ODHEC life beyond the lecture

LIFE BEYOND THE LECTURE:
Innovative Teaching Strategies in
Dental Hygiene

Objectives
1. Discuss the evidence supporting interactive teaching techniques.
2. Compare and contrast various types of interactive and participatory
teaching methods.
3. Describe teaching and learning tools used in promoting active
learning that require technology and those that do not require
technology.
4. Describe the structure and design of a flipped classroom.
5. Discuss challenges and limitations in incorporating active learning
strategies into the dental hygiene classroom.

The Lecture
ISC Orientation by Jirka Matousek via CC

Why we lecture
http://youtu.be/uhiCFdWeQfA.

What does the evidence say
about lecture?
• Lecture is as effective as
any other method for
transmitting information.
• Lectures are not as
effective as discussion
methods to promote
thought.
• Lectures do not
successfully change
attitudes
• Lectures are ineffective in
teaching behavioral skills1
Byron Pitts Lecture by roanoke college via CC
1. Bligh DA. What’s the Use of Lecture. San Francisco: Jossey-Bass, 2000, 1974.

It’s really all about….
Lecture=Passive Learning
Talking, Doing, Creating,
Applying= Active Learning

Characteristics of active learning
• Students do more than passive listening
• Students are engaged in activities (reading,
discussing, writing, creating)
• Less emphasis on information transfer, more
emphasis on developing students skills
• Students receive immediate feedback
• Students are involved in higher order thinking

about active learning?
7 Principles of Good Practice2
1. Encourage Contact between students and instructor
2. Develop reciprocity and cooperation among students
3. Encourage active learning
4. Emphasize time on task
5. Give prompt feedback
6. Communicate high but achievable expectations
7. Respect diverse talents and ways of learning
2. Chickering AW, Gamson ZF. Development and Adaptations of the Seven Principles for Good Practice
in Undergraduate Education. New Directions for Teaching and Learning. 1987,1999
14144-Active Learning Classroom-2446 by Texas
A&M University via CC
Students tell about life by Carol
VanHook via CC

3. Di Vesta, F., and D. Smith, “The Pausing Principle: Increasing
the Efficiency of Memory for Ongoing Events,” Contemporary EducationalPsychology, Vol. 4, 1979.
The type of activity that is incorporated influences how much information is retained.3
Active Learning Classroom Panorama by Kenneth Pinto via CC
VanHook via CC

Getting Under the Hood: How and for Whom Does
Increasing Course Structure Work?4
Methods
-Biology classes over a 4 year period
-Some semesters taught traditional lecture other incorporated:
-Guided reading questions before class (not graded)
-Homework before class (graded)
-34.5% of the class time was devoted to activities
-Outcomes measured-exam points
4. Eddy SL, Hogan KA. Getting under the hood: How and for Whom Does Increasing Course Structure Work? CBE-Life
Sciences Education. 13. Fall 2014. 453-468.

4. Eddy SL, Hogan KA. Getting under the hood: How and for Whom Does Increasing Course Structure Work? CBE-Life
Sciences Education. 13. Fall 2014. 453-468.
VanHook via CC
Results:
-Traditional class:
-Asian, White, and Native American
Students scored the highest
-Black and Latin students scored lower
-Active structured class:
-All students had an increase in exam score
-Black students increased their scores 3.1%
more than than the general population
-Asian, White , and Native American
students still scored the highest, but the gap
was lessened
-1st generation college students experienced
an additional 2.4% increase in exam
performance
Conclusion: An increase in course
structure and activities improves
student achievement overall.
Worked disproportionately well for
black students and first generation
college students.4

The effect size of active learning
strategies5
Peer Teaching/Cooperative Learning (0.90)
-think/write/pair/share, jigsaw, team based learning
Providing Feedback (0.80)
-reinforcement, corrective feedback or mastery learning
-formative assessments
Self-Directed Learning (0.45)
-students create learning goals, identify material,
and evaluate outcomes
Questioning (0.40)
-questions that are not simply knowledge level,
promote critical thinking
Norms for Educational
Intervention (0.40)
Testing (0.30)
Instructional Media (0.30)
-videos, online learning, blended-
learning, use of computers, and
simulations
5.John Hattie’s Table of Effect Sizes. Cambridge
Regional College. Available from teacherstoolbox.co.uk/T_effect_sizes.html

