparing & delivering my lectures. Dr. Jalal Ahmad: I'm afraid, students feedback suggest otherwise. Dr. Raza Hassan: Students of private medical colleges don’t want to listen to lecture.....they just want their attendance to be marked....they don’t concentrate during lecture except for some students in front 2-3 rows.... Scenario (Starvation in the midst of plenty)
- 5. Scenario (Starvation in themidst of plenty) Dr Jalal Ahmad: I would like to share some of student's feedback with you: "He sometimes speaks too quickly...... I can't take the notes of the important points". "He is sometimes too slow, like he is giving us lullaby...... his lectures provide perfect environment to sleep". "His lecture are very dry.......... he keeps reading his slides from the podium...... slides full of text". "I don’t feel like going to class.............. only attend his lectures for attendance". "I can only understand initial 20 mins of his whole lecture.....afterwards his words fly over my head". "Dr Raza only explains topics he likes the most.....he spent most of his time in explaining the anatomy". "His lectures are copied lines of lecture notes that are available in bookshop.....so better to stay at home and read in comfort". “His lectures are the best place to scroll social media, watch reels & use Tik Tok :)”
- 6. Scenario (Starvation in themidst of plenty) Dr. Raza Hassan: I have been taught in exactly the same way as I am teaching and was able to understand the content perfectly well......Our teacher used to dictate the notes during lectures to ensure that we remember every point and we did! We all are successful clinicians in our field. I don’t know what is the problem with this Gen-Z......They don’t know want to get engaged in anything except their gadgets..... I spend 4-5 hours in preparing the lecture from the main textbook recommended in university curriculum.... I am doing my best in that congested environment of lecture hall. I think I should ban all laptops & mobiles in my next classes to prevent unnecessary distraction during my lectures.
- 7. Teaching & LearningIssues in Scenario Ineffective use of lecture • Use of single source of information • Poor Presentation skills • Lack of triggers to grab learner's attention •Standing by previous Pedagogic experience Ineffective Learning Experience • Lack of interest/attention/motivation • Lack of engagement (poor attendance & poor feedback) • Lack of promotion of retention • Non conducive Physical Learning Environment
- 8. Applicable Learning Perspective& Theory Perspective Cognitive Constructivism Theory Constructivist Learning Theory (of Piaget)
- 9. Applicable Learning Perspective& Theory (contd.) Constructivist Learning Theory (of Piaget) Concepts Learner is advanced through three mechanisms: 1. Assimilation – fitting a new experience into an existing mental structure (schema). 2. Accommodation – revising an existing schema because of new experience. 3. Equilibrium – seeking cognitive stability through assimilation & accommodation. During lecture, teacher presents material which students interpret, compare to existing knowledge, and create new meaning (integrated with previously assimilated material) Principles • Learning is an active process • Learning should be whole, authentic and real to be effective.
- 10. Relevant Learning theoryin Scenario Constructivist Learning Theory (of Piaget) • Knowledge is constructed • Learning is an active process • Learning is contextual • Learning exists in the mind • Motivation is key to learning • People learn to learn as they learn • Learning is social activity
- 11. Cognitive Constructivist Theory TraditionalClassroom Cognitive Constructivist Classroom Student Role • Mostly Solo Work. • Viewed as blank slates • Mostly Group Work • Viewed as thinkers Curriculum • Presented part to whole, with emphasis on basic skills. (Bottom-up) • Rely heavily on textbooks of data and manipulative materials. • Strict/fixed curriculum • Presented whole to part with emphasis on the big concept. (Top-down) • Rely heavily on primary sources. • Pursuit of student questions Teacher Role • Didactic • Disseminate information • Seek the correct answers to validate students' lessons. • Interactive • Seek the student's point of view in order to understand student learning for use in subsequent conceptions. Assessment • Separate from teaching • Occur via testing • Interwoven with teaching • Occurs via observation of students work, exhibitions / portfolios.
- 13. Literature review forIssues & their Solutions Issue 1 Consistent poor attendance of students in academic sessions Scenario • "His lectures are copied lines of lecture notes that are available in bookshop.....so better to stay at home and read in comfort". • "I don’t feel like going to class....." Literature Search • Factors of absenteeism include bad construction of the lectures and preferring self- study over lectures. • Need to focus on the contents of the lectures which should be interactive. • New teaching methodologies required to improve the quality of lectures; to increase the percentage of presence in lectures. (Sial, 2018) Sial, N. A., Humayun, R., & Humayun, F. (2018). Evaluation of factors causing absenteeism from lectures in a medical college. Khyber Medical University Journal, 10(3), 135-39.
- 14. Literature review forIssues & their Solutions Issue 2 • Lack of up-to-date information • Use of single source for teaching content Scenario I spent 4-5 hours in preparing the lecture from the main textbook recommended in university curriculum Literature Search "If the lecture is used only to provide detailed coverage of facts and findings then the students would gain more from reading a good textbook” (Brown 2001) Brown, G., & Manogue, M. (2001). AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical teacher, 23(3), 231-244.
