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Stephanie Callinan

Meta-studying: Teaching Metacognitive Strategies to Enhance Student Success - YouTube - 0 views

www.youtube.com/watch

shared by Stephanie Callinan on 17 Sep 13 - No Cached
  • Stephanie Callinan on 17 Sep 13
     
    This is a video of the 2012 American Psychological Association "Diane Halpern" lecture on metacognition in education. Dr. Elizabeth Yost Hammer, the faculty developer at Xavier Univerisity, discusses the importance of developing incoming college students' metacognition and the techniques to do so. From 0:00 - 07:00, Dr. Hammer discusses the term, metacognition, and applies it to the typical student with poor self-assessment skills. During 11:00 - 16:30, characteristics of incoming high-school students are discussed and provides insight into why these students may have poor metacognitive and study skills. Techniques to teach metacognition to students are discussed in detail during 18:30 - 36:30. I would highly recommend this section for those interesting in learning more about formative assessment. Dr. Stephen Chew, also discussed in our lecture, makes a brief appearance at 36:30 - 38:00 and discusses his video series, "How to study hard and still fail..." Finally, Dr. Hammer concludes her lecture with other habits of mind that play a role in the development of metacognition, such as the fixed mindset theory.
nholl9

Metacognition and Student Learning - Do Your Job Better - The Chronicle of Higher Educa... - 0 views

chronicle.com/...130327

shared by nholl9 on 14 Sep 15 - No Cached
  • Poor metacognition means that some terrible yet hopeful singers on American Idol are unable to assess their own weak vocal talents. And it means that some students have a mistaken sense of confidence in the depth of their learning.
  • "Poor metacognition is a big part of incompetence," he explained. "People who are incompetent typically do not realize how incompetent they are. People who aren't funny at all think they are hilarious. People who are bad drivers think they are especially good. You don't want to fly on a plane with a pilot who has poor metacognition. A lot of reality shows like American Idol highlight people with poor metacognition for entertainment. Everyone knows people who are seldom in doubt but often wrong."
  • The actual exam should never be the first time the faculty or the students get feedback about the actual level of student understanding."
  • ...2 more annotations...
  • An understanding of metacognition, and the influence it has on our students, gives us one more reason to shift our courses away from providing students with a steady diet of lectures, punctuated by a few high-stakes exams.
  • And, as Chew pointed out in response to an early draft of this essay, students frequently don't ask questions precisely because their poor metacognitive skills have convinced them that they understood the lecture perfectly.
  • nholl9 on 14 Sep 15
     
    Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.
  • nholl9 on 14 Sep 15
     
    Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.
nholl9

Metacognition: The Gift That Keeps Giving | Edutopia - 1 views

www.edutopia.org/...ng-donna-wilson-marcus-conyers

shared by nholl9 on 14 Sep 15 - No Cached
  • How to Teach Students to Be More Metacognitive
  • nholl9 on 14 Sep 15
     
    This article discusses ways that the instructor can facilitate and guide metacognitive processes in students, by both asking questions and prompting students to ask themselves questions in future learning. I think this would be useful for anyone going forward who hopes to play an active role in making their students better learners.
  • nholl9 on 14 Sep 15
     
    This article discusses ways that the instructor can facilitate and guide metacognitive processes in students, by both asking questions and prompting students to ask themselves questions in future learning. I think this would be useful for anyone going forward who hopes to play an active role in making their students better learners. 
cpuschak

Advancing the pharmacy practice model in a community teaching hospital by expanding stu... - 0 views

www.ajhp.org/...1871.full.pdf+html

shared by cpuschak on 09 Nov 14 - No Cached
  • cpuschak on 09 Nov 14
     
    While this article does not relate directly to being a preceptor, it describes the success of a model of experiential learning within pharmacy- layered learner model. This model mirrors the medical team model with a pharmacy "attending" down to pharmacy students. It provides a way to get students more involved in direct patient care during your rotation. In the study, a community hospital was able to accept more students with this model and assign a small group of patients to each. Students were able to serve as pharmacist extenders by obtaining medication histories and providing patient education. This model allowed an expansion of comprehensive pharmacy services to numerous patients that would not have been otherwise reached. There was an improvement in HCAHPS scores within the "communication of medication" domain, an increase in patient interventions, and allowed for an expansion of the discharge prescription program. By utilizing the concepts of more direct patient care, preceptors are able to provide valuable opportunities to students and improve patient care.
lmacedopharmd

Shaver MP. Using low-tech interactions in the chemistry classroom to engage students in... - 1 views

An interesting article that describes how a simple low-tech tool "our thumb" and "cue cards" can be used in the classroom to engage students. This study found that thumb polls and cue cards improve...

