Here is one of my favourite videos on flipped classroom. In this funny and insightful video, Keith Hughes explains the idea behind the flipped classroom and provides some excellent tips for teachers who want to integrate the flipped teaching methodology in their instruction. The video is a little bit long (24 minutes) but is really worth watching.
The author reports on medical students' positive response to the medical improv seminar she has taught at Northwestern University Feinberg School of Medicine since 2002: 95% of students anonymously evaluating the seminar from 2002 to 2010 agreed with the statement, "Studying improv could make me a better doctor," and 100% agreed with the statement, "I would recommend this class to other medical students.
"It just might be that in a society where information is abundant, thinking habits are more important than knowledge. Somewhere beneath wisdom and above the “things” a student knows.
Laws of economics say that scarcity increases value. It’s no longer information that’s scarce, but rather meaningful response to that information. Thought.
And thought has a source–a complex set of processes, background knowledge, and schema that we can, as educators think of as cognitive habits. And if they’re habits, well, that means they’re probably something we can practice at, doesn’t it?"
"Are you looking for ways to integration technology in your lesson plans and courses that provide for an engaging experience for you and your students? Fans of instructional technology know that it can be fun and inviting, and engaged students are far more likely to be learning."
Involved students learn more efficiently and are more successful at remembering what they learned. In addition, students who are engaged in learning are more likely to become passionate about learning in general.
These changes can result in questioning that is more learner centered, aids in the acquisition of knowledge and skills, performs helpful formative and summative assessments of the learner, and improves community in the clinical learning environment.
Discussions of derogatory and cynical humour should occur in any department where teaching and role modelling are priorities. In addition, the tenets of appreciative inquiry and the complex responsive process, particularly as they are used at the Indiana University School of Medicine, offer medical educators valuable tools for addressing this phenomenon.
... approach the teaching of science like a science. That means applying to science teaching the practices that are essential components of scientific research and that explain why science has progressed at such a remarkable pace in the modern world.
Bad PowerPoint design may be just as detrimental to your presentation as smelling like a horse. When you have poorly designed slides, a few things happen: your professionalism is questioned (because you essentially tell the people looking at your PowerPoint that you don't know how to create professional work); your audience members get distracted as they toggle between looking at your bad design and listen to what you're actually saying (and, in the end, they don't really ingest either); and your audience just gets bored or annoyed--which is about the worst possible outcome when presenting. Obviously, there are a number of…
EM can be well integrated into a third-year longitudinal curriculum. The undifferentiated patient work-up helps students develop critical skills in assessment and management. The lack of continuity did not interfere with the integrated longitudinal curriculum, instead the experience enhanced it
I’m coming to see student focus as a collaborative process. It’s me and them working to create a classroom where the students who want to focus have the best shot at it, in a world increasingly hostile to that goal.
"Reading content on the Internet has changed the way people process information, and nowhere is this change more obvious than in fields where design must adapt to new technology such as in eLearning. eLearning course creators need to refine their content to suit learners’ behavior and accessibility to training. This is where chunking comes into play."