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Teaching Blended Anatomy and Physiology: Actively Engaging Students

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Teaching Blended Anatomy and Physiology: Actively Engaging Students Kerry Henrickson Dept. Chair of Sciences Cochise College Some background Dept chair/biology ... – PowerPoint PPT presentation

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Title: Teaching Blended Anatomy and Physiology: Actively Engaging Students


1
Teaching Blended Anatomy and Physiology
Actively Engaging Students
  • Kerry Henrickson Dept. Chair of Sciences Cochise
    College

2
Some background
  • Dept chair/biology instructor
  • Cochise College
  • Blended
  • definition
  • Blackboard delivery
  • Four classes, 8 occurrences
  • AP I (BIO 201)
  • AP II (BIO 202)
  • Microbiology (BIO 205)
  • General Biology for Majors I (BIO 181)

3
Have you ever taught a blended (or hybrid) course?
  • Yesonce
  • Yesmore than once
  • No
  • No, but I am planning to soon

4
What are the challenges of blended?
  • Capitalizing on the best of each
  • Maximizing interaction in the classroom
  • Cultivating independent learning
  • Podcasts
  • Ilinc lectures
  • Study group formation
  • Student expectations and misconceptions
  • Less time
  • Less effort
  • Procrastination
  • Baby bird effect

5
Two foci
  1. Addressing Student Expectations and
    Misconceptions
  2. Actively Engaging Students in the Classroom

6
Addressing student expectations and misconceptions
  • Strategy 1
  • of 2

7
How can you change student expectations?
  • Clear outline of what will happen
  • Time not spent in class is not gone time
  • Time management planner
  • Syllabus exploration
  • Partially effective

8
How can you change student expectations?
  • Distributed practice
  • Introduce
  • Reinforce
  • weeks 2, 6 reflection/check-in
  • Before first exam Sports analogy

9
How can you change student expectations?
  • Attributional interventions
  • Highly effective over the long term

10
Have you ever heard of AIs?
  1. Yes, but Ive yet to use them
  2. Yes, and I use them
  3. Nope
  4. Other

11
What are AIs?
  • The student's first attributional
    inclination after failure externalization does
    not facilitate learning, help seeking, or
    increased persistence. To counteract these
    "natural" tendencies, educators should encourage
    students to explore the causes of their success
    and failure and guide them toward
    achievement-promoting conclusions about
    causality (Noel, Forsyth Kelly, 1987, p. 160).

12
How did AIs come about?
Low Performing
High Performing
Low Performing
High Performing
  • Weiner 1985, 1995
  • AKA Attributional retraining
  • Uncontrollable stable vs. controllable
    changeable
  • Achievement motivation? student learning
  • Extrinsic vs. intrinsic motivators
  • Whom do you think are most positively affected by
    AI?

A B
C D
Extrinsic


Intrinsic
13
AIs are best for
  • Students who are
  • Low performing
  • Overly optimistic

14
What types of AI can be used?
  • Videotape with group elaboration
  • Perry and Struthers, 1994
  • Survey FOLLOWED BY elaboration
  • Enables vicarious learning

15
Sample Beliefs Questions (T/F)
  1. There is nothing I can do to change my
    performance in this class.
  2. There is a relationship between how well I
    perform in class and how many hours I choose to
    study.
  3. My teacher controls my grade.

16
Sample Study Habits Questions (T/F)
  1. I read all parts of assigned chapters for the
    exam. T/F
  2. I listened to all assigned ilinc lectures for the
    exam. T/F
  3. I read all parts of the assigned chapters (or
    Ilinc lectures) more than once. T/F
  4. I took notes while I read the assigned chapters
    (or listened to ilinc lectures). T/F
  5. How many hours did you study for the exam AFTER
    you finished reading the chapters and listening
    to the ilinc lectures.
  6. How did you study for the exam AFTER you finished
    your first reading of the chapters and after you
    finished your first listening of the ilinc
    lectures? Select every strategy you used.

17
An example BIO 205, fall 2006
  • Online survey summary data

18
An example BIO 205, fall 2006
Average (out of 100) Range
Exam 1 49.97 27.5-86.5
Exam 2 72.87 53.5-97
Exam 3 73.91 53.6-100
Exam 4 54.09 21.5-98
Exam 5 131.6 (out of 200) 110.5-184
After Attributional Intervention
19
Follow with Elaboration
  • Reflective essay
  • Discussion board
  • Timing to ensure reinforcement

Future Pacing
20
Why use AIs?
  • If students who do poorly in class conclude
    there is nothing they personally can do to change
    their outcomes, then their failure could
    undermine their motivation and satisfaction with
    self and with schoolwork. However, if the teacher
    encourages students to associate failure with
    factors that can be controlled, then the
    debilitating consequences of failure may be
    avoided (Noel, Forsyth Kelly, 1987, pp.
    160-161).

21
Reflection
  • If you have used AI before discuss your
    experience
  • If you havent, discuss the benefits as they
    pertain to YOUR situation

22
Actively Engaging Students in the Classroom
  • Strategy 2
  • of 2

23
Have you experienced the baby bird effect?
  1. Yes
  2. No, I use techniques to get around it
  3. Im not an instructor, but have experienced it
    with coworkers
  4. Just plain nope.

24
Minimize lecture eliminate the baby bird
  • Not easy!
  • Student expectations
  • Faculty identity
  • Weekly clicker quiztwo options
  • Jumping point for teacher-led discussion
  • Team learning
  • In class questions

25
Which of the following is the biggest killer of
women in the United States?
  • Ovarian cancer
  • Lung cancer
  • Heart arrhythmia
  • Breast cancer
  • Complications from osteoporosis

26
(No Transcript)
27
Minimize lecture eliminate the baby bird
  • Expert Groups

28
Get students out of their seats
  • Hands-on activities
  • Plays
  • Students need
  • a clear outline
  • time to plan and rehearse
  • Supplies!
  • Very effective

29
Get students to interact with each other
  • Paired concept analysis
  • Drawing
  • Explain
  • Switch
  • Then
  • Two groups

30
What the goal?
  • Develop self-sufficient learners
  • ENGAGE learners

31
Questions?
  • Thanks!

32
AI citations
  • Brownlow, S., Reasinger, R. D. (2001). Putting
    off Until Tomorrow What is Better Done Today
    Academic Procrastination as a Function of
    Motivation Toward College Work. Journal of Social
    Behavior Personality, 16(1), 15.
  • Hall, N., Hladkyj, S., Perry, R., Ruthig, J.
    (2004). The Role of Attributional Retraining and
    Elaborative Learning in College Students'
    Academic Development. Journal of Social
    Psychology, 144(6), 591.
  • Noel, J. G., Forsyth, D. R., Kelley, K. N.
    (1987). Improving the Performance of Failing
    Students by Overcoming Their Self-Serving
    Attributional Biases. Basic Applied Social
    Psychology, 8(1/2), 151.
  • Sinkavich, F. J. (1994). Metamemory,
    attributional style, and study strategies
    Predicting classroom performance in graduate
    students. Journal of Instructional Psychology,
    21(2), 172.
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