Model of Teaching Activities

Case Teaching Model

Teaching, for me, is more about changing society Social Reform
than repairing cars. When these women are wrestling
with a wrench that's heavy and trying to reach down Pengajaran adalah bertujuan untuk mengubah
into the engine, I want them to think about why it's so masyarakat dan persekitaran. Penyampaian
difficult. It's not accidental that the wrench is heavy maklumat yang dibuat adalah untuk tempoh
and the bolt a long reach away. Who do they think jangka masa yang panjang supaya
designed the tools and the engine? Who were they masyarakat berpandangan jauh. Manfaat
intended for? What does that say about being a yang diperoleh dapat diberikan kepada orang
mechanic? Or even repairing your own car? That lain untuk mewujudkan yang lebih baik.
kind of discrimination is what I'm out to change.
Sure, I want them to be able to maintain their car; I
don't want them dependent on someone else for that.
But, my teaching is just as much about changing
society as it is about repairing cars. If they can keep
their car running but have no idea they've been
systematically excluded from certain occupations. . .
what's the point?
As a pathologist, every day I take care of hundreds of Apprenticeship
patients whom I never see. I am responsible for
interpreting their blood tests correctly and quickly, Tumpuan lebih kepada membangunkan teori
diagnosing their bone marrow biopsies, and ensuring pembelajaran. Pengetahuan yang diperolehi
that their transfusions are safe. Our medical school digunakan secara langsung dalam sesebuah
creates hundreds of new physicians every year, and situasi secara semula jadi. Pendedahan
as a teacher I help each of them care for patients diberikan kepada pelajar berkenaan situasi
whom I will never meet. Every time these physicians sebenar dan bagaimana melakukan sesuatu
see a patient with abnormal bleeding, every time they pekerjaan.
encounter a complete blood count or a coagulation
result, they will approach these problems with the
tools I have given them. Their patients are, in a way,
my patients too. I make it a point to get to ‘connect’
with each of my students. To connect with my
students, I work very hard to understand what they
already know—how much, or how little. It is all very
well to have learning objectives and exit
competencies, to know where the students have to
finish their educational journey, but even the clearest
map is useless if where you are right now is a
mystery. Knowing where to start, which amounts to
having ‘educational empathy’, is sometimes
challenging: clearly, any medical school class with
artists and writers sitting next to nurses and Ph.D.
scientists is bound to have wide variations in
background knowledge. I make a real effort to find
where the students are, to know what they know, and
to guide each of them to their destination –
challenging and supporting them along the way
I am a developmental psychologist by training but Developmental
my role is as an instructor in a teacher education
program. Traditionally I teach child and adolescent Guru memahami cara pelajar berfikir. Guru
development to individuals who are going to become membantu proses pemikiran pelajar melalui
elementary and secondary school teachers. My pengetahuan lepas dan cara pelajar berfikir.
courses are not the only psychology courses these Perancangan pengajaran dibuat berdasarkan
students may have completed, but one of the keperluan atau persepsi pelajar.
differences is that in a professional teacher education
program, these courses are designed to be more
practical. Given that there is a variety in the types of
learners who come into a teacher education program,
one of the first tasks for me, as their teacher, is to
understand their ‘frames of reference’. Are they a
parent with school-aged children? Do they have
younger siblings? Have they worked as a sports
coach or volunteered with youth? Knowing this is
important to me because it provides a frame of
reference to know what to teach, how to teach and
where to begin. It also helps me to draw out practical
examples from their personal experiences which I
think makes learning meaningful. I have lots of
examples from my experience teaching in secondary
classrooms, but their stories help personalize what
we’re learning. It also helps them change the way
they think about various school-aged groups – so
things like ‘break negative stereotypes’ of concepts
like “teenager” is a goal. One of my challenges is that
you could do a graduate level degree on child and
adolescent development (I know, I have) but if you
don’t know where they are coming from and what
they need and how to change their thinking the
course could quickly become overloaded with
information. My hope is that by being in one of my
courses, I can change the way teachers think about
developmental psychology and they also come away
with a practical understanding that will fit well with
their future professional aspirations.
I’m a surgeon and I have a variety of learners Nurturing
working with me in the operating room, some as
inexperienced as third year medical students. I am Mewujudkan persekitaran yang
often asked if I think medical students can actually menggalakkan pelajar untuk belajar.
do anything useful in the OR. Yes, I think so. They Usaha yang berterusan yang lahir dari hati
can help prepare and position the patients; they can dan juga minda seorang pelajar dan
learn about establishing a sterile field; and they can bermotivasi apabila guru meletakkan piawai
be involved in the post-op orders and care of the pencapaian selaras dengan sokongan
patient. Initially I tell them about the medical history akademik dan emosi yang seimbang. Guru
of the patient. Then I briefly describe the procedure membantu pelajar dewasa menetapkan
that we will be performing and what they can do in sasaran yang mencabar dan menekankan
the operating room. In the OR, I introduce the student kepada pelajar untuk berusaha dan peka
to the operating team and demonstrate how to prep dengan perkembangan individu tersebut.
the patient and set up for the operation. Students can
be helpful, but you can’t assume that they intuitively
know what it takes to be a good assistant. This is part
of what needs to be demonstrated and explained. The
operating room can be an intimidating place for
medical students, so it is important to make them feel
that they have a functional role in the operation and
are not a ‘third wheel.
My job is twofold: First, I have a lot of people that Tranmission
have to learn this math so they can go on to
something else, whether it's some application of it or Merupakan gabungan antara pakar dalam
the next course in the required mathematics program. bidang dan penguasaan kandungan.
For both groups, I need to be really clear about the Guru berhak menentukan apa yang perlu
sequence of what comes next and what they need dipelajari oleh pelajar dewasa. Pelajar
now. I mean, math really is quite simple, if it's dewasa bertanggungjawab mempelajari
presented clearly and you do each day's work. So, I kandungan seperti yang telah diarahkan dan
need to be clear about what it is they need to learn ditentukan oleh guru.
and then be sure they do the assignments. If I do that,
they should have no trouble when they go on from
my class to the next one. The second part of my job,
as a math teacher, is to represent math as a discipline.
I love math. I really do! And if I didn't like math,
they [the students] wouldn't like it either. So I let my
enthusiasm show. I like it, in part, because it's
beautiful. How many things in this world are so
straightforward and organized? So, I try to show
people that math isn't the ‘baddy’ that everyone says
it is. They don't need to be afraid of it. I did it, and
I'm no Einstein