Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center June 7-11, 2010 Teach Epidemiology Professional Development Workshop Day 5

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3 Teach Epidemiology

4 Time Check 8:15 AM

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6 Teach Epidemiology

View a News Item from an Epidemiological Perspective (NI) (4 Groups) Team leads other workshop participants in the analysis of a news item from an epidemiological perspective. Teach Epidemiology Teachers Team-Teaching Teachers (TTT) TTTT 17 NI

8 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

9 Teach Epidemiology Enduring Epidemiological Understandings

10 Time Check 8:45 AM

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12 Teach Epidemiology

View a News Item from an Epidemiological Perspective (NI) (4 Groups) Team leads other workshop participants in the analysis of a news item from an epidemiological perspective. Teach Epidemiology Teachers Team-Teaching Teachers (TTT) TTTT 18 NI

14 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

15 Teach Epidemiology Enduring Epidemiological Understandings

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17 Time Check 9:15 AM

18 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Infuse Epidemiology into an Existing Lesson about Something Else (ASE) – (1 Group) Team leads other workshop participants in portions of selected existing lessons about something else into which epidemiology has been infused. TTTT 19 ASE

20 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

21 Teach Epidemiology Enduring Epidemiological Understandings

22 Teach Epidemiology Enduring Epidemiological Understandings

23 Time Check 9:45 AM

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25 Teach Epidemiology

26 Time Check 10:00 AM

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28 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Authentic Assessments) (AA) - (1 Group) Team leads other workshop participants, in teams of 5, in carrying out cross-sectional studies among workshop participants. Workshop participants will create and ask questions that will allow them to test a hypothesis about a health-related exposure and outcome, request informed consent, tabulate data in a 2x2 table, calculate prevalence rates of the outcome for those with and those without the exposure, calculate a prevalence ratio, explain whether or not the prevalence ratio supports the hypothesis (shows or does not show an association), and identify possible explanations for why the association was or was not found. TTTT 20 AA

30 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

31 Teach Epidemiology Enduring Epidemiological Understandings

32 Teach Epidemiology Enduring Epidemiological Understandings

33 Time Check Noon

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35 Teach Epidemiology

36 Teach Epidemiology Innovation … an idea, practice or object that is perceived as new by an individual or other unit of adoption. Everett M. Rogers, Diffusion of Innovations Workshop Goal

37 Graduate School Middle School High School Teach Epidemiology Workshop Goal

38 Teach Epidemiology Georgia Department of Education - Epidemiology Standards Workshop Goal

39 Workshop Goal Teach Epidemiology To increase the frequency with which epidemiology is taught to students in grades 6-12

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42 What do you mean - Teach Epidemiology? Teaching Existing Epidemiology Lessons Teach Epidemiology

43 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

44 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

45 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

46 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

47 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

48 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

49 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

50 Teaching Existing Epidemiology Lessons What do you mean - Teach Epidemiology? Teach Epidemiology

51 Show and Discuss Is Epidemiology in your Future? What do you mean - Teach Epidemiology? Teach Epidemiology

52 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

53 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

54 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

55 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

56 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

57 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

58 Infuse Epidemiology into Existing Lesson about Something Else What do you mean - Teach Epidemiology? Teach Epidemiology

59 View a News Item from an Epidemiologic Perspective What do you mean - Teach Epidemiology? Teach Epidemiology

60 Leverage the Young Epidemiology Scholars Competition What do you mean - Teach Epidemiology? Teach Epidemiology

61 Leverage the Science Olympiad Competition What do you mean - Teach Epidemiology? Teach Epidemiology

62 Explore Public Health Career Paths What do you mean - Teach Epidemiology? Teach Epidemiology

63 Explore Public Health Career Paths What do you mean - Teach Epidemiology? Teach Epidemiology

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Empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy. Empowers students to make more informed personal health-related decisions. Increases students’ media literacy and their understanding of public health messages. Increases students’ understanding of the basis for determining risk. Improves students’ mathematical and scientific literacy. Expands students’ understanding of scientific methods and develops their critical thinking skills. Provides students with another mechanism for exploring important, real world questions about their health and the health of others. Introduces students to an array of career paths related to the public’s health. Top 8 Reasons to Teach / Learn about Epidemiology Teach Epidemiology

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67 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

68 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

69 Hypothesis Total RiskRelative Risk a b c d or % % ExposureOutcome ? Turned Up Together Healthy People - E E DZ Teach Epidemiology Enduring Epidemiological Understandings

Give people fish, they have food for a day, Teach people how to fish, they have food for a lifetime. Teach Epidemiology Enduring Epidemiological Understandings

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73 To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.” Teach Epidemiology Your Teach Epidemiology Stories

74 Welcome to Teach Epidemiology Your Teach Epidemiology Stories To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.”

Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center June 7-11, 2010 Teach Epidemiology Professional Development Workshop Thank You

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77 Teach Epidemiology Workshop Evaluation

78 Teach Epidemiology Workshop Evaluation

79 Teach Epidemiology Handout Workshop Evaluation

Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center June 7-11, 2010 Teach Epidemiology Professional Development Workshop Thank You

81 Time Check 1:00 PM