17 Burst results for "P."
The A&P Professor
"p." Discussed on The A&P Professor
"Quarter said. Hurt your score so you know and realized this is one college one study. You know that so. We always have to keep that in mind. But i tell my students like you shouldn't change your answer unless you're like you have that like blow your hair back like oh my god. I can't believe. I almost chink. That answer right like or career or or like a new piece of information pox back into your memory. That makes you be like oh i have to. I have changed. That's absolutely right and if you don't have that moment you're probably going to change it to an incorrect answer. Because i tell them that you know all this comes back to making you go down another hall of talking but you know you preach the right word but you talk so much about the importance of retrievable practice and you have a whole podcast series lately on examination strategies in that sense and so it's like well. How do you get confidence in. Your answers retrieval. Practice right you've practiced retrieving this from your memory. So you know why you know why you recognize your initial answer as probably the correct answer because you've practiced it multiple times so when students have studied and studied and studied. But they haven't done retrieval practice. It probably more likely to recognize that correct answer but not really know why. They're recognizing it as the correct so i often say to my students like you're recognizing it as the correct answer because you did lert right. I did the work. You just practice Practice pulling it out of your memory. So that's why you're not potentially not feeling confident in it and you know why potentially hurting you're changing. Your answer is going to hurt you in that sense so i think that the conversation just needs to be much more nuanced and tie in there studying in preparation strategies more but of course that takes a lot of time. So that's where you know what. I carried away from this that to make sure that i'm not giving black and white. Never change your answers. But to talk to students about their thought process behind changing answers and also incorporate. Okay do you wear as we look at the rest of the test. You know rather than just hone in on the wrong answers. Do you see that you changed your answer to the correct side and focus on bolstering their that thought process because i think it's easier than for them to beat up on themselves for changing answers to incorrect but a and then completely brush over the right things they did which would boost their song esteem and anthem in confidence going into the next exam. And i think we miss that opportunity from ably because when you have limited time to meet with potentially hundreds of students in that you're managing you just hone in on the wrong answers that that's what they're interested in looking at and wouldn't it be amazing if we could review exams and focus on everything..
The A&P Professor
"p." Discussed on The A&P Professor
"The course i go to the instructor they say well. Yeah if you do you know get this level of score are better on each of your next assignment tasks or whatever then yeah. You're your squeak by with a b. Plus you want and there's all kinds of different scenarios where that works out but the idea is that you can mess up at least to some level in most courses. Not all courses are like. There's some courses have a policy that if you get below sea on any test you can't get a grade any higher than whatever it is and so on but i think most of us just too simple adding up a points are averaging appoints so that you can have weak spots here in strong spot Coverage is out. And you got your beer better in your onto the next step. Now there are some advantages to that because we know that there are things that are out of our control of anyone's control that can affect people. They might be a flood or a fire or an earthquake. They might have medical challenges Epidemic might come up that affects them. There might be certain challenges that they've always had that they really need to work hard to overcome. There could be all just anyone of a variety of things happening. That is forgivable that is not meant as something that should harm us. that shouldn't harm. Students shouldn't keep them from passing. Our course in i you know i guess. Theoretically that is a way to handle those like okay. You know you can have a couple of scores. That aren't so good. That are actually pretty bad. And you can still pass this course. It's okay we can still make it work and you'll get out and can continue on and in pat you on the back in and hope the best for you and be truly sincere in doing that but there are other ways to do that to take care of that problem in so that's part of what i wanna talk about as well but before i do we're going to take a quick break and then we'll be.
The A&P Professor
"p." Discussed on The A&P Professor
"First off. I.
The A&P Professor
"p." Discussed on The A&P Professor
"I also design things to minimize dishonesty. That is do what i can in the design of course in the design of my test to not allow those enticements to let them make the wrong choice but in the end i have to realize that i just can't stop cheating. I can't stop it entirely. And i need to consider where is my time and effort spent. Is it best. Spent in erecting all kinds of elaborate anti cheating strategies or as my time effort best spent in developing the learning activities and implementing the learning activities. That are going to help. My students succeed in coaching. My students in supporting my students. So yeah. I spent some time in designing things. I spent some times in monitoring things. But it's not a huge thing for me and as i said i. You know my students to open book open. Resource consult with whomever you like. When you do that. It started dissipates. The need tichy. There really aren't a whole lot of ways they can cheat or if they're going to have somebody do the test for them which is about the only way to cheat on one of my online dust. That is a huge undertaking. You're asking somebody because you have all those many attempts of all those many. I'm if i'm giving seven or nine online tests of course young sets a lot of tasks and so you somebody do that for you..
