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How to introduce students to the new learning environment

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How to introduce students to the new learning environment Powered By Docstoc
					 Jonathan Darling
School of Medicine
             Setting the scene
 In 2s or 3s:
   Think back to a time when you were new to a place or
     work or a course
      How did you feel?
      What helped you?
      What was most difficult?
                        Aims
 To consider the role of induction
 To review an example from the School of Medicine
 To discuss an approach to induction course design
 To share experiences and ideas within the group
 To design your own course
              Does it matter?
 Foundational
 Transition – ‘Change fulcrum’
 Retention
          Loch Nae
 Objectives                Evaluation

              Learners
                            Assessment
Content
                         Needs
          How
                 LOCH NAE
 Learner – centred
 Based on George Brown Moral C
 Works for any course or lecture
                  Learners
                  Objectives
 Consider your ‘learners’ – new students on your course
 Any characteristics you should take into account?
 What are your aims and objectives?
 Come up with a list
   Essential
   Desirable
     Some generic objectives
 Introductions and getting acquainted
 Developing supportive relationships
 Acquiring relevant information
 Coping with problems of transition
 Developing learning skills
 Empowering students



                                   Bourner and Barlow 1991
            Inspiration/challenge


                  Growth


Roots

Stability        Access
                resources
                       Content
 What is essential?
 What can wait?
 Less is more
            How? (Methods)
 Reflect the overall approach and philosophy of your
  course

 Small group work
 Minimise lectures
 Written material
 Any special local resource?
           Needs (resources)
 Accommodation
 Speakers/facilitators
 Written information
  Assessment and Evaluation
 Formal assessment not appropriate
 Student questions/problems may be revealing
 Evaluation especially if course new or changed
                     Evaluation
       Question                   Response
 Overall course structure          91%
 Get to know other students        94%
 Know where to go for help         93%
 Student social /support           99%
 Met my needs                      96%
 Inspired by some of material      95%
Students
       Special considerations
 Alcohol
 Subgroups and diversity
   Mature
   International
   Unusual entry route
 Links to admissions
                       Ideas
 Clinical cases
 Student scenarios
 Medical blind date
 Job idol
 Tours
 Big picture
 Study skills
 Core course and assessment material
 MUMS

				
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posted:1/20/2013
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