Muddiest Point: Potential
Challenges

IBM Extreme Blue Case Study Competition-4170 by Terri Oda via CC

ISC Integration Party Fall 2011 by Jirka Matousek via CC

Designing a Classroom
Experience
Practice
New
Information
Closure
10 20 30
Minutes
Student Attention
Medina J. (2008) Brain Rules. Seattle, WA: Pear Press

Classroom Cycle
Practice
New
Information
Closure
Practice
New
Information
Closure
Practice
New
Information
Closure
30 60 90
Minutes

Active Learning Strategies
New Phone by Billy Brown via CC
iPhone 6 Release Date by World Leaks via CC

Active Learning Strategies
iPhone 6 Release Date by World Leaks via CC
1
Active
Learning
(Activities)
2
Self/Classroom
Assessment
3
Cooperative or
Collaborative

The Pause
[Play] Pause by Martin Kenny via CC

The Pause: How To
During a regularly structured lecture pause for two minutes to allow students to regroup,
rework notes, chat, move, work in pairs, without interaction from the instructor. Do this 3
times during an hour lecture.
Using this technique has been shown to increase students grades in the course up to two
letter grades. (Ruhl, Hughes, & Schloss, 1980)
Miss Halvorson by Jeffrey Zeldman via CC

The Pause: Potential Challenges
• Pausing is awkward and
sometimes uncomfortable
• Students use the time to chat
about things unrelated to the
course or content
• Running out of time, taking 6
minutes out of an hour lecture
Staring by Roel Zilber via CC

Jigsaw
Jigsaw puzzle by James Petts via CC

Jigsaw-How to
• Decide on a list of topics for groups to develop
their expertise. Set parameters for what they
should develop.
• Students work together to develop their
expertise and master the topic
• Students work together to create a teaching
method (graphs, illustrations, words)
• Students move from expert groups to jigsaw
groups, the expert teaches the material to their
jigsaw group
• Class reflects on content (closure)

Example: Dental Anatomy
Jigsaw
Class is divided up into 4 groups. Topics of each group are:
-Max lateral incisors
-Max central incisors
-Mand lateral incisors
-Mand central incisors
Students in each group become experts on their assignment.
Instructor needs to create some parameters.
Students create visuals, discuss main points to be covered,
etc.
Groups move to jigsaw groups and teach each other about
each specific tooth.

Example: Dental Anatomy
Jigsaw
Expert Groups (4) (32 students)
1 2
Max lateral incisors Mand lateral incisorsMax central incisors Mand central incisors
Teaching Groups (8) (32 students)
3 4

Jigsaw-Potential Challenges
• Unclear parameters of what should be
covered by the students
• Uneven numbers in groups
• Finding the right content, the right number of
topics
• Knowing how long to allow them to prepare
and to teach
• Knowing how to close or wrap up the activity

Think-Pair-Share
Share by AJ Cann via CC

Think-Pair-Share: How To
Share This Icon Concept 1 by Alex King via CC
1. Pose a question to the class. Give
students time to think about their
response.
2. Ask students to pair with another
student nearby.
3. Ask the students to share their
responses with each other.
4. If they disagree they can each
report their own answer, or come
up with a joint answer.
5. Ask for responses from pairs.
Discuss the answers that emerge.

Think-Pair-Share: Example
Think: Ask the class: “Your child’s kindergarten class is interested in oral health
education and implementing a prevention program. Which of the following is a
program that is appropriate for this group that they can implement without any dental
or medical professionals on site?”
Pair: Ask them to compare their answer with the person next to them.
Share: Students share their joint answer or present their two different answers if they
cannot come up with a consensus. Discuss.

