Pedagogy and Praxis Teaching and Learning in the Professions

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Pedagogy and PraxisTeaching and Learning in the
Professions
International Higher Education Support
Program Academic Fellowship Program 2-5 April,
2009 Istanbul, Turkey Denise Burnette, Ph.D.,
M.S.S.W. Columbia University School of Social
Work New York, New York
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Workshop Objectives

• Describe purpose and key attributes of
  professions and how these relate to professional
  education.
• Distinguish between management-centered and
  learner-centered educational models.
• Describe the rationale and process of
  problem-based learning as a learner-centered
  educational model.

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Attributes of Professions

• A systematic body of knowledge
• Professional authority and credibility
• Regulation and control of members
• A professional code of ethics
• A culture of values, norms, and symbols
• -Greenwood, 1957

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Common domains of learning

• Knowledge derivative, situated generative
• Skills applied, targeted
• Values contextual (social, cultural, political,
  historical)

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Management-Centered Strategic Planning Process

• Hierarchical
• Rational
• Linear

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Steps in process

• Mission
• Goals
• Objectives

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Columbia University Mission Statement

• Columbia University is one of the world's most
  important centers of research and at the same
  time a distinctive and distinguished learning
  environment for undergraduates and graduate
  students in many scholarly and professional
  fields. The University recognizes the importance
  of its location in New York City and seeks to
  link its research and teaching to the vast
  resources of a great metropolis. It seeks to
  attract a diverse and international faculty and
  student body, to support research and teaching on
  global issues, and to create academic
  relationships with many countries and regions. It
  expects all areas of the University to advance
  knowledge and learning at the highest level and
  to convey the products of its efforts to the
  world.

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CUSSW Mission Statement

• Columbia University School of Social Work derives
  its mission from the Universitys goal to advance
  knowledge and learning at the highest level and
  to use that knowledge for human betterment and
  societal advancement.

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CUSSW Program Goals

• Goal 1. Prepare graduate students as advanced
  social work practitioners. (EDUCATION)
• Goal 2. Develop and apply scientific and
  professional knowledge for social work practice
  and education. (RESEARCH)
• Goal 3. Serve as a resource for and a
  collaborator with local, national, and
  international communities and with the
  University community. (SERVICE)
• Goal 4. Serve and strengthen the social work
  profession locally, nationally and
  internationally. (PROFESSION)

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• Masters of Science Curriculum
• Columbia University School of Social Work
• 2008-2009
• http//www.columbia.edu/cu/ssw/curriculum/
  2005-06/curriculum.html

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Professional Seminar
Foundations of Social Work Practice 7100
Quant Methods for Social Work 6502
Social Welfare Policy 6801
HBSE I 660A
Field Education 6010
Direct Practice with Individuals, Families, and
Groups 7102
Advocacy in Social Work Practice Organizations,
Communities, Policies 7103
Social Work Research 6501
HBSE II 660B
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Advanced Practice Method
Field of Practice

• Field of Practice
• Aging 6930
• F C Services 6910
• Cont Soc Issue 6970
• H/MH/Disability 6920
• International 6925
• Schools 6960
• World of Work 6950

• Advanced Practice III
• Clinical 7113
• AGPP 7133
• Policy 7143
• SEA 7124
• and 7123

• Advanced Research
• Clinical 7501
• AGPP 6416
• Policy 8213/8216
• or 4595/4596
• SEA 6416

Field Education T6020

• Advanced Practice IV
• Clinical 7114
• AGPP 7134
• Policy 7144
• SEA 7122
• and 7125 7126

Capstone

• Electives
• Clinical (3)
• AGPP (3)
• Policy (2)
• SEA (0)

Project
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Curriculum-Centered Strategic Planning Process

• Focus on Higher Education

Innovation in Education for the New Millennium
http//www.mgdolence.com/resources/ccspm/lcca.aspx
American Psychological Association (1997)
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Curriculum-Centered Strategic Planning Model

• Five interlocking planning activities
• Key performance indicators
• Learner-centered curriculum architecture
• External environmental scan
• Continuous self study
• Action planning and implementation

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1. Key Performance Indicators

• Establish frame of reference for the planning
  cycle by specifying the outcomes to be used to
  monitor performance, e.g., learning outcomes, job
  placement, successful accreditation...

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2. Learner-Centered Curriculum Architecture

• Seven interlocking components structure the
  inquiry
• Thoroughly understand the populations we can
  serve by our programs and services
• Know the objectives that learners in those
  populations seek
• Evaluate learning provider models available to
  them
• Integrate learning theory, methods and principles
  for successful learning and student success
• Strategically re-conceptualize overall curriculum
  architecture to provide a full scope of programs
  and approaches to the populations you seek to
  serve
• Synthesize specific curriculum configurations
  designed to meet the specific needs of the array
  of learners served
• Design, develop and deploy the array of services
  required by learners to meet their objectives.