The A&P Professor
"p." Discussed on The A&P Professor
"Assessments such as low stakes quizzes. And how much of the overall course. Grade duties unlimited test opportunities makeup okay. So they're really two questions. They're they're related questions. But there are two questions here. I'm going to address the first one about unlimited retake supplying to form tasks such as low stakes quizzes. Well again. I mean these two different kinds of courses so in my pre impede course. Which is that that review course. Refresher courses students can optionally take before eight. P. all ten tests and the comprehensive final exam are the unlimited retakes. and yes those are formative assessments. But that's kind of the purpose of that course is to be formative. It's not to see you know how much they know before they go into an mba. It's sort of brush up on what we hope that he know before they go into an mp so it's all about refreshing in brushing up so with that course. I have no problems doing that. But you know a-tast can be formative meaning attached with the purpose of learning of forming new knowledge of of of the process of learning at the same time that it's a summit of test and evaluation of final measurement of what has been learned. It's formative in the sense that you're taking all these retakes in you're getting better and better and better. We hope if you're not that's when you know it's my role as the instructor to kind of figure out what's going on here. Why aren't the test scores getting better. What can i do to help you. What what's the hold up your. What's the issue. And i've never had a case where we didn't figure something out in push on. It was usually just a matter of not giving up just being encouraging I know this is starting to get frustrating. Here's some strategies for how to do better on the next one and so on and i'm right behind you here so let's not worry about it..
The A&P Professor
"p." Discussed on The A&P Professor
"No that's not. Of course come on. You know students well enough. You know that even if it were set up that way and it's not but even if it were set up that way there are a lot of students who wouldn't really do the due diligence to find out what the correct answer is wrong and then they're going to sit down to it again. They might mess up again. 'cause they're just guessing at the next answer right like a wasn't this. Maybe it's this you know and so yeah k. They're gonna keep doing you know it's not going to get them anywhere so what i do is i give them randomized tasks so when they take it a second time. They're gonna get questions on the very same concepts. They got questions about before but they're going to be different questions. Okay one or two might be the same but the odds of them giving the exact same start astronomical. I mean it's pretty much impossible. It's like the same as the state lottery. It's just yeah that ain't going to happen and so in. I'll tell you how i do that in a second. Why the odds are so far against getting a second test so when they get the next task having taken the first test that will be helpful to them. And i want them to printed out and i want them to get the right answers first and then have that ready nabbed one of their resources that they can use that next test. The way i do that is an all. Learning management. Systems can do this. Is i. set up my test in question sets or question. Pools every learning management system is a different word for it but basically let's say there are three questions on this test. I give a lot more than that. But let's say there are three questions on the test so for question one. The student just sees one question but the learning management system might have five different questions there and the interface set it for random. And there's you know little check box. I have to check to make my learning management system. Do that then. I will check that and so. Learning management system will just randomly select one of those five items in..
