1. LIFE BEYOND THE LECTURE: Innovative Teaching Strategies in Dental Hygiene

2. Objectives 1. Discuss the evidence supporting interactive teaching techniques. 2. Compare and contrast various types of interactive and participatory teaching methods. 3. Describe teaching and learning tools used in promoting active learning that require technology and those that do not require technology. 4. Describe the structure and design of a flipped classroom. 5. Discuss challenges and limitations in incorporating active learning strategies into the dental hygiene classroom. 3. The Lecture ISC Orientation by Jirka Matousek via CC 4. Why we lecture http://youtu.be/uhiCFdWeQfA. 5. What does the evidence say about lecture? Lecture is as effective as any other method for transmitting information. Lectures are not as effective as discussion methods to promote thought. Lectures do not successfully change attitudes Lectures are ineffective in teaching behavioral skills1 Byron Pitts Lecture by roanoke college via CC 1. Bligh DA. Whats the Use of Lecture. San Francisco: Jossey-Bass, 2000, 1974. 6. Its really all about. Lecture=Passive Learning Talking, Doing, Creating, Applying= Active Learning 7. Characteristics of active learning Students do more than passive listening Students are engaged in activities (reading, discussing, writing, creating) Less emphasis on information transfer, more emphasis on developing students skills Students receive immediate feedback Students are involved in higher order thinking 8. What does the evidence say about active learning? 7 Principles of Good Practice2 1. Encourage Contact between students and instructor 2. Develop reciprocity and cooperation among students 3. Encourage active learning 4. Emphasize time on task 5. Give prompt feedback 6. Communicate high but achievable expectations 7. Respect diverse talents and ways of learning 2. Chickering AW, Gamson ZF. Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. 1987,1999 14144-Active Learning Classroom-2446 by Texas A&M University via CC Students tell about life by Carol VanHook via CC 9. What does the evidence say about active learning? 3. Di Vesta, F., and D. Smith, The Pausing Principle: Increasing the Efficiency of Memory for Ongoing Events, Contemporary EducationalPsychology, Vol. 4, 1979. The type of activity that is incorporated influences how much information is retained.3 Active Learning Classroom Panorama by Kenneth Pinto via CC 14144-Active Learning Classroom-2446 by Texas A&M University via CC Students tell about life by Carol VanHook via CC 10. What does the evidence say about active learning? Active Learning Classroom Panorama by Kenneth Pinto via CC Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?4 Methods -Biology classes over a 4 year period -Some semesters taught traditional lecture other incorporated: -Guided reading questions before class (not graded) -Homework before class (graded) -34.5% of the class time was devoted to activities -Outcomes measured-exam points 4. Eddy SL, Hogan KA. Getting under the hood: How and for Whom Does Increasing Course Structure Work? CBE-Life Sciences Education. 13. Fall 2014. 453-468. 11. What does the evidence say about active learning? 4. Eddy SL, Hogan KA. Getting under the hood: How and for Whom Does Increasing Course Structure Work? CBE-Life Sciences Education. 13. Fall 2014. 453-468. Active Learning Classroom Panorama by Kenneth Pinto via CC 14144-Active Learning Classroom-2446 by Texas A&M University via CC Students tell about life by Carol VanHook via CC Results: -Traditional class: -Asian, White, and Native American Students scored the highest -Black and Latin students scored lower -Active structured class: -All students had an increase in exam score -Black students increased their scores 3.1% more than than the general population -Asian, White , and Native American students still scored the highest, but the gap was lessened -1st generation college students experienced an additional 2.4% increase in exam performance Conclusion: An increase in course structure and activities improves student achievement overall. Worked disproportionately well for black students and first generation college students.4 12. The effect size of active learning strategies5 Peer Teaching/Cooperative Learning (0.90) -think/write/pair/share, jigsaw, team based learning Providing Feedback (0.80) -reinforcement, corrective feedback or mastery learning -formative assessments Self-Directed Learning (0.45) -students create learning goals, identify material, and evaluate outcomes Questioning (0.40) -questions that are not simply knowledge level, promote critical thinking Norms for Educational Intervention (0.40) Testing (0.30) Instructional Media (0.30) -videos, online learning, blended- learning, use of computers, and simulations 5.John Hatties Table of Effect Sizes. Cambridge Regional College. Available from teacherstoolbox.co.uk/T_effect_sizes.html 13. Students Today 14. Muddiest Point: Potential Challenges 15. Characteristics of active learning IBM Extreme Blue Case Study Competition-4170 by Terri Oda via CC 16. Characteristics of active learning ISC Integration Party Fall 2011 by Jirka Matousek via CC 17. Designing a Classroom Experience Practice New Information Closure 10 20 30 Minutes Student Attention Medina J. (2008) Brain Rules. Seattle, WA: Pear Press 18. Classroom Cycle Practice New Information Closure Practice New Information Closure Practice New Information Closure 30 60 90 Minutes 19. Active Learning Strategies New Phone by Billy Brown via CC iPhone 6 Release Date by World Leaks via CC 20. Active Learning Strategies iPhone 6 Release Date by World Leaks via CC 1 Active Learning (Activities) 2 Self/Classroom Assessment 3 Cooperative or Collaborative 21. The Pause [Play] Pause by Martin Kenny via CC 22. The Pause: How To [Play] Pause by Martin Kenny via CC During a regularly structured lecture pause for two minutes to allow students to regroup, rework notes, chat, move, work in pairs, without interaction from the instructor. Do this 3 times during an hour lecture. Using this technique has been shown to increase students grades in the course up to two letter grades. (Ruhl, Hughes, & Schloss, 1980) Miss Halvorson by Jeffrey Zeldman via CC 23. The Pause: Potential Challenges [Play] Pause by Martin Kenny via CC Pausing is awkward and sometimes uncomfortable Students use the time to chat about things unrelated to the course or content Running out of time, taking 6 minutes out of an hour lecture Staring by Roel Zilber via CC 24. Jigsaw Jigsaw puzzle by James Petts via CC 25. Jigsaw-How to Decide on a list of topics for groups to develop their expertise. Set parameters for what they should develop. Students work together to develop their expertise and master the topic Students work together to create a teaching method (graphs, illustrations, words) Students move from expert groups to jigsaw groups, the expert teaches the material to their jigsaw group Class reflects on content (closure) 26. Example: Dental Anatomy Jigsaw Class is divided up into 4 groups. Topics of each group are: -Max lateral incisors -Max central incisors -Mand lateral incisors -Mand central incisors Students in each group become experts on their assignment. Instructor needs to create some parameters. Students create visuals, discuss main points to be covered, etc. Groups move to jigsaw groups and teach each other about each specific tooth. 27. Example: Dental Anatomy Jigsaw Expert Groups (4) (32 students) 1 2 Max lateral incisors Mand lateral incisorsMax central incisors Mand central incisors Teaching Groups (8) (32 students) 3 4 28. Jigsaw-Potential Challenges Unclear parameters of what should be covered by the students Uneven numbers in groups Finding the right content, the right number of topics Knowing how long to allow them to prepare and to teach Knowing how to close or wrap up the activity 29. Think-Pair-Share Share by AJ Cann via CC 30. Think-Pair-Share: How To Share This Icon Concept 1 by Alex King via CC 1. Pose a question to the class. Give students time to think about their response. 2. Ask students to pair with another student nearby. 3. Ask the students to share their responses with each other. 4. If they disagree they can each report their own answer, or come up with a joint answer. 5. Ask for responses from pairs. Discuss the answers that emerge. 31. Think-Pair-Share: Example Share This Icon Concept 1 by Alex King via CC Think: Ask the class: Your childs kindergarten class is interested in oral health education and implementing a prevention program. Which of the following is a program that is appropriate for this group that they can implement without any dental or medical professionals on site? Pair: Ask them to compare their answer with the person next to them. Share: Students share their joint answer or present their two different answers if they cannot come up with a consensus. Discuss. 32. Think-Pair-Share: Potential Challenges Share This Icon Concept 1 by Alex King via CC 1. Students dont discuss the question. 2. Students hesitate at first to pair and share. 3. Students come up with incorrect answers to the question. 4. Managing time allotted for pair and share. 5. Other variations: Write-pair-share, think-pair-square Elephant talk by Gina via CC 33. Muddiest Point: Potential Challenges 34. Guided Notes Share This Icon Concept 1 by Alex King via CC 35. Guided Notes: How To Share This Icon Concept 1 by Alex King via CC 1. Create an outline of the lecture. 