Teaching Beyond the Lecture: Two Pedagogical Strategies...
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Transcript of Teaching Beyond the Lecture: Two Pedagogical Strategies...
Teaching Beyond the Lecture: Two
Pedagogical Strategies to Enhance
Critical Thinking
Jamie L. Frye, PhD, ATC
• “When I die, I hope it’s during a lecture; The difference between life and death will be so small that I won’t notice.”
– Anonymous
Session Objectives
I. Team-based Learning Using Readiness Assessment Exams
II. Just-In-Time Teaching
Team-Based Learning (TBL)
– Master Content
– Apply Content
– Life-long Learners
– Group Workers
Impetus to Integrate TBL…
Acute Care of Injuries & Illnesses
Course builds on previously taught material
Can they do it?
Can they make decisions?
Principle #1 of TBL
Group Formation
a. Even distribution of member resources
b. Students remain in their groups
c. Minimize barriers
Principle #2 of TBL Accountability for Individual & Group Work
a. Pre-class Preparation
b. Individual & Team Performance
The Assignment
Individual Assessment
Principles #3 of TBL
Students MUST Receive Timely Feedback
Immediate feedback gets immediate
reactions!
Principle #4 of TBL
Assignments Promote Learning & Team Development
Keys to Assessment… • Backward Design
– Know?
– Do?
– What decisions do they need to make?
– Criteria for well-made decision?
Make Them Think…
You are covering a women’s soccer game. Your forward goes up for a header, gets elbowed in the head and is knocked to the ground. She is unconscious for about 15 seconds. Upon coming to, she is lucid and complains of a minor headache. She denies nausea, has no signs of anterograde or retrograde amnesia, and her cranial nerves are WNL. You keep her out due to her LOC. About 20 minutes later, she throws up, c/o of a severe headache, and is not holding a conversation with you. What should you expect?
1. Concussion 2. Subdural hematoma 3. Epidural hematoma 4. A and B
What NOT to do…
You are covering a Saturday youth soccer practice for the city. The practice fields are out in the open and practice typically goes from 10:30-12:00 PM. The participants range from 5-12 years old. It is particularly hot and humid. You would consider this a “high” risk day (WBGT reads 77°F). The director is asking how long you believe it is safe to allow the kids to practice. What should your recommendation be? a. Encourage fluids every 15-30 minutes and practice no longer
than 30 minutes. b. They could practice the full 1 ½ practice as normal as long as there
are numerous water breaks. c. Encourage fluids every 15-30 minutes and practice for 1 hour. d. Cancel practice for the day.
“The Challenge!”
Rules: – Time Limit = 5 minutes
– No looking at outside sources
– Challenge CLEARLY establishes your knowledge and why you chose the answer you did
Follow-up Discussion
• Review questions
• Elaborate on important points
• Have PPT slides with charts, photos, etc.
The Upside…
Low-stakes learning environment
Learner-centered
Immediate assessment
Instructor hears their thought process
The Downside…
Learner-centered = student responsibility
Grade Panic
Just-in-Time Teaching • Active Learning
– Direct link between class and out-of-class activities
– Short web-based assignments due just before class
Just-in-Time Teaching • Question Development
– Students utilize prior knowledge
– Originality with questioning
– Responses reveal underlying concepts
My Implementation…
Therapeutic Modalities
Used biweekly
Online or beginning of class
Great checkpoint
Springboards lectures
My Implementation…
Day 2: Draw and describe the strength-duration curve. Explain to your partner how this curve influences how you build an electrical impulse.
Day 4: Teach your partner the strength-duration curve for all of the nerves we would want to stimulate when using electrical stimulation.
My Implementation… • Pain control via Gate Control
Theory – Intensity: – Frequency: – Phase duration: – Electrode arrangement:
• Neuromuscular Stimulation
for Muscle Reactivation/Strength – Intensity: – Frequency: – Phase duration: – Electrode arrangement:
• Motor-Level Pain Reduction of Edema (Muscle Pumping) – Intensity: – Frequency: – Phase duration: – Electrode arrangement:
• Pain Control Using Motor Pain
Modulation (A-alpha & A-delta stimulation) – Intensity: – Frequency: – Phase duration: – Electrode arrangement:
Tremendous Advantage…
• Quick!!!
• Observe students work
• Tailor class to student needs
• Immediate feedback to student and instructor
• Students take responsibility
Lecture Resolutions???
• Questions???
• Sources: – Michaelsen LK, Parmelee DX, McMahon KK, et al. Team-based learning for
health professions education. Sterling, VA: Stylus Publishing, LLC; 2008.
– Michaelsen LK, Bauman Knigh A, Fink LD. Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing, LLC; 2004.
– Novak GM, Patterson ET, Gavrin AD, et al. Just-in-time Teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall; 1999.
– Simkins S and Maier MH. Just-in-time teaching: Across the disciplines, across the academy. Sterling, VA: Stylus Publishing, LLC; 2010.