EdTheory

Great overview for needs assessments specific to the medical community. Although it is focused on medical residents, the commentary definitely applies to the field of pharmacy - especially for those co-precepting or precepting students.

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.

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 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. 

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.

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.

This is a really applicable resource to understand teacher-centered and student-centered teaching in a healthcare setting.

Describes what factors to consider when choosing a teaching style

This is a really great summary about Anthony Grasha's 5 teaching styles that also offers recommendations on ways to adopt new teaching styles.

Hosted by the site Brain Pickings, this article is a good review of fixed mindset vs. growth mindset. Also, there is a great info graphic to help explain the difference.

This short video (~14 minutes) is a TED Talk by Carol Dweck on "Growth Mindset". She highlights her research in mindsets for growth. She emphasizes the idea and power of "yet"; a educational theory that can lead to greater confidence and promotes a mindset for growth. Her research focuses on improving learning and achievements through the educational structures focused on growth mindset.

Also from ASCD, this is a short one-page summary of the 16 habits of mind. This resource is short, straight forward, and has fun little graphics.

This article is hosted by the Midset website. Through this link you can find a brief description of "mindset". The site as a whole has some great resources and I encourage you to look around if you visit. Through this site you can "test your mindset" to see if it is more of a "fixed mindset" or "growth mindset".

Establishes how students learn through stories and how learning is a narrative (constructivist) process.

Briefly explains the history of teaching through storytelling and outlines the educational benefits derived from storytelling in higher education.

Describes adult learning, explores the effectiveness of storytelling on adult learning, and describes 3 major methods of storytelling in classrooms.

Creating a lesson plan to revolves around your learning objectives.

A brief description of developing a general lesson plan.

By far, the most comprehensive e-learning document that sheds a ton of light on developing a great syllabus that conveys strong points to the audience but also making the document engaging.

Provides a brief document with major components of the syllabus with general tips for each section.