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ACTIVE LEARNING Ariel Winn Teaching Certificate Seminar Series 12/11/17

ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

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Page 1: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

ACTIVE LEARNING Ariel Winn

Teaching Certificate Seminar Series

12/11/17

Page 2: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

12 keys to active learning… • Ask lots of questions, evidence shows that questions are really helpful especially

if they are higher order questions

• Problem based learning is key to success

• Don’t forget to flip the classroom, this means giving people pre work before

• You need to have clear learning objectives, this should probably be limited to 2-3 things that you actually think people can remember

• Try and break up your talk into multiple sections, you don’t want to bore people

• Start with a case, that tends to engage the learner.

• You should try and build in small group discussion into any talk, that allows all learners to be engaged

• Try and avoid guess what I am thinking questions, they are really hard for people to answer

• Make sure you don’t answer your own questions and you give time for learners to answer

• It is important to activate prior knowledge, start with a few questions

• Take people’s smart phones at the beginning of a talk, takes away the temptation

• Don’t forget to make learning fun!!!

QUESTIONS???

Page 3: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions
Page 4: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions
Page 5: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Desirable Difficulties

Page 6: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions
Page 7: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions
Page 8: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

4 sections to this talk

• Strategies for Initial Engagement

• Strategies for Continued Engagement

• Applying this Talk to Your Life

• Commitment to Action

Page 9: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Reflection Exercise

• Think about an engaging lecturer, what do they do that

makes them so engaging?

Page 10: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions
Page 11: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Which of the following are effective

strategies for studying…

A.Highlighting

B.Mnemonics

C.Practice tests

D.Re-reading

E.Summarization

F.Spacing learning over time

Page 12: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Which of the following are effective

strategies for studying…

A.Highlighting

B.Mnemonics

C.Practice tests

D.Re-reading

E.Summarization

F.Spacing learning over time

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjCxumVqerSAhWEKCYKHf5jDYUQjRwIBw&url=http://architectureideas.info/2009/06/vastu-shastra-guidelines-balcony/&psig=AFQjCNG8SxvD_ve-UiZ4XECIxye8VSDHSw&ust=1490279191546900
Page 13: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Importance of Questions

Page 14: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

What symptoms are common in NMDA R encephalitis? (Choose all that apply)

A. Seizures

B. Frequent Emesis

C. Abnormal movements

D. Paralysis

E. Psychiatric Disturbance

F. Autonomic Instability

G. Recent Viral Syndrome

(Hint: This is a learning objective)

Page 15: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Which test is more likely to be abnormal in NMDA R

encephalitis?

A. MRI

B. EEG

C. LP WBC Count

(Hint: This is a learning objective)

Page 16: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Fill in the Blank:

The gold standard for diagnostic

testing is:__________________

(Hint: This is a learning objective)

Page 17: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Strategies for Initial Engagement

Activate Prior Knowledge

Reflect on Past

Experiences

Use a Clinical Case

Pre-test questions

Page 18: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Strategies for Continued Engagement

Page 19: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Strategies that increase learner

participation

Page 20: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 21: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions
Page 22: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Favorite Questions

• Tell me how you are thinking about xxxx?

• Persuade me why?

• Compare and contrast X?

• Why?

• How?

• What if?

Page 23: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Clinical Case

• 6 week old presents to the Emergency Department with

fever. Patient is non-toxic appearing.

• You are precepting a medical student in the Emergency

Department who presents the patient to you nicely with a

very logical plan following an evidence based guideline.

You want to enhance the student’s learning by helping

her develop her critical thinking by asking her some

questions.

THINK PAIR SHARE

Page 24: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Clinical Case You are precepting a student and you encounter the

following clinical scernario:

A. 6 week old presents to the Emergency Department with

a bruise on his ear and concern for inflicted trauma

B. 20 month old with bronchiolitis and worsening

respiratory distress on the floor

Or choose your own!

THINK PAIR SHARE

Page 25: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 26: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

DEBATE

• Teachers should use the Socratic method

Yes No

Page 27: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

DEBATE

• 2-month old febrile neonates with a +u/a should

receive a LP in the Emergency Department

Yes No

Page 28: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 29: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Peer teaching

Page 30: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 31: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

GENERATION

• Design a therapy for tumor lysis syndrome

Purine Catabolism

Hypoxanthine

Xanthine

Uric Acid

Allantoin

BAD

XO

XO

UO Rasburicase

Allopurinol

Page 32: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 33: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Compare and Contrast

Fever Leukocytosis Acute Onset Psych

Stressors

Peritoneal

Appendicitis

Constipation

Functional

Pain

Pancreatitis

Torsion

Page 34: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 35: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

More

• Muddiest Point

• Role Playing

• Problem Based Learning

• Games

Page 36: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 37: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

REFLECTION

1. “Identify one important concept, research finding, theory, or idea that you learned while completing this activity.” (analyzing)

2. "Why do you believe that this concept, research finding, theory, or idea is important?” (reflecting)

3. “Apply what you have learned from this activity to some aspect of your life.” (relating)

4. “What question(s) has the activity raised for you? What are you still wondering about?” (questioning).

Page 38: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 39: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Self- Determination Theory

Autonomy

Competence Relatedness

Page 40: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Active Learning Strategies

• Asking Questions and Think Pair Share

• Debate

• Peer Teaching

• Generation

• Compare and Contrast

• Reflection (choose last)

• More…

• Bonus: Self-Determination Theory

Page 41: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Summary of Techniques

• Questions

• Quizzes

• Think Pair Share

• Peer Teaching

• Role Plays

• Simulation

• Team Based Learning

• Muddiest Points

• Debate

• Games

• Reflection (one minute paper)

• Compare and Contrast

• ETC!!!!!!

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjCxumVqerSAhWEKCYKHf5jDYUQjRwIBw&url=http://architectureideas.info/2009/06/vastu-shastra-guidelines-balcony/&psig=AFQjCNG8SxvD_ve-UiZ4XECIxye8VSDHSw&ust=1490279191546900
Page 42: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Applying this talk to your life…

Page 43: ACTIVE LEARNING - BCHDME · 12 keys to active learning… •Ask lots of questions, evidence shows that questions are really helpful especially if they are higher order questions

Commitment to Action Mentored Behavioral Experiment:

1. What active learning technique can you

experiment with in next teaching session?

2. How can you measure whether you were

successful?

3. Which colleague might you choose as a

colleague-mentor to help in the process?


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