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Engage: Create Excitement and Enhance Learning
Constance Tucker, PhD
Assistant Dean and Assistant Professor of Faculty Development
Virginia Commonwealth University School of Medicine
Howard University College of Medicine Faculty Retreat
May 26, 2016
2003
University of Iowa Carver College of MedicineEstablished learning communities in 1998, first medical schools in the country to actually design and construct a state-of the-art medical education facility to help realize a vision for community learning
2008
University of Tennessee Health Science CenterPre-matriculation Programs, Student Academic Support Services, Faculty Development in GME
Present
Virginia Commonwealth UniversityVirginia Commonwealth University (LCME visit) Curriculum Revision
VCU School of Medicine: Curricular Change
At the end of this workshop, you will:
1. Describe multiple instructional strategies that
promote engagement
2. Select strategies most appropriate to your
learning environment
3. Reflect on how you might utilize at least one
instructional strategy to engage learners
LEARNING OBJECTIVES
Person(Personality characteristics,
cognitive process, self-regulation)
Environment(Social norms, reinforcement
contingencies, stimuli from social or physical environment)
Behavior(Thoughts and actions, frequency,
intensity)
Cognitive Theory: Social Learning
Reciprocal Determinism
Instead of this….
Brehaut (2016)
What is engaged active learning?
Engaged active learning refers to “anything that involves students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991).
In essence, it is:
IN
CLASS
AT
HOME
What do you do when you do not lecture?
Think Pair Share
Just-in-Time Teaching
Concept Maps
Case-based Learning
Process Oriented Guided Inquiry Learning
Team Based Learning
Think. Pair. Share.
Think Pair Share
• Think individually about a topic or answer to a question.
• Pair with a partner and discuss the topic or question (usually 2-3 minutes).
• Share ideas with the rest of the class(call on a few to voluntarily share their ideas).
Just-in-Time Teaching (JiTT)
1. Prepare Reading Assignment
2. Send Reading to students
3. Complete Readings
4. Respond to assigned questions
5. Send responses to faculty
6. Review Answers7. Plan Short
Lecture
Faculty
Learners
Just-in-Time Teaching
Before Class:
• Readings or videos before class
• Answer 3 questions on simple survey:
– Two questions related to content
– One question: “What did you find most confusing?”
Allison is driving with her parents when they get in a serious car accident. At the emergency room, the doctor tells Allison that her mother is fine, but her father Bob has lost a lot of blood and will need a blood transfusion. Allison volunteers to donate blood, and you tell her that her blood type is AB. Bob is type O.
Marrs, Simkins, Maier, 2010
a) Can Allison donate blood to Bob? Why or why not?b) Allison, who is a biology student, begins to wonder
if she is adopted. What would you tell her and why? c) What did you find most confusing?
JiTT
Can
Allison (AB)
donate
blood?
JiTT
Is Bob the Father?
JiTT
CONCEPT
MAPS
Introduce a concept familiar to all: Flipped Classrooms
Write down 10 concepts related to Flipping the Classroom
Before Class Activities
During Class Activities
Student Engagement
Instructor Purposeful Design
Assessment
After Class Activities
Engagement
Write the “most general” or “most important” to “least general” or “least important”
Before Class Activities During Class Activities After Class Activities
Explain the relationship with directional links (one at a time)
Pre-Recorded Lecture prepares students for Participating in Group Work which develops knowledge that will be applied when Completing Assignments
Torre et. al, 2013
Case Based Learning
“We think when we are confronted with problems”.
-John Dewey
Case Based Learning
Medical chartRadiographsMedical
HistorySimulated Patients
1. Select the best answer- What is the AAP classification?• Acute gingivitis• Chronic gingivitis• Slight chronic periodontitis• Advanced chronic periodontitis• Aggressive periodontitis• Periodontitis associated with systemic disease
2. What risk factors could affect your treatment outcomes for this patient?
3. What is your recommended treatment plan?
Case Based Learning
Process Oriented Guided Inquiry
Learning(POGIL)
3. What organ do you think the oval structure with black center represents?
1. How many distinct
structures can you
identify?