- 15. Literature review forIssues & their Solutions Issue 3 Lack of student engagement Scenario "I can only understand initial 20 mins of his whole lecture.....afterwards his words fly over my head". "His lecture are very dry..........he keeps reading his slides from the podium.......slides full of text". Literature Search • Traditional passive mode of lecture to be replaced with active learning and inquiry- based approach to adequately utilize the time and resources spent on lectures. (Mustafa, 2014) • Engagement and active learning pedagogies change the nature of learning, improve knowledge gain and recall. (Graffam, 2007) Mustafa, T., Farooq, Z., Asad, Z., Amjad, R., Badar, I., Chaudhry, A. M., ... & Rafique, F. (2014). Lectures in medical educaton: what students think?. Journal of Ayub Medical College Abbottabad, 26(1), 21-25. Graffam, B. (2007). Active learning in medical education: strategies for beginning implementation. Medical teacher, 29(1), 38-42.
- 16. Literature review forIssues & their Solutions Issue 4 Poor presentation skills Scenario • "He sometimes talks too quickly or too slow ...... • He keeps reading his slides.........which are full of text. Literature Search • Create effective and engaging presentations by focusing on the three fundamental components : the message, the visuals and the delivery. • Slides should not substitute as notes for the lecturer ; should highlight only the main ideas and explain, the ideas being presented. (Daniel, 2018) Daniel, M., Fowler, R., Merritt, C., Raukar, N., Sutton, E., Allen, G., & Clyne, B. (2018). Creating effective and engaging presentations. The Clinical Teacher, 15(3), 191-196.
- 17. Literature review forIssues & their Solutions Issue 5 • Perception that traditional lectures are an effective way to transfer information • Resistance to change Scenario • I have been taught in same way as I am teaching and was able to understand the content perfectly well. • I am doing my best. Literature Search Strategies for managing resistance to change include: • Seeking dialogue with resister via one-on-one dialogue • Listening carefully to his/her reasons for resistance • Negotiating to a compromise (Velthmius, 2018) Velthuis, F., Varpio, L., Helmich, E., Dekker, H., & Jaarsma, A. D. C. (2018). Navigating the complexities of undergraduate medical curriculum change: Change leaders’ perspectives. Academic Medicine, 93(10), 1503-1510.
- 18. Literature review forIssues & their Solutions Issue 6 Non-conducive learning environment Scenario I am doing my best in that congested environment of Lecture Hall with 150 students. Literature Search • Overcrowded classroom conditions limit the amount of time teachers can spend on innovative teaching methods such as cooperative learning and group work or on teaching anything beyond the bare minimum required by the curriculum. • Teachers in congested classrooms are over-stretched, more likely to suffer from burnout, or have a more strained relationship with their pupils. (Jones, 2017) Jones, N. (2017). School Congestion in the Philippines: A Breakthrough Solution.
- 19. Transferring from teacher-centeredto learner- centered learning and teaching strategies
- 20. Assimilating Solutions forScenario Identified Issues Solutions Ineffective Lectures Traditional lectures should be modified to incorporate active teaching strategies. Lack of Self Directed Learning on Faculty's part Training/workshops to learn development of: • Lesson plans • Smart learning objectives • Effective teaching sessions Lack of student engagement/motivation Active strategies to engage learners (Icebreakers, Think pair and share, buzz groups)
- 21. Assimilating Solutions forScenario Identified Issues Solutions Poor attendance of students Monitoring attendance data policy changes. Non-conducive learning environment Well-equipped & comfortable learning rooms. Positive & healthy teacher learner relationship. Lack of up-to-date information Ensure availability of update teaching resources e.g. digital library, latest edition of books, use of reliable web resources.
- 22. References 1. Baeten, M.,Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational research review, 5(3), 243-260. 2. Daniel, M., Fowler, R., Merritt, C., Raukar, N., Sutton, E., Allen, G., & Clyne, B. (2018). Creating effective and engaging presentations. The Clinical Teacher, 15(3), 191-196. 3. Luscombe, C., & Montgomery, J. (2016). Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development. BMC medical education, 16(1), 1-9. 4. Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A. J., Leppink, J., & Van Der Vleuten, C. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting. BMC medical education, 19(1), 1-12. 5. Mustafa, T., Farooq, Z., Asad, Z., Amjad, R., Badar, I., Chaudhry, A. M., ... & Rafique, F. (2014). Lectures in medical educaton: what students think?. Journal of Ayub Medical College Abbottabad, 26(1), 21-25. 6. Scheurs, J., & Dumbraveanu, R. (2014). A shift from teacher centered to learner centered approach. learning, 1(2), 1-7. 7. Sial, N. A., Humayun, R., & Humayun, F. (2018). Evaluation of factors causing absenteeism from lectures in a medical college. Khyber Medical University Journal, 10(3), 135-39.
- 23.