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teycrawford

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

    • teycrawford
       
      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.
nholl9

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

  • How to Teach Students to Be More Metacognitive
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    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.
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    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. 
jbiggs9

The Questioning Skills of Clinical Teachers and Preceptors: A Comparative Study - 2 views

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    Phillips, N. and Duke, M. (2001), The questioning skills of clinical teachers and preceptors: a comparative study. Journal of Advanced Nursing, 33: 523-529. doi: 10.1046/j.1365-2648.2001.01682.x This link will direct you to the abstract of this article by Nicole Phillips and Maxine Duke, which was published in the journal of Advanced Nursing in 2001. Unfortunately, the entire article is not available publicly, but it can be accessed through the library. The authors highlighted the idea that many educators use lower level questions. In fact, about 87% of the questions asked by preceptors were lower level!
jbiggs9

Best Practice Strategies for Effective Use of Questions as a Teaching Tool - 1 views

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    This article (which our very own Dr. Haines authored) from the American Journal of Pharmaceutical Education is a great reference that discusses types of questions as well as strategies for asking effective questions.
jbiggs9

Questioning: A Tool in the Nurse Educator's Kit - 2 views

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    Nurse Educ Pract. 2007 Sep;7(5):285-92. Epub 2006 Dec 27. Review. This link will direct you to the abstract of this article by Honor M. Nicholl and Catherine A.B. Tracey, which was published in the journal of Nurse Education in Practice in 2007. Unfortunately, the entire article is not available publicly, but it can be accessed through the library. The article did a great job of breaking down the different steps required to develop effective questioning skills. It also highlights Bloom's taxonomy and gives example of question stems.
ampietras

The Right Way to Ask Questions in the Classroom - 0 views

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    Fun blog about classroom dynamics and how to effectively ask questions
ampietras

5 basic types of questions - 3 views

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    Explains and gives examples of different types of questions
Stephanie Callinan

How to Get the Most Out of Studying | Samford University | Birmingham, Alabama - 1 views

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    Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.
Amanda Bertele

Questioning techniques: research based strategies for teachers. - 0 views

A website dedicated to education. The highlighted webpage contains instructional videos demonstrated differences between convergent and divergent question types.

http:__beyondpenguins.ehe.osu.edu_issue_energy-and-the-polar-environment_questioning-techniques-research-based-strategies-for-teachers

started by Amanda Bertele on 08 Apr 14 no follow-up yet
Amanda Bertele

Steps for Improving Teacher Questions - 0 views

Edutopia is a website funded by the George Lucas Foundation which provides evidence based learning strategies. The highlighted webpage is a blog entry focused on improving student engagement.

http:__www.edutopia.org_blog_improving-teacher-questions-ben-johnson

started by Amanda Bertele on 08 Apr 14 no follow-up yet
nholl9

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

shared by nholl9 on 14 Sep 15 - Cached
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    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.
ampietras

Classroom Questioning - 0 views

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    This was sited on almost every other reference I looked at - slightly dated but still a great summary of questioning strategy research findings
cynthia_u

http://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20re... - 0 views

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    This article, written by Jim Kirkpatrick (son of Donald Kirkpatrick), offers a modern-day look at the 'reaction sheets' used to evaluation customer or learner satisfaction. He offers insight on trainer vs. learner-centered reaction sheets in order to improve learner experiences.
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    Differentiates "learner centered" vs" trainer centered" evaluation questions
darbyc

Teaching Style Inventory - 0 views

shared by darbyc on 08 Sep 13 - Cached
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    The website goes along with the Teaching with Style book (see previous bookmark). The Teaching Style Inventory is a 40-question survey to help quantify your teaching style according to Grasha's theories of teaching style. It can help you figure out your own style, as well as help identify areas where you can further develop.
lmacedopharmd

Leverage Twitter for Learning? #lrnchat - 1 views

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    Every Thursday evening, 8:30 ET, 5:30 PT, there's a great fun live gathering on Twitter called #lrnchat. It's a fast free-for-all organized around a theme, like instructional design, virtual worlds, social learning, or e-learning myths, structured around 3 general questions. Topics will range from instructional design, training, education, etc. Begin by typing #lrnchat into the Twitter search box. If you'd like to get a look at who's likely to be there, and how the conversation will go, you can check out the transcripts. This a great way to be part of a discussion on an educational topic and great opportunity to build your network with other eLearning experts in the field...during the chat the live stream of tweets fly fast and furious!
aschartel

Philosophy of Adult Education Inventory - 0 views

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    This tool is adapted based on Zinn's original Philosophy of Adult Education Inventory (PAEI). Answering these questions can help you to identify your personal philosophy of education.
chels131

Eight Tips on Developing Valid Level 1 Evaluation Forms - 0 views

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    From the Kirkpatrick Partners website, guest author Ken Phillips describes 8 tips for developing more effective Level 1 evaluation forms ("reaction sheets"). He focuses on learner-centered, quantifiable evaluations that allow the evaluator to create effective questions.
naaseha

Audience Analysis: A Guide for Speakers - 1 views

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    This website discusses different aspects of an audience that a speaker should evaluate when giving a presentation. It emphasizes the importance of performing a thorough audience analysis, rather than delivering a self-centric presentation.
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    This is an article by a public speaker and speech evaluator about audience analysis. It breaks down the audience analysis in three parts and provides some really good questions you can ask yourself when you are trying to analyze your audience. The next article in the series is also really helpful because it shows you how to conduct an audience analysis.
nholl9

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

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.
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    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.
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    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.
kumaran92

Important Questions About Accreditation, Degree Mills and Accreditation Mills (April 20... - 1 views

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    Information about degree and Accreditation mills from the Council for Higher Education Accreditation
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