Think-Pair-Share: Potential
Challenges
1. Students don’t discuss the question.
2. Students hesitate at first to pair and
share.
3. Students come up with incorrect
answers to the question.
4. Managing time allotted for pair and
share.
5. Other variations: Write-pair-share,
think-pair-square
Elephant talk by Gina via CC

Guided Notes

Guided Notes: How To
1. Create an outline of the lecture.
2. Create a handout for the students
that omits important information
from the outline, leaving blanks for
students to add this information
during the lecture.
3. Present the lecture and have
students fill in the outline as you
lecture.
4. Guided notes can also be used for
reading assignments.

Guided Notes: Example
Class Slide Notes Slide

Guided Notes: Potential
Challenges
1. Faculty must create an outline,
not just their own slides.
2. Creating two versions of lectures
notes or outline takes some
extra time.
3. If the lecture order changes it
can be confusing or frustrating
to students.
4. Paper vs. electronic
Arrow Keys by Zagrev via CC

Send-a-Problem
Not quite right by TheKarenD via CC

Send-a-Problem: How To
1. Divide students into groups. Provide the topic to students.
2. Each group writes a question(s) on the front of a notecard.
Mark this side with a Q.
3. Each group will write the answer on the back side of the
notecard. Mark this side with A.
4. Questions are passed to another group.
5. The group discusses and chooses an answer. They check their
answer with the answer on the back of the card.
6. Questions are passed on to other groups.
7. Consider collecting the questions and using the best questions
on future quizzes or exams.

Send-a-problem: Potential
challenges
1. Students may potentially write poor questions.
2. Allotted time for the activity.
3. Accurate information.
Wrong Answer by Karl Baron via CC

Mnemonics
"Super Heroes Must Eat Oats"
Great Lakes, No Clouds by NASA Goddard Space Flight via CC

Mnemonics-How To
1. Encourage students to come up with a mnemonic to
remember specific information.
2. It’s best if the information is content that just needs to be
memorized.
3. Can be acronyms, sentences, chaining, keywords, rhymes, or
phrases.
Individuals who use mnemonics learn 2-3 times more than those
who use rote memorization techniques and are better stored in
long term memory.

Mnemonics-Example
1. Use a mnemonic to memorize the cranial nerves.
2. Create a story related to the layers of teeth (enamel, dentin,
cementum, pulp)
Cranial Nerves by Devon Buchanan via CC

Mnemonics: Potential
Challenges
1. Inspiring creativity
2. Inappropriate mnemonics
Alphabet20 by Leo Reynolds via CC

Muddiest Point
Mud by Peter Burgess via CC

Muddiest Point: How To
1. Determine what you want feedback on: entire class, a certain
topic, a reading assignment. Reserve time (~5 min) after the
class, topic, or reading.
2. Pass out slips of paper, notecards, or have students email
responses, or submit electronically.
3. Ask them to answer the question “What was the muddiest
point in _________?
4. Collect the responses.
5. Read through the responses and either address their concerns
via LMS or in the next class.

Muddiest Point: Example
1. What was the muddiest point in the Code of Ethics?
- I still don’t understand how laws and ethics relate
- Are nonmaleficence and beneficence opposites?
- What happens when a hygienist doesn’t follow the code of
ethics?
- The pronunciation of all those words
- Do we need to memorize the code of ethics?
- What is the difference between the fundamental
principles and the core values? Do we need to know both?
- Nothing

Muddiest Point: Potential
Challenges
1. Students asking if they need to know certain things (ie for the
test).
2. Response of “nothing”
3. Taking the time afterwards to address the uncertainty

Role Play
Inside the Acting by Vancouver Film School via CC

Role Play: How To
1. Ask students to form groups. Assign roles.
2. Present the scenario and allow time for some discussion of
the situation.
3. Set a time limit.
4. Instruct students to begin role playing.
5. Follow up each role play with a discussion within the small
group or with the whole class.

Role Play: Potential Challenges
1. Lack of enthusiasm.
2. The “fakeness” of role play.
3. Discomfort in performing in front of others.
4. Making role play meaningful.