2. Create a handout for the students that omits important information from the outline, leaving blanks for students to add this information during the lecture. 3. Present the lecture and have students fill in the outline as you lecture. 4. Guided notes can also be used for reading assignments. 36. Guided Notes: Example Class Slide Notes Slide 37. Guided Notes: Potential Challenges 1. Faculty must create an outline, not just their own slides. 2. Creating two versions of lectures notes or outline takes some extra time. 3. If the lecture order changes it can be confusing or frustrating to students. 4. Paper vs. electronic Arrow Keys by Zagrev via CC 38. Send-a-Problem Not quite right by TheKarenD via CC 39. Send-a-Problem: How To Share This Icon Concept 1 by Alex King via CC 1. Divide students into groups. Provide the topic to students. 2. Each group writes a question(s) on the front of a notecard. Mark this side with a Q. 3. Each group will write the answer on the back side of the notecard. Mark this side with A. 4. Questions are passed to another group. 5. The group discusses and chooses an answer. They check their answer with the answer on the back of the card. 6. Questions are passed on to other groups. 7. Consider collecting the questions and using the best questions on future quizzes or exams. 40. Send-a-problem: Potential challenges 1. Students may potentially write poor questions. 2. Allotted time for the activity. 3. Accurate information. Wrong Answer by Karl Baron via CC 41. Mnemonics "Super Heroes Must Eat Oats" Great Lakes, No Clouds by NASA Goddard Space Flight via CC 42. Mnemonics-How To 1. Encourage students to come up with a mnemonic to remember specific information. 2. Its best if the information is content that just needs to be memorized. 3. Can be acronyms, sentences, chaining, keywords, rhymes, or phrases. Individuals who use mnemonics learn 2-3 times more than those who use rote memorization techniques and are better stored in long term memory. 43. Mnemonics-Example 1. Use a mnemonic to memorize the cranial nerves. 2. Create a story related to the layers of teeth (enamel, dentin, cementum, pulp) Cranial Nerves by Devon Buchanan via CC 44. Mnemonics: Potential Challenges 1. Inspiring creativity 2. Inappropriate mnemonics Alphabet20 by Leo Reynolds via CC 45. Muddiest Point Mud by Peter Burgess via CC 46. Muddiest Point: How To 1. Determine what you want feedback on: entire class, a certain topic, a reading assignment. Reserve time (~5 min) after the class, topic, or reading. 2. Pass out slips of paper, notecards, or have students email responses, or submit electronically. 3. Ask them to answer the question What was the muddiest point in _________? 4. Collect the responses. 5. Read through the responses and either address their concerns via LMS or in the next class. 47. Muddiest Point: Example 1. What was the muddiest point in the Code of Ethics? - I still dont understand how laws and ethics relate - Are nonmaleficence and beneficence opposites? - What happens when a hygienist doesnt follow the code of ethics? - The pronunciation of all those words - Do we need to memorize the code of ethics? - What is the difference between the fundamental principles and the core values? Do we need to know both? - Nothing 48. Muddiest Point: Potential Challenges 1. Students asking if they need to know certain things (ie for the test). 2. Response of nothing 3. Taking the time afterwards to address the uncertainty 49. Muddiest Point: Potential Challenges 50. Role Play Inside the Acting by Vancouver Film School via CC 51. Role Play: How To 1. Ask students to form groups. Assign roles. 2. Present the scenario and allow time for some discussion of the situation. 3. Set a time limit. 4. Instruct students to begin role playing. 5. Follow up each role play with a discussion within the small group or with the whole class. 52. Role Play: Potential Challenges 1. Lack of enthusiasm. 2. The fakeness of role play. 3. Discomfort in performing in front of others. 4. Making role play meaningful. 53. Minute Paper 54. Minute Paper: How To 1. Decide the focus of the minute paper. 2. Administer at end or beginning of class, depending on focus. 3. Ask variations of the following questions: What was the most important thing you learned during this class? or What important question still remains unanswered? 4. Allow for students to write their responses for ~1-5 min. Set clear guidelines on what youd like to see written. 5. Review the responses and provide feedback. 55. Minute Paper: Potential Challenges 1. Students not sure what to write. 