Fueling Creativity in the Classroom with Divergent ... · Classroom with Divergent Thinking and Pop...
Transcript of Fueling Creativity in the Classroom with Divergent ... · Classroom with Divergent Thinking and Pop...
Fueling Creativity in the Classroom with Divergent Thinking and Pop CultureDr. Tammy Sadighi, DNP, ARNP-FNP, MBA
BabyBoomers1940 to 1960s
Generation XMid 60s-late 1970s
Millennials1980-2000
Relationship to technology
Later members exposed
First generation raised on TV
First generation with homecomputer
Exposure to media
7+hours a day 6+ hours a day
Economics Post war times Consumerism/materialism
Best economictimes/living good
Goals Work/family Time/leisure Time/leisure-free time on social media
International Education Advisory Board. www.certiport.com
Teaching in the Multilevel Classroom
Student’s age- 18-50. Generally, the older the student, the more challenging it will be for the student to retain information and less likely to participate in active learning. Millennials understand practical applications for the information they receive. Content must be concise and fast and learning must be relevant.
Student’s personality- personality plays a huge role in a student’s willingness to participate in activities
Student’s goals- the more specific a student’s goal (s), the more motivated they are to participate
The role of pop culture “seeing from a different angle”. It’s called edutainment
Entertainment media is part of everyday life for most adults
Draw this into teaching and learning (It’s a tool)
Meeting students where their interests lie allows educators to better
communicate.
Strategy #1Reversing the Question
Current Concerns –Hot News Topics. What’s on the news???
How can we prevent this disease? Eboli
How can we stop contamination? Zika/Eboli
What went wrong?
Were certain steps missed?
Prenatal Checks using standardized patients. What was missed? Reality TV at its best!
Strategy #2 Inquiry Based Feedback(Grey’s Anatomy/ ER) Inquiry based on deep
observation which will encourage a more open ended and detailed approach for evaluation
How can this be improved?
What should be done differently?
“I noticed you did this”. “What if you had made this choice?”
Mass Casualty SimulationExample 1Objectives
Upon completion of this simulation, students will be able to: Define the START triage method and demonstrate their use in mass-casualty incidents Perform simple first aid and correctly tag and place patients in correct color coded flagged
area. Explain how to utilize the Incident Command System defined by FEMA to handle emergencies Identify the factors that make an event a true mass casualty incident.
Algorithm for Triage in Mass Casualty
Sample of Inquiry Based Feedback
Debrief:
What have we learned from the drill?
What did we do right?
Where can we improve?
How can we plan future training based on what we have learned?
Example #2 Pop culture
Nurse Practitioners (MSN-DNP)Entrepreneurial Projects Older adult learner developing a business plan
Online programming allowing faculty involvement and feedback in real live time
Community members providing feedback just like “shark tank”
Will the bank provide the money?
Example #3Reality TV- standardized stroke patient
Strategy #3 Manage Failure
Failure is framed by reflection and not penalty
Less afraid to make mistakes-more open to divergent thinking
Different techniquesNo right oneNon threatening environment with ability to make mistakes and learn from them
Student Groups to help each other
Seizure with standardized patient“seeing an event from a different angle”
No time to worry about mistakes!!
Out in Field with Real Life Experience!!!!