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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.
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.
Stephanie Callinan

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

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    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.
darbyc

Study Guides and Strategies - 0 views

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    This website is a great resource aimed for learners and teachers of any kind, created as a free educational public service for anyone to reproduce. It is even translated into 38 different languages! The website includes information under a variety of categories: learning and studying; internet; project and time management; writing and vocabulary; thinking and evaluation; reading and research; and math and science. Topics range from strategies for creating a test, to stress management, to information about learning techniques. Many of them even contain multimedia components to enhance learning (for example, see "Thinking Critically").
anonymous

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

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    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.
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.
cynthia_u

The Evaluation Effectiveness of Training Courses in University by Kirkpatrick Model (Ca... - 2 views

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    "The Evaluation Effectiveness of Training Courses in University by Kirkpatrick Model (Case Study: Islamshahr University) "
Margaret Curtin

Study Guides and Tips for the Adult Learner - 0 views

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    Course descriptions and helpful strategies for engaging the adult learner as well as useful study tips and guides
saraly

A multi-site study of strategies to teach critical thinking: 'why do you think that?" - 1 views

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    This is a recently published study describing strategies used to develop critical thinking in health-professional learners as identified by a panel of academic deans, administers, program directors, course directors, clerkship directors, and teaching faculty through a structured-interview approach.
cxj151

Assessing Students' Metacognitive Skills - 1 views

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    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

Classroom demonstrations: Learning tools or entertainment? - 1 views

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    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.
kpruskowski

Issues in the Mentor-Mentee Relationship in Academic Medicine: A Qualitative Study - 1 views

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    In this study, the authors explored the roles of a mentor, characteristics of a good mentor-mentee relationship, and barriers to mentorship by interviewing medical students and medical professors at two institutions in Canada. The surveyors asked mostly open-ended questions during the interview, which helped the authors explore views that were not mentioned in previously published literature. Both the mentors and mentees recognized that having a mentor is key to the mentee's future success. This article was different from others in that it examined the mentor-mentee relationship from both sides.
bhl_copeland

Case Studies - Teaching Excellence & Educational Innovation - 0 views

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    This website from Carnegie Mellon provides a brief summary on case studies and how they can be most effectively used in the classroom setting. I really liked it because I found it to be very succinct and a good starting point for this topic. This website also has a few other links on the left that could be useful for other aspects of preparing to teach a class.
bhl_copeland

National Center for Case Study Teaching in Science - 0 views

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    This website is a great resource. They provide a ton of links to great articles detailing different aspects of teaching with case studies specific to a science curriculum. The provided bibliography provides some additional examples, as well.
teycrawford

Smart Learning Environments | Full text | The effectiveness of digital storytelling in ... - 0 views

  • It can be a helpful educational tool, as it provides a vehicle for combining digital media with innovative teaching and learning practices. Apart from building on learners’ technology skills, digital storytelling encourages additional educational outcomes (Dakich [2008]). It enhances learners’ motivation, and helps teachers in building constructivist learning environments that encourage creative problem solving based on collaboration and peer-to-peer communication. In addition, digital storytelling can be used to facilitate integrated approaches to curriculum development, and engage learners in higher order thinking and deep learning
    • teycrawford
       
      An upgraded twist on storytelling. Also, introduces a new perspective for doing so in the classroom as a teaching tool and a group project for learners
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    When technology meets storytelling 
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!
Stuart T. Haines

Carol Dweck's Work On Growth Mindsets and Fixed Mindsets - 1 views

    • Stuart T. Haines
       
      This website has excerpts from an interview with Carol Dweck, and also has a short video explaining how she conducted her studies about praise for intelligence in children. It also contains an overview of growth vs. fixed mindsets and ways to integrate a growth mindset into teaching.  
Stuart T. Haines

Learning Styles - Review Article - AJPE - 2 views

    • Stuart T. Haines
       
      The authors review educational learning style theories and applications, along with pertinent uses and limitations of each.  This review details the advances of theories through the time of publishing and provides great detail into the application of theories and developed tools. A brief section additionally examines studies of theories in student pharmacists, including their effect on problem-based learning.
Stuart T. Haines

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

    • Stuart T. Haines
       
      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. 
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