The document discusses active learning strategies for teaching anatomy. It defines active learning as involving students in activities that require thinking about what they are doing. Some examples of active learning include using cases or problems in lectures, flipping the classroom, and team-based learning. The benefits of active learning are that it engages students, helps with attention spans, and provides practice and feedback. Challenges for faculty include adequately covering content and increased preparation time. Sustaining active learning requires faculty development, design support, evaluation, and addressing resource needs. The document encourages readers to try different active learning approaches like modifying lectures, using problems, flipping lectures, or team-based learning.

1. 
Active Learning
Introduction for Future Teachers

2. 
One day you will be teaching…
The Anatomy Lesson of Dr. Nicolaes Tulp by
Rembrandt van Rijn
Credit: Wright State Univ

3. Definition
‘anything that involves students in doing things
and
thinking about the things they are doing’
(Bonwell & Eison, 1991, p. 2)

4. Definition
‘anything that involves students in doing things
and
thinking about the things they are doing’
(Bonwell & Eison, 1991, p. 2)Higher-order
tasks like
analysis,
synthesis,
and
evaluation

5. YourTasksToday
1. Pick one active learning approach
2. Learn more about it
3. Teach your peers
4. Discuss applicability to anatomy teaching
5. Debrief

6. What does active learning look like?
Simple ways to
make a lecture more
‘active’
Using cases or
problems in lecture
Flipped classroom
(lecture)
Team-based
learning
(small groups)

7. Task #1 (10 mins)
 Move into your group
 Read about the type of active learning
 Discuss with your group:
 What is ‘active’ about this approach?
 How would this work in anatomy teaching?
 Be prepared to teach your peers!

8. Task #2 (20 mins)
 Move into your NEW group (1-4 in same group)
 Share your active learning strategy + evidence (2
mins)
 Discuss with your group:
 What is ‘active’ about this approach?
 How would this work in anatomy teaching?

9. Why does active learning work?
 Attention span = 5-15 mins
 Rule of 7
 Practice, with feedback

10. Why does active learning work?
 Attention span = 5-15 mins
 Rule of 7
 Practice, with feedback

11. Why might faculty abandon active learning?
 The difficulty in adequately covering the assigned
course content in the limited class time available
 Increase in the amount of preparation time
 The difficulty of using active learning in large classes
 A lack of needed materials, equipment, or
resources.
(Bonwell & Eison, 1991)
 “New” methods typically result in lower evaluations

12. Sustaining the adoption of active learning
 Faculty Development (knowledge, skills)1
 Education design support
 Evaluation & publication plan
 Strategic administrative action plan1
 Funding for academic technologies if needed
1Bonwell & Eison, 1991

13. Conclusion
 Four types of active learning:
 Small changes to lecture
 Using cases or problems in lecture
 Flipping the lecture
 Team-based learning
 Active learning takes time to:
 Design, prepare; implement; evaluate
 May need support from educators, academic
technology team

14. Build your professional library
 Teaching for Learning: 101
Intentionally Designed Educational
Activities to Put Students on the
Path to Success.
By Claire Major, Michael Harris, and
Todd Zakrajsek

15. Questions?
Janet Corral
Janet.corral@ucdenver.edu
For just-in-time faculty development on Active Learning:
Academy of Medical Educators
Som.academy@ucdenver.edu