Case - designing a teaching workshop for reception

Created: 2023-11-12

Case

A doctor gave a teaching session on mental health to reception staff. He began by explaining the workshop and asking for questions, which he wrote on the whiteboard. He then briefly explained mental health and asked the reception staff what they knew about its causes. He confirmed, clarified, and added information, before returning to the whiteboard to complete the workshop.

Commentary

The doctor's teaching session on mental health was designed to help the reception staff learn about the causes of mental health problems. The doctor first asked the staff what they already knew about mental health. He then explained the different types of mental health problems and how they are caused. He also answered questions from the staff and provided them with resources for further learning.

The doctor's teaching session was effective because it was based on sound educational principles. He used a variety of teaching methods to engage the staff and help them learn. He also created a positive and supportive learning environment.

Educational Theory

Constructivism: This theory posits that learners construct their own knowledge through active engagement with their environment. The doctor in the case study used a constructivist approach by asking the reception staff questions about their understanding of mental health before providing new information. This allowed the staff to build on their existing knowledge and develop a deeper understanding of the topic.
Vygotsky's sociocultural theory: This theory emphasizes the importance of social interaction in learning. The doctor in the case study created a social learning environment by encouraging the reception staff to ask questions and discuss their experiences with mental health. This allowed the staff to learn from each other and from the doctor's expertise.
Andragogy: This theory focuses on the principles of adult learning. The doctor in the case study respected the reception staff's prior knowledge and experience, and he tailored his teaching to their needs. He also provided opportunities for the staff to practice what they were learning by answering their questions and discussing their experiences.

Pedagogical Practices

Active learning: This approach to teaching involves engaging learners in activities that require them to think critically and apply what they are learning. The doctor in the case study used active learning strategies by asking questions, discussing experiences, and providing opportunities for the reception staff to practice what they were learning.
Differentiated instruction: This approach to teaching involves tailoring instruction to the individual needs of learners. The doctor in the case study differentiated instruction by respecting the reception staff's prior knowledge and experience, and by providing opportunities for them to learn in different ways.
Assessment for learning: This approach to assessment involves using assessment as a tool to inform teaching and learning. The doctor in the case study assessed the reception staff's learning by asking them questions and discussing their experiences. This information allowed him to tailor his teaching to their needs.