Why? Develop a curriculum that was founded on sound educational theory and methods Flexible to allow instructors to apply theory and methods in multiple ways/approaches not confined to one approach (eg. PBL curriculum) The CASE PhilosophyThe CASE Philosophy C ooperative Learning Defn - A learning experience where a group of individuals work together to maximize their own and one anothers learning. (Johnson and Johnson, 1990, p.69) 5 Key elements (Positive Interdependence, Face-to-face interaction, Individual accountability, Social Skills, Group processing) Research Students who work together are more successful academically and non-academically than in competitive/individualistic environments Methods hundreds (Johnson & Johnson, Slavin, Kagan) simple think-pair-share complex Structured Controversy, Jig saw, Integrative Cases A ctive Learning Engaging students in the learning process Research - students who are active participants in their learning learn the material better than in passive learning environments have a chance to think, integrate, discuss, clarify etc. Methods the sky is the limit does not need to be complex, keep it simple, but must have an obvious connection to the content a case, clickers, pose a question with brief paired discussion, brief quiz, demonstration. purpose is to break-up the lecture because students lose attention S elf-Directed Learning Pursuing areas of interest or learning course material outside of classroom time/professor guidance encourage and engage curiosity, to explore and learn beyond the classroom, encourage life-long learning The adult learner misconception adults are NOT ALWAYS self-directed in EVERYTHING Depends on existing competence and confidence with the subject matter With experience/knowledge people become increasingly self-directed Methods for the less experienced - start with structured/guided SDL and as students gain competence and confidence decrease/remove structure depends on immediate relevance to their lives if highly relevant, students will be more self-directed (eg Self Directed Clinical Learning experiences) E xperiential Learning Progression through increasingly complex learning tasks Plan and execute, based on what students currently know and understand (eg. provide clinical scenario) Observe an expert or a situation to see the reality Reflect on the experience and create some generalizable principles What did I learn from this experience