flipping the classroom: introducing active learning into the large group setting bill jeffries,...
TRANSCRIPT
Flipping the Classroom: Introducing Active Learning into the Large Group Setting
Bill Jeffries, University of VermontKatie Huggett, Creighton UniversityJohn Szarek, The Commonwealth Medical College
Session Activity MinutesIntroductions/objectives/outline 5Pre-work: View Flipped Classroom video 10
Readiness Assurance: Five question quiz
10
Flipping the Classroom Step 1: Select content and pre-workLarge Group: Curator vs. Purveyor
15
Small Group Activity A: Identify needs for transforming a traditional lecture to active learning
10
Flipping the Classroom Step 2: Develop strategies for Active Learning during Class
Large Group: Active Learning strategies
10
Small Group Activity B: Brainstorming on individual cases (supplied by participants from Small Group Activity A)
15
Final Discussion and Evaluations 15Total Time 90
Objectives
• Define active learning and explore barriers to active learning in health sciences teaching
• Describe methods for introducing active learning into large group settings
• Engage in demonstrations of the “flipped” classroom and develop strategies for introducing it into their own teaching
• Discuss the limitations and debunk myths and misunderstandings about the “flipped” classroom
Pre Classroom Activity
• http://www.youtube.com/watch?v=aiMQWBioJY8
Readiness Assurance Test
• 5 Questions• Answers Derived from Assigned Work• Ensures Prepared Learners• Individual, in groups or both
Principles of Flipping
• Knowledge transfer outside of class– Learner’s own pace– Learner’s own style
• Homework assignment in class
• Peer teaching• Contextual learning• Assessment reinforces learning
What are some learning resources?
Purveyor of Content?
“Anyone can now learn anything from anyone at anytime”
(Bonk 2009, The World is Open, p 7)
“Of course, there are constraints related to the relevance and accuracy of the information found online….”
(Bonk 2009, The World is Open, p 35)
Dutourdumonde Photography / Shutterstock.com
Faculty podcast
Curated podcast
Is the curated slide non-inferior?
• Yes• No
Where to Find Content• www.hstalks.com • www.pharmacologycorner.com • www.cvpharmacology.com • http://videocast.nih.gov/ • www.coursera.org • www.pharmprofessor.com • http://www.aspet.org/Cardiovascular_Pharmacology/Lectures_on_Demand/
• https://www.khanacademy.org/science/healthcare-and-medicine
• https://www.youtube.com/user/armandohasudungan • IUPHAR-ASPET Pharmacology Education Project
Small Group Activity A
• Identify needs for transforming a traditional lecture to active learning
• Form a Small Group with your Neighbors
Examples of Active Learning Exercises(HANDOUT)
• Simple Methods – Worksheet– Case Report– Dry Lab
• Modifications of Classic Classroom Assessment Techniques– Background Knowledge Probe – The One-Minute Paper– Student-generated Test Questions
• Team-Based Learning
Large Group Collaboration Methods
• Buzz Groups• Think-Pair-Share• Classroom Survey Techniques
Classroom Survey Techniques• Assess learning on the fly• Provides arousal boost• Technology or non-technology implementation
• Used for:– Feedback– Assessment (credit or non-credit)
– Assessment w/ discussion– Contests, opinions, etc.
Small Group Activity B
• Brainstorm on individual cases supplied by participants from Small Group Activity A
Discussion
Take-Home Resources
• Adapting Classroom Assessment and Other Techniques to a Flipped Classroom: http://www.uvm.edu/medicine/mededucation/documents/FlippedClassroom.pdf
• IAMSE WAS on Flipping the Classroom (Katie and Bill): http://iamse.org/development/2014/was_2014_winter.htm
• Creating a podcast using Camtasia (John):