SLIDE 1
Todd Zakrajsek, Associate Professor Department of Family Medicine University of North Carolina – Chapel Hill 919-636-8170 toddz@unc.ed September 11, 2018
September 11, 2018 Todd Zakrajsek, Associate Professor Department - - PowerPoint PPT Presentation
September 11, 2018 Todd Zakrajsek, Associate Professor Department - - PowerPoint PPT Presentation
September 11, 2018 Todd Zakrajsek, Associate Professor Department of Family Medicine University of North Carolina Chapel Hill 919-636-8170 toddz@unc.ed Nothing to disclose Active/ engaged learning is m ore effective than lecturing.
SLIDE 2
SLIDE 3
Active/ engaged learning is m ore effective than lecturing.
SLIDE 4
SLIDE 5
SLIDE 6
Identify the m ost effective and least effective of the following…
SLIDE 7
Lecture Online Flipped-Classroom Problem -Based Learning Team -Based Learning POGIL SCALE-UP Discovery-Learning Groupwork Others????
Identify the m ost effective and least effective of the following…
SLIDE 8
Groupwork is active. So all groupwork is good?
SLIDE 9
Teaching Strategies
SLIDE 10
SLIDE 11
What could go wrong with group projects?
SLIDE 12
Strategies to get introverts to talk in the classroom?
SLIDE 13
Intrinsic Load – inherent difficulty of the content Extraneous Load–additional external stimuli Germane Load – processing of information; construction and automation of schema
Cognitive Load
Sweller 1988
SLIDE 14
Value/ Interest Attention Understanding
SLIDE 15
What can you do draw attention to the course and information? What’s your hook?
Attention
SLIDE 16
Learning requires that the learner understand what is being seen or
- experienced. Prior knowledge is
critical in this process – how can that be assessed.
Understanding
SLIDE 17
Exam ples of how you can help learners to activate prior knowledge….
Activating Prior Knowledge
SLIDE 18
There must be some value in
- rder for the learner to process
the new material.
Value/ Interest
SLIDE 19
Value/ Interest Attention Understanding
SLIDE 20
Long-term potentiation is the physical process by which we learn through repetition.
Repetition
SLIDE 21
SLIDE 22
Karpicke & Roediger, 20 0 7
Proportion of ideas recalled Retention Interval For Final Test 1 Week 5 Minutes SSSS SSST STTT
.40 .50 .60 .70 .80
SLIDE 23
New information is best recalled when it is connected to other information.
Elaboration
SLIDE 24
Value/ Interest Attention Understanding
SLIDE 25
Awake, but NOT Learning
Dangers of blue light and melatonin. Proceedings for the National Academy
- f Sciences (Nov 2014) found that screen
time before bed can be detrimental. In addition to poor cognitive functioning, lack of sleep related to obesity, diabetes, and cardiovascular disease. Chronic suppression of melatonin is even related to certain cancers.
SLIDE 26
Typical Sleep Cycles
SLIDE 27
Exercise
Ratey (2008) has shown that exercise increases the production of vital neurotransmitters important for:
Focusing and Attention Motivation Patience Mood
SLIDE 28
Food/Hydration
Food (glucose) --- Complex carbohydrates (vegetables and whole grains) MUCH better than simple sugars
SLIDE 29
Value/ Interest Attention Understanding
SLIDE 30
Levels of Concern vs. Degree of Learning
Yerkes– Dodson Law
SLIDE 31
Value/ Interest Attention Understanding Anticipatory Outcom e
SLIDE 32
SLIDE 33
SLIDE 34
Carol Dweck, 2006
Entity – fixed, less risk Incremental – growth, accepting challenge
SLIDE 35
SLIDE 36
SLIDE 37
SLIDE 38
I can’t draw…or….I can’t…. Reframe for them to: I can’t ______ yet.
SLIDE 39
To Learn: Attention Understanding Value/ Interest To Rem em ber Repetition Elaboration Anticipatory Outcome
Universal Threads
SLIDE 40
Teaching is the Profession that Makes All Professions Possible
- -Todd Whitaker