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!!!!