Date post: | 18-Jan-2018 |
Category: |
Documents |
Upload: | joanna-norman |
View: | 215 times |
Download: | 0 times |
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
Mark Kaelin, Ed.D. Montclair State University
9:40 - 10:00 AM
*
*
*
DZ
Assumptions
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
To identify experiences that may be relevant to your unique sets of circumstances.
Goals
To conclude that this is “doable.”
Just Do It.
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
YES Teaching Units
http://www.collegeboard.com/yes/index.html
YES Teaching Units
http://www.collegeboard.com/yes/index.html
26 Teaching
Units
YES Teaching Units
http://www.collegeboard.com/yes/index.html
*
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
Use of Young Epidemiology Scholars Materials Hyperlinked
*
http://www.collegeboard.com/yes/index.html
YES Teaching Units
*http://www.collegeboard.com/yes/index.html
YES Teaching Units
http://www.collegeboard.com/yes/index.html
Handout
YES Teaching Units
http://www.collegeboard.com/yes/index.html
YES Teaching Units
http://www.collegeboard.com/yes/index.html
YES Teaching Units
http://www.atomicarchive.com/Maps/HiroshimaMap.shtml
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 2: Casualties of War
Assignment 3: Similarities & Differences
Assignment 3: World Trade Center & Atomic Bomb Attacks - Similarities & Differences
Based on your reading of the MMWR “Surveillance for World Trade Center Disaster Health Effects Among Survivors of Collapsed and Damaged Buildings,” identify five similarities and five differences between the World Trade Center Health Registry and the surveillance system established to identify the effects of the A-bombs dropped on Hiroshima and Nagasaki (Assignment 2).
http://www.collegeboard.com/yes/index.html
YES Teaching Units
*
http://www.collegeboard.com/yes/index.html
YES Teaching Units
*
“Learning with understanding is facilitated when new and existing knowledge is
structured around the major concepts and principles of a
discipline.”(National Research Council, “Seven Principles of Learning,” Learning and Understanding, Washington, DC: National Academy Press, 2002)
http://www.collegeboard.com/yes/index.html
YES Teaching Units
*
Enduring Understandings
“… the big ideas that reside at the heart of a discipline and have lasting value outside the classroom.” (Wiggins and McTighe, Understanding by Design, Alexandria, VA:
Association for Supervision and Curriculum Development, 1998)
http://www.collegeboard.com/yes/index.html
YES Teaching Units
*
http://www.collegeboard.com/yes/index.html
YES Teaching UnitsHow would you
design a study
so that you could
make this statement?
*
YES Teaching Units
Scholarship
Creativity
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
Mark Kaelin, Ed.D. Montclair State University
9:40 - 10:00 AM
MSU GenEd Questions
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
“Epidemiology”
The Science of Public Health: Epidemiology”
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
“If teachers are to be successful in developing new practices, they need opportunities to participate in … a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming
practice.”
(National Research Council, “Seven Principles of Learning,” Learning and Understanding)
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
1.
2.
3.
4.
5.
6.
7.
8.
.
Empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy.
Empowers students to make more informed personal health-related decisions.
Increases students’ media literacy and their understanding of public health messages.
Increases students’ understanding of the basis for determining risk.
Improves students’ mathematical and scientific literacy.
Expands students’ understanding of scientific methods and develops their critical thinking skills.
Provides students with another mechanism for exploring important, real world questions about their health and the health of others.
Introduces students to an array of career paths related to the public’s health.
Top 8 Reasons to Teach / Learn about Epidemiology
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
At first glance these articles are about _____________________________ but, based on our understanding of epidemiology, we can see that they
are about person, place, and time, counting, dividing, and comparing, numerators and denominators, associations, causation, confounding,
prevention, and policy.
a Bausch & Lomb lens solution
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
At first glance these articles are about _____________________________ but, based on our understanding of epidemiology, we can see that they
are about person, place, and time, counting, dividing, and comparing, numerators and denominators, associations, causation, confounding,
prevention, and policy.
E. Coli and spinach
To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding other
things like it that one may encounter.
J. Bruner, The Process of Education, 1960
At first glance these articles are about _____________________________ but, based on our understanding of epidemiology, we can see that they
are about person, place, and time, counting, dividing, and comparing, numerators and denominators, associations, causation, confounding,
prevention, and policy.
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
At first glance these articles are about _____________________________ but, based on our understanding of epidemiology, we can see that they
are about person, place, and time, counting, dividing, and comparing, numerators and denominators, associations, causation, confounding,
prevention, and policy.
Give students a fish, they have food for a day, Teach students how to fish, they have food for a
lifetime.
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
DZ
“… the blending of population thinking and group comparisons in an integrated theory to appraise health-related causal relationships
characterizes epidemiology.”
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned
Mark Kaelin, Ed.D. Montclair State University
9:40 - 10:00 AM
Thank You