Flipped classrooms and more: How can we improve our teaching methods to enhance student learning?
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This document discusses ways to improve teaching methods to enhance student learning. It describes redesigning a first year biology course, including flipping lectures, making practicals more inquiry-based, increasing formative assessment and feedback, and leveraging online resources. It then discusses translating these ideas to pharmacy courses, such as making lectures more active, integrating assessments, and providing online support. The document provides examples of redesigning curriculum, assessments, lectures, practicals and online resources to improve student learning through increased engagement and authentic experiences.
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Flipped classrooms and more: How can we improve our teaching methods to enhance student learning?
- 1. Flipped classrooms and more HOW CAN WE IMPROVE OUR TEACHING METHODS TO ENHANCE STUDENT LEARNING? Wednesday 4 November 2015
- 2. Before we get started 2 TELL US ABOUT YOUR STUDENTS AND YOUR UNITS • On a web-enabled device, visit: m.socrative.com Room code: 7528 • Or, scan this QR code:
- 3. First year biology REDESIGN FOR LEARNING
- 4. Smorgasbord 4OFFICE I FACULTY I DEPARTMENT A BUFFET OF IDEAS • Disclaimers: • Not everything will work in your context • Springboard for other ideas • No one ‘right way’
- 5. First year biology 5 CHALLENGES AND OPPORTUNITIES
- 6. The University of Sydney Page 6 First year biology – Who were our students? – Many degrees, many non-majors – Varied biology experience – Mostly school-leavers – What were the issues? – Didactic, transmission model – Low motivation, poor assessment & feedback practices, resources not helpful – Low overall satisfaction
- 7. The University of Sydney Page 7 First year biology – before and after
- 8. The University of Sydney Page 8 Whole curriculum design – Design principles – Integration of theory & practice – Focus on discipline practice – Students as junior colleagues – Curiosity & intrigue – Authentic exploration – real data, real experiments, real scenarios – Depth vs breadth – Feedback cycles – ‘Scaffolded’ – Streamlined resources – Consistency, safety
- 9. The University of Sydney Page 9 Lectures – rethinking content and delivery – Content review – Depth vs breadth – 2 3 lectures per week – Revision ‘lectorials’ – No ‘flipping’ – Authenticity and relevance – Student work – (Hangout with a researcher)
- 10. The University of Sydney Page 10 Lectures – chunking and active learning 12 1 2 3 4 567 8 9 10 11 Icebreaker Apply/diagnose understanding Apply/diagnose understanding Apply understanding Post-lecture survey
- 11. The University of Sydney Page 11 Practicals – from recipe to inquiry – Choice and flexibility – Authentic scenarios – Guided exploration instead of recipes – Emphasise discovery process
- 12. The University of Sydney Page 12 Practicals – support resources
- 13. The University of Sydney Page 13 Practicals – it’s about the people – Demonstrator community and mentoring – Hiring, training – Mentoring – Ownership – Getting to know students – And attendance
- 14. The University of Sydney Page 14 Assessments – Regular – Summative and also formative – Authenticity – Feedback and ‘feedforward’ – Peer review – Immediate/rapid – Rubrics – Moderation
- 15. The University of Sydney Page 15 Assessment – Rapid feedback
- 16. The University of Sydney Page 16 Online – collaborative spaces – Piazza
- 17. The University of Sydney Page 17 Online – collaborative spaces – PeerWise
- 18. The University of Sydney Page 18 Online – integrated experience – Support resources – Practice papers – Formative quizzes with immediate feedback – ‘testing effect’ – Guides and videos – ‘Online tutorial worksheets’ – Re-organisation of Blackboard – Highly integrated with face-to- face experience
- 19. The University of Sydney Page 19 Personalised support – student relationship engagement system
- 20. The University of Sydney Page 20 Translating to Pharmacy REDESIGNING FOR LEARNING
- 21. Pharmacy PHAR1821 AND PHAR2811 • PHAR1821 – Elin • Who are your students? • What motivates them? • What are the key outcomes? • Where does teaching and learning take place? • What MUST be assessed? • What are the current challenges? 1 2 Team-forming workshop 3 Disability workshop 4 Pt exp. workshop 5 Pt exp. workshop 6 Oral presentation 7 Optional workshop Written report 8 Comms workshop 9 Learning styles workshop 10 11 Comms workshop 12 Workshop 13 Oral presentation