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3. External Environmental Scan

• Trends and events in external environment that
  have impacted or have potential to impact key
  performance indicators and the curriculum.
  Analyses are conducted continuously and include
  such things as
• Trends political, economic, educational, social,
  technological
• Learner markets market forces, market dynamics,
  competitor initiatives, existing and potential
  collaborators
• Consumers Learning populations, learner
  objectives, learner restraints, learners key
  performance indicators

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4. Continuous Self Study Process

• Examine institutional aspects and incorporates
  the findings into strategic, organizational, and
  operational plans.
• To begin, take inventory of existing reports and
  self-study documents to help build foundation for
  strategic planning.
• Self study includes processes such as
  accreditation self study, annual budget
  development, employee performance evaluations,
  annual report development, work-plan development,
  etc.
• Together, these activities provide a continuous
  flow of information about organizational
  performance vis-à-vis Key Performance
  Indicators, the curriculum, and the external
  environment.

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5. Action Planning

• A series of steps to develop the organizations
  action agenda that will capitalize upon
  opportunities, mitigate threats, make strengths
  stronger and weaknesses weaker. (SWOT)
• The process of generating ideas formulating
  mission, strategies, goals and objectives and
  establishing an implementation and evaluation
  schedule.
• May include unit plans, tactical plans, project
  plans etc.

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Models and Methods for a New Millennium
Learner-centered Evidence-based Problem-based C
ritical and active Accountability

• .

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Learner Centered

• Learning and teaching should not stand on
  opposite banks and just watch the river flow by
  instead, they should embark together on a
  journey
• Loris Malaguzzi (19201994)

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Traditional models of teaching and learning

• Social Cooperative learning communities
• Information processing Inductive, concept and
  classification oriented
• Personal Student-teacher partnership teacher as
  counselor
• Behavioral systems Social learning behavior
  modification

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Evidence-based practice

• Evidence-based practice is the conscientious,
  explicit, and judicious use of current best
  evidence in making decisions about the care of
  individuals (Sackett et al. 1997, p. 2).
• Recognizes that care is individualized, ever
  changing and involves uncertainties and
  probabilities and complex, conscientious
  decision-making based on
• the available evidence
• client characteristics
• situations
• preferences

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Evidence-based Practice (EBP) and Problem-based
learning (PBL)

• EBP describes a process and a professional
• education format (problem-based learning PBL)
• designed to help practitioners to link
• evidentiary (knowledge),
• ethical (values), and
• application (skills) issues.

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Problem-Based Learning

Pragmatist philosophy of education John
Dewey(1938)
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Problem-based learning (PBL)

• Teaching and learning are oriented toward
  formulating problems and accessing, critiquing,
  employing and evaluating evidence in the broadest
  sense of the term.
• PBL is used to enhance content knowledge and
  foster development of communication,
  problem-solving, and self-directed learning skill
  
• Principles
• Learning is driven by challenging, open-ended
  problems.
• Students work in small collaborative groups.
• Teachers function as "facilitators" of learning.
• Emphasizes critical thinking skills,
  understanding, learning how to learn, and working
  cooperatively with others.

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At heart of PBL and professional expertise lies

• an iterative process of reflection whereby
• an experience of some kind
• a process of reflective observation on the
  experience
• abstract conceptualization through which new
  theories of action are constructed and
• active experimentation where these theories are
  tried out in practice.

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Underlying assumptions

• Gets learners involved with whole tasks or
  problems as contrasted with the topic-by-topic
  approach that typifies more traditional
  curriculum approaches.
• Involvement with realistic whole situations helps
  students to form appropriate schema and mental
  models.
• These more complete internal representations
  facilitate their later application of newly
  acquired knowledge and skill.

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Tutorial Process

• Step 1 Identify and clarify any unfamiliar terms
  in the scenario the scribe lists those that
  remain unexplained after discussion.
• Step 2 Define the problem or problems to be
  discussed students may have different views on
  the issues, but all should be considered scribe
  records a list of agreed upon problems.
• Step 3 Brainstorming session to describe the
  problem suggesting possible explanations on
  basis of prior knowledge students draw on each
  others knowledge and identify areas of
  incomplete knowledge scribe records all
  discussion.
• Step 4 Review 2 3 and arrange explanations
  into tentative solutions scribe organizes
  explanations and restructures if necessary.

