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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.
kumaran92

ACCREDITATION STANDARDS AND GUIDELINES FOR THE PROFESSIONAL PROGRAM IN PHARMACY LEADING... - 1 views

www.acpe-accredit.org/...2.0_ChangesIdentifiedInRed.pdf

Education Assessment Standards

shared by kumaran92 on 21 Sep 13 - No Cached
  • Lauren Lakdawala on 21 Sep 13
     
    This document written by ACPE provides guidelines for the development and oversight of pharmacy education programs. The most recent revision of standards occurred in 2007, and are set to be reviewed in the 2013-2014 academic year. There are six categories of standards which provide the institution, student, faculty member, and staff guidelines for successful administration of a Doctor of Pharmacy program. The standard of mission, planning, and evaluation ensures that a school has mission and goals relevant to the vision of pharmacy practice to serve the needs of society. The standard of organization and administration includes recommendations for the internal and external functions of the school to be harmonious with their mission and goals. The standards for curriculum ensure that a thorough foundation of coursework is provided for a student to "contribute to the profession of pharmacy thoughout their career". The standards for students ensures that the school has adequate resources to support their education, where as standards for faculty and staff ensure the school has fair and equitable resources to attract and retain faculty. The standards for facilities and resources ensures an appropriate environment for a high quality education is offered.
  • kumaran92 on 22 Feb 15
     
    ACPE Guidelines Draft 2016
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

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. 
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. 
kimharris

Stanford University- PBL Experience - 0 views

www.stanford.edu/...problem_based_learning.pdf

Instructional small groups active learning

shared by kimharris on 01 Apr 14 - No Cached
  • kimharris on 01 Apr 14
     
    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.
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.
juelili

Three Teaching Styles - 0 views

www.facultyfocus.com/...three-teaching-styles

teaching styles direct discuss delegate three ds

shared by juelili on 08 Sep 15 - No Cached
  • juelili on 08 Sep 15
     
    The most effective teachers vary their styles depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, they encourage and inspire students to do their best at all times throughout the semester. It is helpful to think of teaching styles according to the three Ds: Directing, Discussing, and Delegating.
normie80

Teaching Styles: Different Teaching Methods & Strategies - 0 views

education.cu-portland.edu/...s-of-classroom-teaching-styles

teaching styles

shared by normie80 on 27 Feb 16 - No Cached
  • normie80 on 27 Feb 16
     
    This is a great website about teaching styles and their effects on teachers and 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.
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

Ancient Egyptian Mythology - Ancient History Encyclopedia - 0 views

www.ancient.eu/Egyptian_Mythology

was their only way of learning and how they passed information from generation to storytelling education egypt

shared by teycrawford on 03 Apr 16 - No Cached
  • teycrawford on 03 Apr 16
     
    "Every aspect of life in ancient Egypt was informed by the stories which related the creation of the world and the sustaining of that world by the gods. "
Stuart T. Haines

Learning Styles - Review Article - AJPE - 2 views

www.ajpe.org/...aj730109

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 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.
mmounce13

Mindset: Motivate Students to Grow Their Mind - 1 views

www.mindsetworks.com/default.aspx

Education Mindset

shared by mmounce13 on 13 Feb 14 - No Cached
  • mmounce13 on 13 Feb 14
     
    Great TED talk video (~10 minutes) on the difference of Fixed and Growth Mindset. About instilling in our learners the lesson of challenges, resilience, and hard work. Failing is sometimes the greatest thing that can happen to a learner.
Jonathan Grant

Team-based learning | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...team-based-learning

shared by Jonathan Grant on 08 Oct 13 - No Cached
    • Jonathan Grant
      Jonathan Grant on 08 Oct 13
       
      This source does an excellent job of breaking down how they use team based learning at their specific institution. It highlights the structure of the team-based learning module, theoretical basis, and offers insight to the successes of the method.
abutts1

Learning needs assessment: assessing the need - 1 views

www.bmj.com/156

shared by abutts1 on 09 Feb 14 - No Cached
  • abutts1 on 09 Feb 14
     
    In this article, the author discusses learning needs assessment in the context of medicine. She discusses some of the informal ways in which physicians may identify their own learning needs.
mirandalaw

Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instru... - 6 views

onlinelibrary.wiley.com/...21143_ftp.pdf

learning Learning Styles teaching Instructional education

shared by mirandalaw on 05 Sep 14 - No Cached
  • mirandalaw on 05 Sep 14
     
    I thought this article described these learning theories quite well, giving good comparisons between both and showing their similarities and differences. Good read in relation to this weeks topic, if you have some time!
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.
Jamie Amero

Demonstrations - 0 views

cte.udel.edu/...demonstrations.html

Education Teaching

shared by Jamie Amero on 25 Mar 14 - No Cached
  • Jamie Amero on 25 Mar 14
     
    A website from the University of Delaware which guides an educator on some key planning points for a demonstration. It was very clear and easy to understand. This website also provides a checklist to help instructors design their demonstrations.
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