By Kapit W., Elson M.
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Reliability and validity of scores from the index of learning styles. Acad Med. 2005;80(10 Suppl):S97–101. 7. Briggs Meyers I. MBTI manual. Palo Alto: Consulting Psychologists; 1998. 8. Felder RM, Silverman L. Learning and teaching styles in engineering education [Electronic version]. Eng Educ. 1988;78(7):674–81. 9. Hirsh SK, Kummerow JM. Introduction to type in organizations. 3rd ed. Mountain View: CPP; 1998. Chapter 5 How to Effectively Teach Millennials: Understanding Intergenerational Factors Byron D.
Anyone who has given a talk knows that self-assessment alone rarely helps improve future efforts. Structured, objective, and immediate feedback is essential to improve. Feedback from learners can sometimes be useful, but this type of feedback is typically limited to summative scores delivered long after the teaching is completed. Peer observation and feedback, when done correctly, can meet this need . Peer observation (in contrast to observation S. edu © Springer International Publishing Switzerland 2016 S.
Give and receive high-yield feedback. 3. Use feedback to improve your teaching. Background Feedback is necessary to improve teaching performance. Anyone who has given a talk knows that self-assessment alone rarely helps improve future efforts. Structured, objective, and immediate feedback is essential to improve. Feedback from learners can sometimes be useful, but this type of feedback is typically limited to summative scores delivered long after the teaching is completed. Peer observation and feedback, when done correctly, can meet this need .
Anatomy Coloring Book by Kapit W., Elson M.