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Patreid 2013. Different sections developed into FAQ format for strategies to try, the importance of active learning, etc.

Patreid 2013. Different sections developed into FAQ format for strategies to try, the importance of active learning, etc.

This research describes the development and validation of an Active-Learning Inventory Tool to measure active learning in the classroom. This tool was tested within pharmacy lectures. Additionally, provides a list of different active learning strategies broken down by complexity.

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.

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.

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.

This book was actually given to me last year and I have found it extremely helpful for many topics. I was able to find the chapter on teaching in large classes online - the link provided. This chapter is nice in that it explains how to implement different active learning strategies into a classroom. This book breaks down strategies into low-, medium-, and high-threshold activities. Additionally, it provides techniques for non technology-enhanced classrooms as well as those with more technical capabilities. From the Book: Pharmacy Education: What Matters in Learning and Teaching is an essential resource for any pharmacy faculty member. More than a narration of the philosophical aspects of teaching and personal perspectives on life as a faculty member, it explores 'what matters", "why it matters", and "how to apply" the matter to teaching, learning, and assessment in pharmacy education.

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

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

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.

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. 

"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."

This was a very helpful article for ideas on incorporating experiential learning into classroom activities. It outlines each step of Kolb's Experiential Learning Model, and ways to include these ideas into an instructional design

definition of problem based learning

Provides an overview of the flipped classroom model, including research supporting its use, important concepts for successful implementation, and links to more information. A variety of other topics are also featured on the website, including collaborative teaching, team-based learning, problem-based learning, etc.

This review covers a number of the theories behind the use of PBL in the classroom. The authors extensively review these theories so you get a more detailed sense of the design behind PBL rather than superficial explanations.

This is a newsletter from the Stanford University Center for Teaching and Learning. It details their experience with PBL. I particularly liked the description of the "ill-structured" problem used in their courses.

This website is very useful for those who are wanting instruction on how to integrate PBL into the classroom. It contains many resources including sample lesson plans, demonstrations, and sample problems.

This page gives example evaluation forms that have been standardized by ACPE. It also includes many other references, such as active learning strategies, learning assessment exercises, and sample checklists for CPE providers.

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.