2. Contrast the
appearance of the
thin black lined
structure and the
brightest structure
Objectives:Understand basic principles of ultrasound and 3 echoic structuresAnechoicHyper-echoicHypo-echoic
TBLTeam-Based Learning
Initial Knowledge Acquisition
(Pre-Reading)
Readiness Assurance
(I-RAT, G-RAT, Appeals, Mini Lecture)
Application Activities
(Significant Problem, Same Problem, Specific Choice, Simultaneous Reporting)
TBLTeam-Based Learning
I-RAT
TBLTeam-Based Learning
G-RAT
TBLTeam-Based Learning
Appeals
TBLTeam-Based Learning
Clarifying Lecture
TBLTeam-Based Learning
Application Activities(Significant Problem, Same Problem,
Specific Choice, Simultaneous Reporting)
TBLTeam-Based Learning
Student Peer Evaluations
How could you use any of these techniques in the classroom or clinic?
Think Pair Share
Just-in-Time Teaching
Concept Maps
Case-based Learning
Process Oriented Guided Inquiry Learning
Team Based Learning
I probably should tell you:
Active learning is not easy
Millennials do not always prefer active
learning to traditional didactic lecture
Student do not always enjoy the opportunity to active participate in
class
At the end of this workshop, you will:
1. Describe multiple instructional strategies that
promote engagement
2. Select strategies most appropriate to your
learning environment
3. Reflect on how you might utilize at least one
instructional strategy to engage learners
LEARNING OBJECTIVES
REFERENCEShttps://flic.kr/p/9Loxib\https://flic.kr/p/4Jnn3Yhttps://flic.kr/p/r3JUNshttp://www.quazoo.com/q/popular_educationhttps://flic.kr/p/bv1dUjhttps://flic.kr/p/9SuKeRhttps://flic.kr/p/ieCufMVagelis Kalampalikis https://flic.kr/p/eALF6Khttp://blog.hobsonsapac.com/wp-content/uploads/2014/05/Blooms-Taxonomy.jpghttps://flic.kr/p/qz8t7https://flic.kr/p/cvFYyyhttp://www.roundworldsquarepeg.com/category/individualized-learning/http://www.hema-quebec.qc.ca/userfiles/image/photos/sang/anglais/Compatibilite-ang.jpghttp://usimmigrationdnatesting.com/images/history_photo.gifhttps://www.leeds.ac.uk/educol/documents/000000811.diag.01.gifhttps://flic.kr/p/q785rVhttp://u.arizona.edu/~krunde/Images/Nutrition%20in%20Food.jpghttp://cdn.freeprintablemedicalforms.com/samples/Medical_History.pnghttp://www.thepetdentist.com/300/7%20Full%20Mouth%20Dental%20Radiographs%20for%20a%20dog.jpghttp://ecampus.matc.edu/h126/intraoral.jpghttp://images.sampletemplates.com/wp-content/uploads/2015/07/Blank-Periodontal-Chart.jpghttps://upload.wikimedia.org/wikipedia/commons/2/2c/Ultrasound_image_of_gallbladder_stone_Gallstone_091937515.jpghttp://image.slidesharecdn.com/pointofcareultrasound-hyperechoicfutureinfamilypracticeblog-121120122356-phpapp01/95/point-of-care-ultrasound-hyperechoic-future-in-family-practice-6-638.jpg?cb=1353414375Case courtesy of A.Prof Frank Gaillard, Radiopaedia.org, rID: 9532https://flic.kr/p/c2uJvuCCAC North Library https://flic.kr/p/oR9Du6
https://vimeo.com/76305964
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Probe for supporting evidence
Teach general rules
Reinforce what was done right
Correct Mistakes
One Minute Preceptor