1

Teaching in FoundationsOne Person’s Experience

Bob LowDRAFT - 9/25/14

Lecture

Translating the obviousinto practice

2

Lectures

Hooks

Know the curriculum

Know the class

Power Point

Five Big Ideas

Learn by Doing

3

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

4

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…

5

Vertical Curriculum

FoM: subject – 101

HSF: Same subject – 201

NMGI: Same subject – 301

Convergence: Same Subject: 401

6

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

7

Outlines as study guides

Road Map / Sense of where you are – are going

8

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

9

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.

10

I hear, and I forget

I read and I remember

I do and I understand

11

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

12

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

13

Alternative Descriptions

Cartoons Wire Diagrams Slide Text

14

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

15

Call out slide numbers for podcasters

Add to presentation slide as reminder (e.g. top left of slide)

Enormously helpful

16

Breaks

Questions?

17

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

18

Stories / Connections / Flow

19

Daily Questions

Same question pool.

Immediate feedback on expectations / level of detail…

20

Clicker Questions

On the spot understanding.o Seek 50% correct answers – class discussion

Checking recall.

21

Summary slides

22

Summary slides

23

Focus Slides

Keys to Success Most important slides Consolidated Slides

PASS

24

Student Evaluation

Use it

NOT hard to figure out target

from off the wall comments

25

Peer Evaluation

Get it

Use it

26

One Size does NOT fit all

Figure out what works for you -whatmatches your teaching style / skills

27

Teaching in FoundationsOne Person’s Experience

Bob Low9/25/14

Translating the obviousinto practice