2.  Why?  Develop a curriculum that was founded on sound educational theory and methods  Flexible to allow instructors to apply theory and methods in multiple ways/approaches  not confined to one approach (eg. PBL curriculum) The CASE PhilosophyThe CASE Philosophy

3. C ooperative Learning  Def’n - A learning experience where a group of individuals “work together to maximize their own and one another’s learning.” (Johnson and Johnson, 1990, p.69)  5 Key elements (Positive Interdependence, Face-to-face interaction, Individual accountability, Social Skills, Group processing)  Research – Students who work together are more successful academically and non-academically than in competitive/individualistic environments  Methods – hundreds (Johnson & Johnson, Slavin, Kagan)  simple – think-pair-share  complex – Structured Controversy, Jig saw, Integrative Cases

4. A ctive Learning  Engaging students in the learning process  Research - students who are active participants in their learning learn the material better than in passive learning environments  have a chance to think, integrate, discuss, clarify etc.  Methods – the sky is the limit  does not need to be complex, keep it simple, but must have an obvious connection to the content  a case, clickers, pose a question with brief paired discussion, brief quiz, demonstration….  purpose is to break-up the lecture because students lose attention

5. S elf-Directed Learning  Pursuing areas of interest or learning course material outside of classroom time/professor guidance  encourage and engage curiosity, to explore and learn beyond the classroom, encourage life-long learning  The adult learner misconception  adults are NOT ALWAYS self-directed in EVERYTHING  Depends on existing competence and confidence with the subject matter  With experience/knowledge people become increasingly self-directed  Methods  for the less experienced - start with structured/guided SDL and as students gain competence and confidence decrease/remove structure  depends on immediate relevance to their lives – if highly relevant, students will be more self-directed (eg Self Directed Clinical Learning experiences)

6. E xperiential Learning  Progression through increasingly complex learning tasks  Plan and execute, based on what students currently know and understand (eg. provide clinical scenario)  Observe an expert or a situation to see the reality  Reflect on the experience and create some generalizable principles – “What did I learn from this experience”