2. Questions are broad. 3. Students respond with nothing perio fluoride (one word answers). 4. Responding to the Minute Papers. 56. Debate 07-IMG_1621 by Noticias UFM via CC 57. Debate: How To 1. Pick topics that are controversial, have two sides, and have evidence available to support each view. 2. Divide class into teams. 3. Assign the topic and the for or against to each group. 4. Outline the debate process. Give written instructions. (http://www.educationworld.com/a_lesson/lesson/lesson304 b.shtml) 5. Allow time to prepare. 6. Hold debate according to instructions provided. 7. Debrief after the debates. 58. Debate: Example 1. Debate is a great application when discussing a topic that has two sides or evidence based practice topics. It allows for the application of the skills needed in those areas. 2. Topics to debate: Romain Gerard: Speech balloons by Marc Wathieu via CC 59. Debate: Potential Challenges 1. Picking appropriate topics. 2. Structuring the debate and maintaining that structure. 3. Spending class time debating. 60. Just in Time Teaching: JITT Teach/Learn by Duane Schoon via CC 61. JITT: How To 1. In your LMS post a question of a topic of interest. 2. Ask students to respond to the question online before class. 3. Before class (Just in Time) review the responses. 4. Choose student responses that represent different view points. Makes slides of these and use them for class discussion. 5. During class highlight important parts, reinforce correct information, and provide feedback on incorrect answers. 62. JITT: Example 63. JITT: Potential Challenges Timing is challenging. Picking a variety of comments and questions. Relating common themes. Letting go of control of the class discussion. 64. Concept Maps 65. Concept Maps: How To 1. Best used to help illustrate relationships between concepts. 2. Select a starting point, middle of the map. 3. Students brainstorm terms and phrases that are closely related. 4. Add secondary and tertiary levels of association. 5. Determine if concepts relate. 66. Concept Maps: Example 67. Concept Maps: Resources Paper, Pen or Pencil Whiteboard Prezi.com Edrawsoft.com Bubbl.us Apps: Total Recall-Mind Map Mind Jot-Mind Mapping IdeaMapper 68. Concept Maps: Potential Challenges Explaining Concept mapping or mind mapping to students: best to give an example When to map Having appropriate content to map Alignment Goals Objectives Assessment 69. Audience Response Systems IMG_2146 by UGA College of Ag via CC 70. Muddiest Point: Potential Challenges 71. Audience Response Systems: What have you used? Positives Negatives 72. Voice Thread 73. What Happens When It Fails? 74. Flipping the Classroom 75. Muddiest Point: Potential Challenges 76. Flipping the Classroom 77. Flipping the Classroom 78. Flipping the Classroom: What it Is not A repeat of the content covered outside of class A continuation of the lecture listened to outside of class 79. Flipping the Classroom 80. Flipping the Classroom There are 3 parts to consider when flipping the classroom: 81. Flipping the Classroom Before Class: -Students Prepare -Learn content -reading, listen to recorded lecture, etc. -Self-assess comprehension -ungraded quizzes, practice questions, etc. 82. Flipping the Classroom Before Class: 83. Flipping the Classroom Before Class: 84. Flipping the Classroom Recording Lectures: 85. Flipping the Classroom Knowing the Out of Class work has been done : -Quiz at the beginning of every class -Online quiz due before class starts -Worksheets due at class time sometimes graded, sometimes not 86. Flipping the Classroom During Class: -Students Use the content they have learned and apply, analyze, and create. 87. Flipping the Classroom During Class: -Students Use the content they have learned and apply, analyze, and create. 88. Flipping the Classroom During Class: -Students Use the content they have learned and apply, analyze, and create. -Create videos -Work through cases, problems, and questions -Demonstrate and apply skills Benefits: -Its more fun than lecturing! -Listening to students work through the activities gives you a good sense of what they get and what they need to work on -Students stay engaged 89. Flipping the Classroom What Did not work 90. Flipping the Classroom After Class: -Students Use the content they have learned and apply, analyze, and create. -Complete work started in class -Finish projects or other work left incomplete -Begin learning content for next module 91. Flipping the Classroom Incorporating the flipped classroom model does not have to be an all or nothing experience. Glass half full by Bart via CC 92. Questions? 93. Thank you! henry.358@osu.edu @osurach