1. Teaching in Foundations One Person’s Experience Bob Low DRAFT - 9/25/14 Lecture Translating the obvious into practice 1

2. Lectures  Hooks  Know the curriculum  Know the class  Power Point  Five Big Ideas  Learn by Doing 2

3. Hooks  The first 15-20 minutes means EVERYTHING  Enthusiasm – clear desire to be there  Make the subject interesting –right away (e.g. present relevant clinical scenarios*) *Example: endocrine disease and the rich and famous 3

4. Know the curriculum  Know what has come before  Don’t say “you may have…  Know what will come later  Don’t say you may learn… 4

5. Vertical Curriculum  FoM: subject – 101  HSF: Same subject – 201  NMGI: Same subject – 301  Convergence: Same Subject: 401 5

6. Know the class  Sit in the back of the room  Class dynamics  Things the class is having trouble with  Things that are going well  Gaps you can fill  Concepts on which you can build  Able to say you did so 6

7. Outlines as study guides Road Map / Sense of where you are – are going 7

8.  Verbs that Fit Bloom’s Taxonomy-Observable things o Contrast o Define o Describe Explain  NOT (Can’t be seen) o Understand o Know o Appreciate  Lecture topics: students to classmates Objectives 8

9. Five Big Ideas* * Michael (2006). Adv. Physiol. Educ., 30:159. 1.Learning involves the active construction of meaning by the learner. 1.Learning “facts” (“what” – declarative knowledge) and learning to do something (“how” – procedural knowledge) are two different processes. 3.Some things that are learned are specific to the domain or context (Subject matter or course) in which they were learned, whereas other things are more readily transferred to other domains. 4. Individuals are likely to learn more when they learn with others than when they learn alone. 5. Meaningful learning is facilitated by articulating explanations, whether to one’s self. Peers or teachers. 9

10.  I hear, and I forget  I read and I remember  I do and I understand 10

11. Power Point I need someone well versed in the art of torture. Do you know Power Point? I need someone well versed in the art of torture. Do you know Power Point? I need someone well versed in the art of torture. Do you know Power Point? SEG Power Point Guide: USE IT Insert web site 11

12. Slide Text  Your slide-by-slide discussion as a text  Discover slides you should not use  Discover missing slides  Internalize what you want to say  Saves time o Fewer student questions – good o Fewer discussions with students – bad 12

13. Alternative Descriptions  Cartoons  Wire Diagrams  Slide Text 13

14. The Nucleus cAMP PK-A CREB Phosphorylation Recruitment of CREB Binding Protein Altered Gene transcription Magic! CREB = Cyclic-AMP Response Element Binding (Protein) KEY STUDY SLIDE Design Principle: Creating New Machinery Alberts, Mol. Biol. Cell 14

15. Call out slide numbers for podcasters  Add to presentation slide as reminder (e.g. top left of slide)  Enormously helpful 15

16. Breaks Questions? 16

17. Stories / Connections / Flow A B C D E D C A E B Dan Rather: “And now the sequence of events in no particular order.” A B C D E 17

18. Stories / Connections / Flow 18

19. Daily Questions  Same question pool.  Immediate feedback on expectations / level of detail… 19

20. Clicker Questions  On the spot understanding. o Seek 50% correct answers – class discussion  Checking recall. 20

21. Summary slides 21

22. Summary slides 22

23. Focus Slides  Keys to Success  Most important slides  Consolidated Slides PASS 23

24. Student Evaluation  Use it  NOT hard to figure out target  from off the wall comments 24

25. Peer Evaluation  Get it  Use it 25

26. One Size does NOT fit all Figure out what works for you -what matches your teaching style / skills 26

27. Teaching in Foundations One Person’s Experience Bob Low 9/25/14 Translating the obvious into practice 27