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Preparing students to be
active learners |
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Active learning in the lecture
hall |
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Small group problem solving |
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Problem-based learning |
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Active learning in the student laboratory |
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Using the computer to promote active learning |
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Student assessment in an active learning environment |
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Problem solving in a large class setting |
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One-on-one interactions to foster active learning |
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Concept maps, causal diagrams and other visual aids to
building mental models |
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Defining mastery (teacher expectations) |
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Using educational objectives to define student mastery |
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What does it mean to "understand" physiology? |
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When in doubt . . . leave it out! (Selecting course content) |
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Creating a classroom active learning environment |
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Dealing with student diversity |
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Fostering collaborative learning |
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Detecting and correcting misconceptions |
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Peer teaching and peer tutoring |
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Training peer tutors |
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Building interest/relevance/motivation into your course |
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Program evaluation |
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What are the prerequisites for success in your course |
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Helping students recognize general models (recurring themes,
common concepts) in life science |
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