The A&P Professor
"p." Discussed on The A&P Professor
"You mentioned that you give your students the opportunity to retake assessments as many times as necessary until they can answer the questions correctly. How exactly does that work in your courses. Well that's a great question to start with. Because kinda allows me to lay the ground work on my thinking as far as the way do testing and that crown works centers on the concept of retrieval practice and retrieval practice is the name of an idea. That's been around for a long time only eight more. Recently called retrieval practice in. That is that in order to learn something you have to for memories right on those memories are either taken out used as is if it's a fact based thing that you need or you take those memories out of storage. Maybe they're facts. Maybe their strategies maybe their memories of things that have worked memories of things that haven't worked in you pull them out and sort of sort them out and compare and contrast them and process monette make some kind of decision so those are the higher levels of thinking that we normally identify is one of the goals of our teaching. Ap we want our students to have a big treasure trove of available facts in their memory so yeah memorization is a good thing and we want to help students with that part of it but we also want them to be able to use those facts to compare and contrast them to pull out the facts that apply to a particular case maybe used them to solve some sort of problem or be creative with him in some way so all of that requires us to retrieve things out of our memory but the thing about retrieving things out of our memory is if we form a memory and then just leave it alone. The more time that goes by the less likely it is that we're going to be able to retrieve it when we went to when we have a problem to solve or a fact that we need to spout. Maybe we're on jeopardy and oh man. I'm so disappointed. I was chosen as a new host of jeopardy. How well anyway. That's another story. The point is sometimes. I need facs for jeopardy or for some other reasons. Sometimes i need a whole bunch of different facts different kinds of facts maybe across different topics in sub topics and so on and i need to sort them out and see which ones apply and then start to apply either way. I have to do that. Retrieval practiced it. Odds are it's not gonna come when i need it and i need it when i need it. So one thing. I can do to increase the likelihood that it's going to become available to me when i needed is to practice that retrieval so asked me this question okay got the answer great and then i wanna come back later to okay asked me that question in yea i got it again or maybe oh shoot. I forgot that. Don't tell me don't tell okay. Tell me hit our let me look it up or whatever so now you know i thought i knew it i turns out..
The A&P Professor
"p." Discussed on The A&P Professor
"Oh my gosh. I'm gonna get kicked out of his class. I'm gonna disappoint him so much by then. We liked him so much that we didn't want to disappoint him. So i talked to my buddy from high school and a couple of other people and they were like oh man. We got kind of blown away on that. It's so surprising because those should have been easy problems in yet. We froze on the test. So i thought well at least it's not just me right so when he came back in during our next class with the graded tasks are very first test in this wonderful experimental class that he was so excited about. He did not look excited. I couldn't tell at least. Is he really mad. Is he really sad. Is he going to start yelling. The the veins in his macaroni temples. They they bulging or is he going to start crying. You know what is going on but we could tell that something was really bothering him so he came in and he sort of dropped the stack of papers on his desk again. It was hard to tell. Is he mad. And he was thrown them down or was he sat and just have exasperation. Let them drop or what was going on in so he just kind of looked at us he just looked around us. And we're like oh man. This is not a good sign because see normally came in full of life and with in-fighting remarks and so to get us all awake and excited and ready for the next class but he would just looking around at us and we're trying to read his face and not least. I wasn't totally able to do that. Except that i knew something was amiss and so he said finally start talking and he said this is not working. Okay well not telling me much more. Where's he in. Which direction is gonna go in here with this. So he said you know what he you. All are the cream of the crop..
The A&P Professor
"p." Discussed on The A&P Professor
"In one of her novels. Morgan matson wrote this line. As i stared at the stars. I realized that there were always this many of them. It was only when the other lights were removed that i could see what had been there all along. Welcome to the n. P. professor a few minutes to focus on teaching human anatomy and physiology with a veteran educator and teaching men toward your host. Kevin pat learn about a way to help students identify learning goals..
