New Addition! Health Professions Educator Mini-Series: The Flipped Classroom
TEACH has partnered with the Department of Basic Science Education to develop a three session mini-series to help participants build the foundational skills and knowledge necessary for creating a flipped classroom curriculum and to offer practical guidance to apply these new skills to a curricular component. This mini-series will walk participants through the development of an active classroom experience starting with basic content, objective development, student preparation, in class materials and assessment strategies. Following these guidelines, any didactic session can be adapted to an integrated, applied format with increased student success and efficiency in content delivery.
We are offering 3 options for participants to attend the same three-session mini-series (see below for series dates/times and registration link) in order to accommodate diverse schedules. Participants are expected to attend all three sessions within their chosen mini-series in order to get the full benefit. CME credit is available for participating in this mini-series. A minimum of 5 participants is needed for each mini-series offering.
Mini-Series Dates and Times
The February dates/times are full – please check out the May and July availability!
Option A: February 2018 Series (12noon – 1pm) – Riverside 1, 4th Floor Education Conference Room
Monday, February 5, 2018
Monday, February 12, 2018
Monday, February 19, 2018 Option B: May 2018 Series (7am – 8am) – CRMH Medical Education Classroom 3
Thursday, May 10, 2018
Thursday, May 17, 2018
Thursday, May 24, 2018
Option C: July 2018 Series (5:30pm – 6:30pm) – Location Riverside 1, 1st Floor Board Room
Wednesday, July 11, 2018
Wednesday, July 18, 2018
Wednesday, July 25, 2018
Videos of The Flipped Classroom Parts 1, 2, and 3
Bonus: These sessions count toward your annual requirement for faculty development related to teaching! For instructions on how to log video-recorded sessions into Digital Measures click here.
The Flipped Classroom, Part 1, by Andrew Binks, PhD and Renee LeClair, PhD
- Describe a clear method for development of an effective student centered activity from any didactic content.
- Compare the emphasis and importance of the roles of educator and student in the didactic and dynamic classrooms.
- Appreciate the critical importance of specific learning outcomes and clear student preparation materials for the development of a dynamic classroom.
- Utilize or adapt faculty developed learning outcomes to drive activity development and assessment.
- Adapt or design creative resources to facilitate student preparedness for the dynamic classroom.
- Align content with objectives, resources and assessment prior to development.
The Flipped Classroom, Part 2, by Andrew Binks, PhD and Renee LeClair, PhD
- Align content with objectives, resources and assessment prior to development (from Session 1).
- Create assessments to evaluate basic knowledge and higher level learning (e.g. STEP 1 type question or EPA).
- Utilize content topics to drive session development and set boundaries for the session.
- Discuss methods for generating a safe learning environment, which is essential to a dynamic classroom.
- Appreciate the importance of the 5 S’s (significant, same, specific, simultaneous and summarize) in creating classroom experience.
The Flipped Classroom, Part 3, by Andrew Binks, PhD and Renee LeClair, PhD
- Apply the principles of the 5 S’s to generate a student-centered activity. (from Session 2)
- Apply fundamentals of learning theory to empower both the faculty and the student to achieve higher level learning in the classroom setting.
- Effectively link assessments with learning outcomes and dynamic delivery to ensure student success.
- Discover the importance of content integration for application, long-term retention and optimal use of classroom time.
Due to the “small group” design of this session, a video could not capture effectively the objectives of the course. We hope that you can attend one of the above sessions for the complete course work.
Thank you for your patience!