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Teaching in FoundationsOne Person’s Experience
Bob LowDRAFT - 9/25/14
Lecture
Translating the obviousinto practice
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Lectures
Hooks
Know the curriculum
Know the class
Power Point
Five Big Ideas
Learn by Doing
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Hooks
The first 15-20 minutes means EVERYTHING
Enthusiasm – clear desire to be there
Make the subject interesting –right away(e.g. present relevant clinical scenarios*)
*Example: endocrine disease and the rich and famous
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Know the curriculum
Know what has come before
Don’t say “you may have…
Know what will come later
Don’t say you may learn…
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Vertical Curriculum
FoM: subject – 101
HSF: Same subject – 201
NMGI: Same subject – 301
Convergence: Same Subject: 401
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Know the class
Sit in the back of the room
Class dynamics
Things the class is having trouble with
Things that are going well
Gaps you can fill
Concepts on which you can build
Able to say you did so
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Outlines as study guides
Road Map / Sense of where you are – are going
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Verbs that Fit Bloom’s Taxonomy-Observable thingso Contrasto Defineo Describe Explain
NOT (Can’t be seen)o Understando Knowo Appreciate
Lecture topics: students to classmates
Objectives
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Five Big Ideas*
* Michael (2006). Adv. Physiol. Educ., 30:159.
1. Learning involves the active construction of meaning by the learner.
2. Learning “facts” (“what” – declarative knowledge) and learning to do something (“how” – procedural knowledge) are two different processes.
3. Some things that are learned are specific to the domain or context (Subject matter or course) in which they were learned, whereas other things are more readily transferred to other domains.
4. Individuals are likely to learn more when they learn with others than when they learn alone.
5. Meaningful learning is facilitated by articulating explanations, whether to one’s self. Peers or teachers.
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I hear, and I forget
I read and I remember
I do and I understand
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Power Point
I need someone well versed in the art of torture.Do you know Power Point?I need someone well versed in the art of torture.
Do you know Power Point?
I need someone well versed in the art of torture.Do you know Power Point?
SEG Power Point Guide: USE ITInsert web site
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Slide Text
Your slide-by-slide discussion as a text
Discover slides you should not use
Discover missing slides
Internalize what you want to say
Saves timeo Fewer student questions – goodo Fewer discussions with students – bad
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Alternative Descriptions
Cartoons Wire Diagrams Slide Text
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The Nucleus
cAMP
PK-A
CREBPhosphorylation
Recruitment ofCREB Binding Protein
AlteredGene transcription
Magic!
CREB = Cyclic-AMP Response Element Binding (Protein)
KE
Y S
TU
DY
SL
IDEDesign Principle:
Creating New Machinery
Alb
erts
, Mo
l. B
iol.
Cel
l
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Call out slide numbers for podcasters
Add to presentation slide as reminder (e.g. top left of slide)
Enormously helpful
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Breaks
Questions?
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Stories / Connections / Flow
A B C D E
D C A E B
Dan Rather: “And now the sequence of events in no particular order.”
A B C D E
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Stories / Connections / Flow
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Daily Questions
Same question pool.
Immediate feedback on expectations / level of detail…
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Clicker Questions
On the spot understanding.o Seek 50% correct answers – class discussion
Checking recall.
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Summary slides
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Summary slides
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Focus Slides
Keys to Success Most important slides Consolidated Slides
PASS
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Student Evaluation
Use it
NOT hard to figure out target
from off the wall comments
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Peer Evaluation
Get it
Use it
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One Size does NOT fit all
Figure out what works for you -whatmatches your teaching style / skills
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Teaching in FoundationsOne Person’s Experience
Bob Low9/25/14
Translating the obviousinto practice