The A&P Professor
"p." Discussed on The A&P Professor
"Has mistakes in it. I've never met a textbook at any level. Even some of the classic text books that have been around forever have mistakes in them kinds of mistakes all different kinds of mistakes. And they're all gonna be in there somewhere other. There's gonna be mistakes and formatting the terminology or the symbolic g. or whatever that houston there. There's going to be typos. There's going to be things that get a little mixed up here and there. The on this happens a lot with labels on illustrations. You can keep bad this experience where you put the label backwards supposed to be and then at the next round and there are many rounds of checking things next round of proof eating reading. It's bounce back to the wrong spot and you put it back in next time. Run and bounce back again. And i don't i don't know how it happens. Probably a bunch of different ways. It can happen because lots of people working on these projects in. Sometimes it gets all the way through even though you've corrected at three or four times or maybe more and it still gets through. And i've also had situations where somebody has pointed out a typo and i go back and lincoln think was that in the prior edition. Did i introduce that typo or or what. Go back and look in. The type was been in there for three editions. How could that happen. You know a professional copy editors in professional proofreaders multiple authors and contributors reviewers looking at that in students countless students. Why didn't they say anything you know. Sometimes they do sometimes catch him and let us know and by the way when you catch a typo or some other kind of air please please please get in touch with the publisher and ask them to pass that along and they will we get those every once in a while in. It's either an opportunity to fix something in the textbook. That's going to help everyone or it's an opportunity to learn. We were the woods that are wrong. That happens sometimes. And i usually reach out if i know who it is. I reach out to them and say look. Here's why we did it this way and we think car reflects current understanding. And here's why. And we all have those things i mean. None of us can know everything about amp. So we all have our own misconceptions and in gaps in knowledge and things like that and speaking of that. That gets to this other kind of mistake. It's not just typos. There are content errors and their misconceptions in there. Because it's made by humans and we all have that and again reach out to the publisher who will get the information to the author. If you happen to know the author like you know me you don't have to get a hold of me directly. Tell me about it. I mean told me exactly. Don't say that one part where you talk about the heart. That's going to help me much. But tell me this page or tell me the book too. Because i have more than one tax. So you contact. That author talked to that author. Don't do it while you're in a group of fifteen people..
The A&P Professor
"p." Discussed on The A&P Professor
"Be clear. This is the second of two back to back episodes that focus on how we can be a lot better at using slides to teach than we often are that is identifying common practices. That don't work very well for learning and then finding out some simple ways determine around to make our teaching with slides work way way better and i'm absolutely talking about slides that we may use our lectures. I'm including slides that we used to ask or to set up discussion questions slide. We used to introduce case studies slides. We uses references as we draw out. Sketches on the whiteboard slides. We use in short video previews reviews well just to all the different ways that we might use slides and i also wanna point out fits intentional. That i'm bringing up a few things that you may have heard in past episodes. I'm bringing them up in different ways in different context for a few reasons not the least of which is to allow repeat them. Yep that's how we learn right if i tell my students once that signal transaction at some membranes is important and here's how it works. Well they're not gonna learn anything. If i just do that once. I have to bring up that core concept when we talk about. Oh i don't know sanad cranes mission and again when we talk about sensory reception and again we talk about ormeau no signaling and again. Well you know every time it comes up. That's what we do. So that students finally get it. So think of these slide skills in slide strategies as i don't know core concepts for teaching with slides and in that spirit of repetition or layer ring or whenever you wanna call it. Let me quickly run through some of the core concepts discussed earlier. That is an episode ninety five even if you just listened to that episode which really is a good idea to listen again before you listen to this one..
The A&P Professor
"p." Discussed on The A&P Professor
"Be surprised by the typical system by system approach that we use amp. This is especially true if it was a human dissection based course rather than undergrad anatomy survey course. Every fiber every micro filament of you're being will want to cover things on a region by region basis. How can it possibly make sense any other way. The systems approach is just wrong. Am i right. I remember a series of conversations few years ago with a colleague who is trying to make the case that we should all start. Amp with the liver. Yes you heard me right ville liver the liver and its functions. Connect everything our students should know in. So it's a logical place to start. She gave a lot of logical examples and interesting pathways to follow to get to all the major concepts of mp by starting at the liver really got me thinking differently about the liberal. I can tell you that. Of course she was just being playful with us. Thank i don't know maybe she's teaching her liver base day he courses. We speak but the thing is it could work starting at the liver and maybe even work better than the traditional sequence. So why don't we ever move past the casual conversation stage and start a revolution perhaps get someone to write in. Amp tax book that upends the traditional order of topics. Or go out and give workshops in some and ours and try to recruit an ever larger band of disciples telling the story of human structure and function in your new and better way. Well that could happen. It's unlikely because massive stones like the ordered universal. Canon of a be topics are hard to buy. But still it could happen. Decades ago a friend of mine wrote physiology textbook. You'll have never heard of it. And here's why he told the story a different way than all other physiology textbooks. Instead of having a chapter on endocrine function he decided to leave out that chapter and instead integrate endocrine function as appropriate into all the other chapters. So all the endocrine material was there all those essential concepts they were. They're just not in. Its own discreet chapter. I liked that idea. A few people did like that idea but most physiology instructors did not hike idea. It messed up their syllabus. It messed up their schedule of lab activities. It messed up their schedule of teaching blocks for team teaching..