Instructional Education Low-Tech Tools

started by lmacedopharmd on 03 Dec 13 no follow-up yet
teycrawford

Problem-based learning versus lecture-based learning in a course of basic pharmacology:... - 0 views

onlinelibrary.wiley.com.proxy-hs.researchport.umd.edu/...full

storytelling education teaching pharmacology

shared by teycrawford on 03 Apr 16 - No Cached
    • teycrawford
      teycrawford on 03 Apr 16
       
      although there was not an overall statistical difference in the results between PBL and LBL, there may be a deeper understanding in the pbl group
  • Regarding the main questions of the study that have been formulated above, two findings seem to be most important: Firstly, our study has shown, that it is in fact practically possible to implement PBL as an educational strategy under the conditions of a large German medical school. Secondly, the study provided sound evidence that the PBL approach does not lead to disadvantages concerning students' factual knowledge as measured by a combination of multiple-choice and short-essay questions. The results of our study therefore support earlier findings2[3]–4 and constitute another link in the chain of evidence indicating that PBL is equipotent to LBL as far as students' factual knowledge is concerned.Further conclusions are more difficult to draw: The fact that the PBL students achieved slightly better results in the category of short-essay questions might indicate, that an examination testing more complex levels of knowledge (i.e. on the comprehension or analysis level), is more appropriate for testing the outcome of PBL in terms of factual knowledge than multiple-choice questions. An intra-group comparison of the two categories of questions further supported this hypothesis, revealing that students who had undergone the lecture-based course scored significantly lower in the short-essay part, whereas their PBL counterparts reached similar results in both categories of questions. It is important to stress though, that the direct comparison of the short-essay results in both groups only showed marginal results. Also, the multiple-choice questions we used in our study were not intended to assess a more complex, i.e. comprehension or analysis level of knowledge. Hence, if there is a difference, it is not necessarily a difference between multiple-choice and short-essay questions, but between questions addressing different levels of knowledge.
teycrawford

The effectiveness of case-based learning in health professional education. A BEME syste... - 0 views

www.ncbi.nlm.nih.gov/...22578051

effectiveness Storytelling education

shared by teycrawford on 03 Apr 16 - No Cached
  • teycrawford on 03 Apr 16
     
    "Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear."
Stuart T. Haines

Comparison of Learning Styles of Pharmacy Faculty and Students - AJPE - 1 views

www.ajpe.org/...ajpe7610192

Learning Styles

shared by Stuart T. Haines on 08 Sep 13 - No Cached
    • Stuart T. Haines
      Stuart T. Haines on 08 Sep 13
       
      The authors and researchers compare the dominant typologies of student pharmacists and faculty using the Pharmacists' Inventory of Learning Styles (PILS).  Approximately 300 student pharmacists and 60 faculty members at a college of pharmacy were enrolled and their dominant PILS type determined.  Their analysis compares not only students to faculty, but also secondary outcomes, including year of school and gender.  This study serves to indicate that the PILS has been used to evaluate pharmacist learning styles and its application to real-world practice. 
Stuart T. Haines

Matching Learning Styles and Learning Outcomes - AJPE - 1 views

www.ajpe.org/...ajpe767128

Learning Styles

shared by Stuart T. Haines on 08 Sep 13 - No Cached
    • Stuart T. Haines
      Stuart T. Haines on 08 Sep 13
       
      This research attempted to determine whether a learning style "match" between students and preceptors lead to improved learning outcomes (e.g. evaluation of student or preceptor performance).  Most students and preceptors were "assimilators" (aka "thinkers") based on the PILS questionnaire.  However, "matching" learning styles of preceptors and students didn't improve learning outcomes.
Stuart T. Haines

Four Student Misconceptions about Learning - 1 views

www.facultyfocus.com/...tudent-misconceptions-learning

misconceptions

shared by Stuart T. Haines on 30 Jan 14 - No Cached
  • Stuart T. Haines on 30 Jan 14
     
    This blog essay is by one of my favorite authors - Maryellen Weimer.  In this essay she dispels four of the most misconceptions about learning that many students (young and old!) believe.  The data does not support these beliefs.
anonymous

Classroom demonstrations: Learning tools or entertainment? - 1 views

http: www.brynmawr.edu/math/people/donnay/vjdwebpage/Teaching/vjdpraxis220webf05/Presentations/9.21.05wk4/classroom_demos.pdf

shared by anonymous on 28 Oct 13 - No Cached
  • anonymous on 28 Oct 13
     
    Crouch et al., published in the American Journal of Physics, evaluated students understanding of concepts with different modes of demonstrations (passive, active, or no demonstrations). Traditional (passive) demonstration was no more effective in enabling student learning then students that didn't see the demonstration. The study further found that students that were active or engaged in the demonstration had significantly greater understanding. Thus this study showed that it is more effective to have active demonstrations rather then passive (traditional) observations.
anonymous

