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.
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:
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’
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
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
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
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23. Structuring the curriculum
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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
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
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