The A&P Professor
"p." Discussed on The A&P Professor
"Like m. p. one or two or if you have a combined one semester or if you have just a or just be one cutter award a badge for. I don't know each system of the body or each region of the body or for particular concepts like homeo- stasis or histology or for lab skills like microscopy or brain dissection or bone identification or anything that you think is worthwhile and therefore worth documenting. The caveat is that ought to be tied to something you already measure or assess and documenting your course maybe with a quiz or tasks or lab practical or a project or some combination of these measurements. Something else to consider as we might want to award badges for participation so it wouldn't necessarily be part of our great or anything but they would get some documentation and some kind of digital reward for a certain level of participation or attendance. The other thing to consider is what level of competence in that skill or concept mastery is needed to earn the badge. I have some students to not so good on one of their lab practical but still managed to pass the lack. of course. i don't think they deserve a badge for those skills or concepts where they performed under par even if they pass a practical. My view is that they deserve a badge. Only when they do -particularly well and this is tied to whether the badge really mean something or not if i give a skeleton badge to every student who passes the skeleton practical. That badge won't be as meaningful is. When i award the skeleton badge only students who reach in a or b level or splitting the difference of plus level or whatever i think demonstrates actual mastery i use canvas is my learning management system. Our lms in that course. But any lms can work for awarding badges. What i've done is.
The A&P Professor
"p." Discussed on The A&P Professor
"Wow that sounds pretentious universe okay. Let's say available in the world of the professor. Yes that's way less pretentious than universe right. But you know what i mean. Essentially the podcasts. There's the website in the community and the book club and all that stuff anyway. I said then that. I'd get back to this idea of micro credentials and well that time is now first of all. I wanted to define micro credentials. We can say that. That's the documentation or certification of small units of experience or learning digital micro denzel's usually reside in a person's digital backpack where they can be organized into groups and shared either individually or in those groups. And where do we share them. Well you can put them on linked in or other digital profiles. Put them in your resume or be personal or professional web page Maybe digital promotion or tenure packet a job application all kinds of digital platforms and digital documents besides showing off your badges at your next scouting campout. What good are they for. Us as professional educators. Well they document the little stuff the micr bengals after all all those things. we do like workshops. One day courses in self learning like reading a book conferences and seminars. Where we really do learn something useful. Something we can either use now are us later in our profession. Although skills that we pick up along the way that we often forget to document but are often as important as the skills we learned in our degree programs. Just think of all the course design skills we've been pushed into learning during our european democ teaching and specific technical skills like video web meetings online lab sessions. Perhaps some advanced skills in video using a webcam using a document camera creating multimedia and all kinds of fancy skills and roping and riding and juggling and tight rope walking and even lion taming all that stuff we've learned in a hurry during the pandemic. So that's why i i've introduced the tap. Ed program remember tap added short for the ap professor education. So you can earn badges or certificates your choice to document all the things. You're learning here. But i want to focus more on how we can use micro credentials in our amp courses. I've been doing this for many years. In my pre amp course and i think it works really well and a couple of different ways first of all my pre amp course is a refresher course organized into ten different modules. Each module is a set of concepts that students should have mastered before coming into amp one. These are science basics introductory chemistry biological chemistry introduction to cells cell transport getting energy making proteins introductory genetics tissues and the human body. Now p my students get a micro credential. That is a badge for each of these ten concept groups in the.
