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Created with Fabric.js 1.4.5 Biomedical Sciences DepartmentOakland University William Beaumont School of Medicine Suzan ElSayed, VMD, PhDStephen Loftus, PhD "Dialogical Story-Telling" Approach Outstanding Medical Education ClassroomVeteran LowAttendance Strategy: Poster: # T8 today at 1:30 - 3:30 pm INSPIRATION HISTORY 1986, Jerome Bruner"The Narrative Mode" Herman in 2003Narrative as a tool of thinking Story Telling in DialogicalStyle Steps of the Strategy: Expected Outcomes For the Learner: One Week Before Class In Class Students are requiredto review the provided Power Point slides Students are requiredto review the provided Power Point slides + The story-telling incorporates dialog with students in a question-answer format Students are able to articulate their knowledge• Misconceptions can be revealed and addressed Students are helped to make connections with other bodies of knowledge and clinical practice Lifelong learning is encouraged Expected Outcomes For Teachers Gain frequent insights into the ongoing development of students' learning Gain deeper understanding of teaching and learning processes in practice, as they occur Establish relationship-driven teaching Expected Outcomes For Both Establishing a learning community Fostering the development of a relationship - centered learning environment Fostering an atmosphere of inquiry Narrative: Humans are narrative creatures. We learn more easily when we use stories. Dialogism: Students form meaningful relationships with content, the teacher and with each other. Active Learning: Students have to think with and think about the material. Threshold concepts: Misconceptions can be revealed and addressed. Constructivism: In articulating their knowledge students also have to construct it for themselves. Educational Theories Being Used
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