Promoting active learning in lecture-based courses: Demonstrations, tutorials, a - 0 views

adsabs.harvard.edu/...1997PhDT........54K.

shared by anonymous on 28 Oct 13 - No Cached
  • anonymous on 28 Oct 13
     
    Kraus, for his Ph.D. thesis at the University of Washington, studied if the incorporation of demonstrations in lecture would improve student learning in introductory physics course. He found early on in the study that lecture demonstrations did not assist students in the development of a functional understanding of the concepts that the demonstrations are intended to elucidate. The study changed course and focused on student learning in a lecture-based course due to the ineffective findings with demonstrations. This study did not evaluate effect on students interest level or enjoyment in the course.
kathytang31

Large Class FAQ: Student Involvement/Participation - 1 views

www.schreyerinstitute.psu.edu/...ss_FAQ_Student_Involvement.pdf

shared by kathytang31 on 10 Oct 15 - No Cached
  • kathytang31 on 10 Oct 15
     
    Penn State - 2007. Addresses specific examples of active learning stratgies to employ in class, including examples from professors. Professors speak on their methods and how to apply it to students
  • kathytang31 on 10 Oct 15
     
    Penn State - 2007. Addresses specific examples of active learning stratgies to employ in class, including examples from professors. Professors speak on their methods and how to apply it to students
nholl9

Exam Wrappers - Teaching Excellence & Educational Innovation - Carnegie Mellon University - 2 views

www.cmu.edu/...index.html

shared by nholl9 on 14 Sep 15 - Cached
  • nholl9 on 14 Sep 15
     
    Interesting way to incorporate metacognition into the evaluation aspect of teaching by using "exam wrappers" which forces the student to reflect on their studying and answer on an exam before submitting a request to look at a particular exam question or score. This can help students to identify strengths and weaknesses and ways to adapt to future studying/exams. Has example exam wrappers.
cxj151

Assessing Students' Metacognitive Skills - 1 views

www.ncbi.nlm.nih.gov/...PMC1847545

learning Instructional Teaching

shared by cxj151 on 14 Sep 14 - No Cached
  • cxj151 on 14 Sep 14
     
    Review article from The American Journal of Pharmacy Education Relates to pharmacy students . Students who do not succeed as well often have several things in common. They do not monitor their learning and are not sure what they do and do not know before an exam. They spend inordinate amounts of time reviewing stuff they already know but not enough time studying on what they do not know. Lastly, they do not know if their study strategies are efficient until after the exam is done. Another interesting article to show the importance of metacognition to make the learning process your own.
anonymous

An assessment of the influence of clinical demonstrations on the confidence of undergra... - 0 views

onlinelibrary.wiley.com/...abstract

shared by anonymous on 28 Oct 13 - No Cached
  • anonymous on 28 Oct 13
     
    Packer et al., published in the European Journal of Dental Education, evaluated the confidence level of 45 undergraduate dental students treating their first patient requiring removable partial dentures. 23 students were given demonstration prior to carrying out the treatment and the rest didn't see a demonstration. The demonstration group indicated via survey that the demonstration facilitated confident, communication skills, understanding and recall in the clinical situation. Furthermore, 67% of the group without demonstrations believe they would have benefited from the demonstrations. This study shows that demonstrations right before completing a task is effective in increasing confidence and possibly communication, understanding and recall.
gloriakang

Graphic display of student learning objectives - 1 views

chronicle.com/...27863

visual learners syllabus flowchart

shared by gloriakang on 11 Mar 14 - No Cached
  • gloriakang on 11 Mar 14
     
    For your visual student learners. Surprisingly, not a new concept.
wdo0002

Student Scientific Inquiry in the Core Doctor of Pharmacy Curriculum - 0 views

www.pharmacy.umn.edu/...cop_article_461743.pdf

Kirkpatrick Evaluation Pharmacy Students

shared by wdo0002 on 17 Nov 14 - No Cached
  • wdo0002 on 17 Nov 14
     
    Article about how the Kirkpatrick evaluation method can be applied to a student research program.
sinkle42

Traditional vs. TBL - 1 views

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4154282/ This article evaluated the difference in students' performance and satisfaction between the two teaching methods: traditional lectures vs TBL. ...

started by sinkle42 on 01 Nov 14 no follow-up yet
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