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• Step 5 Formulate learning objectives group
  reaches consensus on the learning objectives
  tutor ensure learning objectives are focused,
  achievable, comprehensive and appropriate
• Step 6 Private study (all students gather
  information related to each learning objective)
• Step 7 Group shares results of private study
  (students identify their learning resources and
  share their results) tutor checks learning and
  may assess the group

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Creating effective PBL scenarios

• The learning objectives students are likely to
  define after studying the scenario should be
  consistent with the faculty learning objectives
• Problems should be appropriate to the stage of
  curriculum and students level of understanding.
• Scenarios should have sufficient intrinsic
  interest for the students or relevance to future
  practice.
• Present technical issues in the context of a
  clinical scenario to encourage knowledge
  integration.

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• Scenarios should contain cues to stimulate
  discussion and encourage students to seek
  explanations.
• The problem should be sufficiently open, so that
  discussion is not curtailed too early in the
  process.
• Scenarios should promote participation by the
  students in seeking information from various
  learning resources.

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Trigger materials for PBL

• Paper based clinical scenarios
• Experimental or clinical laboratory data
• Photographs
• Video clips (YouTube)
• Newspaper articles
• All or part of a journal article
• Real or simulated patient or population

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Active and cooperative learning

• Individual Exercises
• 1-minute paper
• Muddiest or clearest point
• Questions and Answers
• Student summary or another students question
• Fishbowl
• Immediate Feedback
• Finger Signals
• Flash cards
• http//www.calstatela.edu/dept/chem/chem2/Active/

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• Critical Thinking
• Puzzles and paradoxes, e.g., logics, data,
  opposing theories
• Pre-theoretical intuitions quiz before course
  readings / lectures
• Share / Pair
• Compare notes to improve note-taking
• Evaluate another students work
• Cooperative Learning
• Role playing
• Panel discussions
• Debates

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Accountability Consumers and Professionals

• Community partnerships
• Collaboratories
• Service user consultancies (Green Wilks, 2009)

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Case-based teaching learning

• VITAL_practice with older adults
• http//www.columbia.edu/cu/ssw/projects/hartford/

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• In section 4900, Jack gives a message to social
  workers. What are the main points of his message?

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Soo-yeon

• He said that from his experiences, he has learned
  that a social worker must create a warm and be
  sincere with the clients, as to create a trust
  with the social worker. I was ashamed and guilty
  to hear his confession about his desire to become
  closer with the social worker, who was always
  there to listen and empathize with him. The best
  skill is to really listenp2  to what the
  patient is concerned about and to his hopes and
  fears about his condition. Without judgment for
  his insight or medical condition, I will
  concentrate my attention to their anxiety with
  the bottom of my heart.  p1

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Michael

• I think that Jacks main message is to LISTEN, to
  show true compassion, and just accept that the
  client is indeed the authority of their life. I
  think he was advising social workers to try to
  offer sincere support and find out who they are
  as human beings with true experiences and not a
  person with a diagnosis. I think he also asked
  that social workers look beyond the diagnosis and
  problems to identify the strengths of the person.
  He repeatedly utilized the words warmth,
  really care, and sincerity.

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Jennifer

• Social workers should transmit warmth, sincerity,
  competence, support and expertise in their field.
  These concepts are important in establishing
  rapport and providing a safe place for the client
  to reveal their struggles, pain, doubts,
  frustrations, stressors, concerns and questions.
  They allow clients to feel that the social worker
  is competent and sincere enough to provide a
  positive and helpful therapeutic experience that
  will enable them to feel supported and
  enlightened to their own strengths, resources and
  capabilities so that they may feel empowered and
  able to generalize these tools to future
  situationsp1 .

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THANK YOU!
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Instructional Methods

• Direct teaching
• Cooperative learning
• Lecture
• Lecture with discussion
• Panel of experts
• Brainstorming
• Videotapes / slides

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Instructional methods (cont.)

• Discussion
• Small group discussion
• Case studies
• Role playing
• Worksheet surveys
• Guest speakers
• Values clarification

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Bibliography

• Doel, M. Shardlow, S.M. (2005) Modern social
  work practice Teaching and learning in practice
  settings. Burlington, VT Ashgate
• Greenwood E. (1957). Attributes of a profession.
  Social Work, 2, 45-55.
• Vella, J. (2002). Learning to listen, learning to
  teach The power of dialogue in educating adults.
  San Francisco Jossey Bass.
• Joyce, B.R., Weil, M., Calhoun, E. (2004) Models
  of Teaching (7th ed.). Boston Allyn Bacon.

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We learn

• 10 of what we read.
• 20 of what we hear.
• 30 of what we see.
• 50 of what we both see and hear.
• 70 of what is discussed with others
• 80 of what we experience
• 95 of what we teach
•          - William Glasser