Hello and welcome to my E-Portfolio completed in partial fulfillment of the requirements for successful completion of the Interprofessional Applied Teaching and Learning in the Health Proffesions Course (INTAPT). This is a very intense, loaded foundation course in the MsCCH – Health Practitioner Teacher Education Program. I am Dr. Tez Brown – Cotterell , Anaesthesiologist and Critical Care Physician. I am an immigrant to Canada, originally from a warm tropical island. I do appreciate being able to tell the seasons apart, however , at times, I really recognize the privilege it was to have had summer-time temperatures all year round.
I am a clinical fellow in the Simulation and Education Fellowship Program and feel really blessed to have this platform to exercise and apply the knowledge gained from this Master’s Program Course. I was never exposed formally to the realm of Adult Teaching and Learning. I must say this exposure was a real eye-opener to the science, principles and theories involved and how these interrelate to foster effective teaching and learning.
This e-portfolio is divided into two major sections The first is Reflections which are itemized to the major tenets of the course requirements. These reflection are expressions of our personal experiences during this course. The second section is the Archive where the documentary evidence of the experiences had are grouped and stored accordingly.
Teaching philosophy statement
“Tell me and I’ll forget, Show me and I may remember, Involve me and I will learn. ” Benjamin Franklin.
This statement by Benjamin Franklin verbalizes precisely my set of ideas and beliefs regarding teaching and learning. Recalling my experiences as a student and how my learning style evolved as I transitioned to an adult learner underlies this core belief.
I grew up in the subject-centered curriculum design era which encompasses a specific subject or discipline ((Schweitzer, 2019)). The focus is on the subject not the learner and dictates what is to be studied and how to be studied. When I got to the university level, I experienced a problem-based approach to learning. For the first time, I had some level of autonomy in how I learnt the subject matter and was able to identify its relevance to my area of study. I had to now cultivate the attitude of thinking for myself however, in order to learn. This was the complete opposite of the design in which I was schooled before. The transition was smooth thankfully. I discovered that the more I was involved in my learning, the greater the likelihood that the given or personal learning objectives would be met, and in due course of time.
Over the year as I became more involved in teaching in the clinical setting I have used this philosophy to guide my approach to teaching and learning. I realized that each stage of learning requires a different approach to teaching. These approaches are however not disjointed or in isolation but are linked to subsequent stages. In other words, teaching styles have to be dynamic , adapted to the stage of the learner. Each stage may also require multiple teaching approaches or styles but in different proportions. I was then compelled to some research on teaching and learning. The knowledge obtained allowed me to be flexible in my modus operandi of teaching.
Adult learning is more experiential(Mcleod, 2017). Adults need to be involved in their learning allowing them to reference their prior knowledge in order to critically analyze new experiences. This then leads to the formation of concrete knowledge which will drive their future practice. I realized that when I was exposed to clinical situation, the knowledge I had coming into the situation was most time challenged by the current experience. Learning or reconstruction of my old knowledge was only guaranteed after I got the opportunity to test the new or different discovery.
I have come to the realization that the reconciliation of theory and practice is facilitated through the process of reflection . Clinical Learners and teachers alike, need to reflect on their experiences in order to develop and improve our practice. For the clinical teacher “Reflection involves thinking about and critically analysing our experiences and actions, and those of our students, with the goal of improving our professional practice. It allows us to adapt general guidelines of learning and teaching to our particular contexts and disciplines, and to our own particular teaching strengths and preferences”(Mclean, 2005).
The facilitation of learner reflection in our teaching framework is the tool that will allow the learner to identify their strengths and weaknesses then conceptualize approaches which will direct their future practice. The accommodation of experimentation with the new concept is now what forms the link to the generation of updated or new concrete experience.
My experience so far with this inclusive approach to teaching and learning have been good. “In order to motivate students, it is important to increase student participation(“5 Things That an Effective Teacher Should Know – The Edvocate,” n.d.). Learners report that the experience is a more structured one with then being required to set their learning objectives specific to the clinical scenario. The discussions and interactions tailored to their learning needs and styles puts them in focus. As a teacher, I also find that with the learners being involved in their learning, I am able to experience different learning styles and witness interplay with these and my approach to teaching.
Teacher and Learner involvement in teaching and learning in my opinion is the best approach to developing our teaching and learning framework. The atmosphere presented is one that is psychologically safe, fostering open and honest discussions in real time and ensuring that the objectives of both teacher and learner are targeted and achieved.
5 Things That an Effective Teacher Should Know – The Edvocate. (n.d.). Retrieved November 30, 2019, from https://www.theedadvocate.org/5-things-effective-teacher-know/
Mclean, J. (2005). Reflecting on your teaching: TEACHING AT THE UNIVERSITY OF MANITOBA: A HANDBOOK. (1995), 9–12. Retrieved from https://www.viu.ca/ciel/teachlearn/guide/files/UofManHandbook5.9-5.12.pdf
Mcleod, S. (2017). Kolb’s Learning Styles and Experiential Learning Cycle. Retrieved from https://www.simplypsychology.org/learning-kolb.html
Schweitzer, K. (2019). Curriculum Design: Definition, Purpose and Types. Retrieved December 1, 2019, from https://www.thoughtco.com/curriculum-design-definition-4154176