The A&P Professor
"p." Discussed on The A&P Professor
"In the navigation ribbon for most of us the integrity -tary system is the first body system that we explore name he won. There are many reasons a good choice. Not the only good choice spun a good choice nonetheless. One reason is that it's in some ways easier system for students to understand then some other systems like mono the nervous system for example. Another reason is there are some useful core concepts of both structure and function that can be revealed in this system in a very understandable in practical way yet another reason. Is that the skin is a system an organ that is immediately observable to us. If we have healthy vision we can see our skin and the skin of others as we learn about it even without any vision. We can probably feel our skin and the skin of others. We've all heard a lot of the concepts and terminology of the him in terry system before coming into an ap course right. I mean things like carrington college in uv damage to the skin and skin and hair color and texture growth and loss and the need for water protective skin and hair conditioning. Cba Basis glance sweat glands nails home list just goes on and on the point. Is our students come in with. Not just a general familiarity with skin. They're intimately aware of all out of the anatomy and physiology concepts of the skin. And even a lot of the scientific lingo. There's one aspect of the skin that i think that we can do much better within our ap classes though that is regarding skin color. I think we've probably all talk about the many factors that affect skin colors such as genetics exposure alter by radiation and hormones and various physiological processes. And even i dunno makeup tattoo. We talk about mellon ends. The reddish orange ish feel melons and brown. You melanin we talk about other pigments. We talk about the huge variation in skin color that occurs in these matches from person to person but the variations in skin color from one part of our body to another..
The A&P Professor
"p." Discussed on The A&P Professor
"Know we like quantitative data but can students or really anybody for that matter really quantify. How clearly a professor explains concepts in the last episode. We learned that. There's evidence that the numbers really don't compute anyway and yet by using them were assigning of value to them. They just don't have any way that classic example of how clearly a professor explains something his not a useful question to ask in a flipped course or a lab course where students are making discoveries on their own or in small groups and not in a lecture. That question doesn't really apply so if the system is working correctly students should be answering does not apply but that's not always an option so students might answer no or definitely not and that could reflect badly on the instructor when it shouldn't possibly worse than that. It sort of implies an institutional endorsement of lecturing as a standard and a primary way of teaching the net is that really the statement. We wanna make even if we do lecture in our own course okay. I'm getting a bit off track here so rating in to a list of things that i can do in a committee on student. Evaluations of teaching. I'll just end with the idea that there are a lot of things to be done here. And i've got to save them in the committee and defend my statements in suggestions. And i've got to do a lotta work a lot more work than i wanted. Who on a committee to bring evidence to the table into talk with all the other members privately outside the meeting time to bring them around to the idea that sat's are broken. That's where i'd end. But where i start is to the idea that we should consider abandoning. Sat's altogether at the institutional level. You folks are open. It might work. They're not open. Well maybe at least see the need for deeper form of. Sat's something else that we can do. Proactively regarding student. Evaluations of teaching.
The A&P Professor
"p." Discussed on The A&P Professor
"Kevin pat in this episode. I discussed proactive active and reactive strategies to deal with student. Evaluations of i brought up some good bad and ugly things about student violations of teaching or sat's in the previous episode that is episode eighty four nine after putting that episode out there and later doing a bit more research to prepare for this episode. I found that. Well that phrase the good the bad and the ugly then. I used them. The title and section subtitles in the previous episodes has been used in relation to student evaluations. I don't know like a million times. Maybe more than a million. I mean it's just everywhere. Not that i thought that it was clever or original. It just sort of popped into my head and i went with it. But looking at all these similar usages. I'm thinking that this is what a lot of expert have. I thought when thinking about student. Evaluations of teaching. What i was mainly talking about in the previous episode. What most of these experts were addressing with that phrase is student evaluations that are provided by our institution or department or some agent outside ourselves. I think this phenomenon tells us that there may be some good in doing such evaluations but we need to acknowledge the bad and ugly as well and the longer i'm alive and kicking in this world of teaching and learning and the more research on. Sat's i read the clear. It's becoming to me that the good that we speak of is mostly a hope rather than a reality but even if the reality of it isn't that bad. I think it's clear that we probably shouldn't just shake our fist. The proverbial establishment and go on is if we have no say in the matter and no power to make things different in this episode essentially a part two to the previous episode. I'm going to run through some things that we can do to make things better. That are proactive. That are active and that are re active many of these strategies fall into more than one of those three categories. But that doesn't matter what matters is that yes we can do something and i'll go ahead and encourages that we should do something. Probably a lots of things as with the first part of my discussion of sat's. I'm just scratching the surface here. There's a lot more to say and a lot of ideas out there. Many of them are way better ideas than those. I'll be discussing. Which is why it's important to call in with your ideas and questions. To the podcast hotline. I'll be giving that number two at the end of the episode. As i always do along with some other.