- 22. Pharmacy PHAR1821 AND PHAR2811 • PHAR2811 – Bret • Who are your students? • What motivates them? • What are the key outcomes? • Where does teaching and learning take place? • What MUST be assessed? • What are the current challenges? 1 2 3 UV spec practical 4 Glucose assay practical Lab report 5 Enz. kinetics practical 6 Visualisation workshop 7 Enz. kinetics practical Lab report 8 Quiz, lab report 9 Sep. macromol. practical 10 Sep. macromol. practical 11 Lab report 12 13
- 23. Structuring the curriculum 23 PRELIMINARY CONSIDERATION OF SOME PRINCIPLES • Some design principles to consider • Authenticity and discipline practice • Curiosity and intrigue • ‘Active learning’ • Integration between the various activities e.g. lectures, practicals, workshops, tutorials • Smaller, gradated, more ‘valid’ assessments • Feedback cycles • Leveraging assessments • Depth vs breadth • Support resources
- 24. Flipping classes 24 MAKING THE MOST OF YOU • Behind the flipping hype • Most information transmission occurs outside of class • Class time is for active learning • Students need to complete pre/post work to fully benefit from class time
- 25. Lectures 25 TALKING ≠ TEACHING, LISTENING ≠ LEARNING • What makes coming to lectures worthwhile? • Depth vs breadth • Cutting legacy content – PHAR1821 and PHAR2811 • Active learning • Chunking lecture time • Student response systems and other worthwhile activities • Flipping some content • Authenticity • Hanging out – PHAR1821 (pharmacist) and PHAR2811 (labs) • Lectorials every 3rd lecture slot
- 26. Practicals, workshops, tutorials 26 MAKING THE MOST OF SMALL CLASSES • Authenticity, curiosity, intrigue • Providing real experiences – PHAR1821 role plays, PHAR2811 • Asking real questions • Integration with other aspects of the unit • Support resources • Pre-work, post-work • Assessment • What are the necessary outcomes? PHAR2811 labs • Staff community
- 27. Assessment 27 ASSESSMENT DRIVES LEARNING, (UN?)FORTUNATELY • Feedback cycles • Early review – PHAR1821 report draft, rubric review • Peer review – PHAR1821 oral presentations and report • Personalised feedback – PHAR2811 mid-semester quiz • Support materials – PHAR2811 online quizzes • Marks ≠ feedback • Increasing feedback efficiency – technology, rubrics, group feedback, peer feedback
- 28. Assessment 28 ASSESSMENT DRIVES LEARNING, (UN?)FORTUNATELY • Smaller, gradated assessments • Reconsider final exam weighting • Nominal summative assessments – e.g. pre-work • Build ‘self-efficacy’ • Authenticity • Student autonomy • Choice, openness, variety (not just lab reports)
- 29. Creative assessment 29 CREATING A PRODUCT
- 30. Online 30 ANYTIME SUPPORTING RESOURCES • Integration • Reorganising Blackboard sites – truly ‘blended’ experience • Adding authenticity – e.g. voices, perspectives, student-generated resources • Collaborative spaces • Personalised support • Support resources • Supporting assessment preparation - e.g. exemplars, guides, videos, forums • Webinars – e.g. revision • Pre and/or post work (quizzes, videos, lessons)
- 31. Online – videos and lessons 31 EXAMPLES FROM ZAPTION AND SMARTSPARROW
- 32. Workshop ENHANCING STUDENT LEARNING IN YOUR UNIT
- 33. Pick a unit of study 33 FOR DIRECTED BRAINSTORMING • In your groups, nominate a unit of study that you wish to work on • Students • Who are your students? • What motivates them? • Outcomes • What are the key concepts and competencies of the unit? • What activities must the students complete to achieve these? • Environment • Where will teaching and learning take place? • Assessment • What MUST be assessed? • What feedback strategies could be used? • What are the current challenges?
- 34. Storyboard 34 PLAN OUT THE SEMESTER • Plan out the existing semester • Then, consider what could be changed to enhance student learning Other thoughts Assessment Content Learning activities 1 2 3 4 5 6 7 8 9 10 11 12 13
- 35. Share your storyboard 35 REVIEWING DESIGNS • Share your storyboard with the rest of the group
- 36. Next steps WHAT NEXT FROM HERE?
- 37. Next steps 37 WHAT CAN I DO NOW? • We can provide some resources… • But really you need to experiment, try new things, work with a guide
- 38. Resources 38 FURTHER INSPIRATION • Pharmacy at Monash • PharmAcademy • Pharmacy L&T journals – e.g. Currents in Pharmacy T&L • Deans for impact