flipped classrooms and more: how can we improve our teaching methods to enhance student learning?

Flipped classrooms and moreHOW CAN WE IMPROVE OUR TEACHING METHODS TO ENHANCE STUDENT LEARNING?

Wednesday 4 November 2015

Before we get started

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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:

First year biologyREDESIGN FOR LEARNING

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’

First year biology

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CHALLENGES AND OPPORTUNITIES

The University of Sydney

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


First year biology – before and after


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


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)


Lectures – chunking and active learning

12 12

3

4

5678

9

1011

Icebreaker

Apply/diagnose

understandingApply/diagnose

understanding

Apply

understanding

Post-lecture survey


Practicals – from recipe to inquiry

– Choice and flexibility

– Authentic scenarios

– Guided exploration instead of recipes

– Emphasise discovery process


Practicals – support resources


Practicals – it’s about the people

– Demonstrator community and mentoring

– Hiring, training

– Mentoring

– Ownership

– Getting to know students

– And attendance


Assessments

– Regular

– Summative and also formative

– Authenticity

– Feedback and ‘feedforward’

– Peer review

– Immediate/rapid

– Rubrics

– Moderation


Assessment

– Rapid feedback


Online – collaborative spaces – Piazza


Online – collaborative spaces – PeerWise


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


Personalised support –

student relationship engagement system


Translating to

PharmacyREDESIGNING FOR LEARNING

PharmacyPHAR1821 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?

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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

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11 Comms workshop

12 Workshop

13 Oral presentation

PharmacyPHAR1821 AND PHAR2811

• PHAR2811 – Bret



• What are the key outcomes?

• Where does teaching and learning take place?



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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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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

Flipping classes

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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

Lectures

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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

Practicals, workshops, tutorials

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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


• Pre-work, post-work

• Assessment

• What are the necessary outcomes? PHAR2811 labs

• Staff community

Assessment

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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

Assessment

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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)

Creative assessment

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CREATING A PRODUCT

Online

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ANYTIME SUPPORTING RESOURCES

• Integration

• Reorganising Blackboard sites – truly ‘blended’ experience

• Adding authenticity – e.g. voices, perspectives, student-generated resources

• Collaborative spaces

• Personalised support


• Supporting assessment preparation - e.g. exemplars, guides, videos, forums

• Webinars – e.g. revision

• Pre and/or post work (quizzes, videos, lessons)

Online – videos and lessons

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EXAMPLES FROM ZAPTION AND SMARTSPARROW

WorkshopENHANCING STUDENT LEARNING

IN YOUR UNIT

Pick a unit of study

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FOR DIRECTED BRAINSTORMING

• In your groups, nominate a unit of study that you wish to work on

• Students



• 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 feedback strategies could be used?


Storyboard

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PLAN OUT THE SEMESTER

• Plan out the existing semester

• Then, consider what could be changed to enhance student learning

Other thoughts

Assessment

ContentLearning activities

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Share your storyboard

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REVIEWING DESIGNS

• Share your storyboard with the rest of the group

Next stepsWHAT NEXT FROM HERE?

Next steps

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WHAT CAN I DO NOW?

• We can provide some resources…

• But really you need to experiment, try new things, work with a guide

Resources

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FURTHER INSPIRATION

• Pharmacy at Monash

• PharmAcademy

• Pharmacy L&T journals – e.g. Currents in Pharmacy T&L

• Deans for impact

[email protected]

flipped classrooms and more: how can we improve our teaching methods to enhance student learning?

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