Minute Paper: How To
1. Decide the focus of the minute paper.
2. Administer at end or beginning of class, depending on focus.
3. Ask variations of the following questions: “What was the most
important thing you learned during this class?” or “What
important question still remains unanswered?”
4. Allow for students to write their responses for ~1-5 min. Set
clear guidelines on what you’d like to see written.
5. Review the responses and provide feedback.

Minute Paper: Potential
Challenges
1. Students not sure what to write.
2. Questions are broad.
3. Students respond with “nothing” “perio” “fluoride” (one word
answers).
4. Responding to the Minute Papers.

Debate
07-IMG_1621 by Noticias UFM via CC

Debate: How To
1. Pick topics that are controversial, have two sides, and have
evidence available to support each view.
2. Divide class into teams.
3. Assign the topic and the for or against to each group.
4. Outline the debate process. Give written instructions.
(http://www.educationworld.com/a_lesson/lesson/lesson304
b.shtml)
5. Allow time to prepare.
6. Hold debate according to instructions provided.
7. Debrief after the debates.

Debate: Example
1. Debate is a great application when discussing a topic that has
two sides or evidence based practice topics. It allows for the
application of the skills needed in those areas.
2. Topics to debate:
Romain Gerard: Speech balloons by Marc Wathieu via CC

Debate: Potential Challenges
1. Picking appropriate topics.
2. Structuring the debate and maintaining that structure.
3. Spending class time debating.

Just in Time Teaching: JITT
Teach/Learn by Duane Schoon via CC

JITT: How To
1. In your LMS post a question of a topic of interest.
2. Ask students to respond to the question online before class.
3. Before class (Just in Time) review the responses.
4. Choose student responses that represent different view points.
Makes slides of these and use them for class discussion.
5. During class highlight important parts, reinforce correct
information, and provide feedback on incorrect answers.

JITT: Potential Challenges
• Timing is challenging.
• Picking a variety of comments and questions.
• Relating common themes.
• Letting go of control of the class discussion.

Concept Maps: How To
1. Best used to help illustrate relationships between concepts.
2. Select a starting point, middle of the map.
3. Students brainstorm terms and phrases that are closely related.
4. Add secondary and tertiary levels of association.
5. Determine if concepts relate.

Concept Maps: Resources
Paper, Pen or Pencil
Whiteboard
Prezi.com
Edrawsoft.com
Bubbl.us
Apps:
Total Recall-Mind Map
Mind Jot-Mind Mapping
IdeaMapper

Concept Maps: Potential
Challenges
• Explaining Concept mapping or mind mapping to
students: best to give an example
• When to map
• Having appropriate content to map
Alignment
Goals
Objectives
Assessment

Audience Response Systems
IMG_2146 by UGA College of Ag via CC

Audience Response Systems:
What have you used?
Positives Negatives

Flipping the Classroom: What it
Is not
A repeat of the content covered outside of class
A continuation of the lecture listened to outside of class

Flipping the Classroom
There are 3 parts to consider when flipping the classroom:

Before Class:
-Students Prepare
-Learn content
-reading, listen to recorded lecture, etc.
-Self-assess comprehension
-ungraded quizzes, practice questions, etc.

Before Class:

Recording Lectures:

Knowing the Out of Class work has been done :
-Quiz at the beginning of every class
-Online quiz due before class starts
-Worksheets due at class time –sometimes graded, sometimes not

During Class:
-Students Use the content they have learned and apply, analyze, and create.

During Class:
-Students Use the content they have learned and apply, analyze, and
create.
-Create videos
-Work through cases, problems, and questions
-Demonstrate and apply skills
Benefits:
-It’s more fun than lecturing!
-Listening to students work through the activities gives you a good sense
of what they get and what they need to work on
-Students stay engaged

What Did not work

After Class:
-Students Use the content they have learned and apply, analyze, and create.
-Complete work started in class
-Finish projects or other work left incomplete
-Begin learning content for next module

Incorporating the “flipped classroom” model does not have
to be an all or nothing experience.
Glass half full by Bart via CC

Thank you!
• henry.358@osu.edu
• @osurach

ODHEC life beyond the lecture

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