Group items tagged

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.

An article from The Atlantic featuring the incorporation of the "flipped classroom" concept at the University of North Carolina Eshelman School of Pharmacy. A study of the model's incorporation into the Pharmaceutics course demonstrated improvements in academic performance and engagement compared to traditional didactic lectures.

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 video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.

This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.

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.

When technology meets storytelling 

If you can get past the title, this website provides a wealth of information on the flipped classroom model, including how to create flipped videos, tips for classroom flipping, video hosting... there's even a "pay for play" function where you can get paid for your videos if they get picked up and used by other instructors. The website was created by Renato Cataldo, a pharmacy educator who now focuses on researching and developing instructional technology.

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.

This is a website for a class but it has great recommendations for technology and how to use technology in the classroom

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

Fun blog about classroom dynamics and how to effectively ask questions

A list of 30 ideas known about adult learning. Quick resource of information for motivation, curriculum design, and approaching interactions in the classroom: all useful for effective engagement of the adult learner.

This website connects Flavell's and Brown's theories of metacognition, differentiates cognition from metacognition, and explores some interpersonal variables that may impact one's metacognitive abilities. It also touches upon metacognitive strategies in the classroom setting.

This is a quick reference for a general overview of metacognition.  It discusses 2 of the metacognitive phenomena as well as a brief introduction into cognitive strategy instruction.   

Produced by the George Lucas Educational Foundation, Edutopia is a website devoted to advancing education by sharing research and best practices on a wide range of instructional topics. Although focused on K-12 education, many of the topics also apply to higher education. The specific link cited above goes to the section of Edutopia focused on instructional technology in the classroom. In addition to providing an overview of how technology may be incorporated into education, this website provides a history of advances in the field, video commentary from educational experts, and research/best practices.

Provides an overview of the TPACK model, an analytical framework for integrating technology in the classroom. In addition to a summary of the model, a bibliography and library of resources is also provided.

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 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 article is different from the others in that it is a more a story of how a professor has learned about case teaching and incorporated case teaching into his practice with great success.