17 Burst results for "P. P."

"p. " Discussed on The A&P Professor

The A&P Professor

04:39 min | 11 months ago

"p. " Discussed on The A&P Professor

"Every student says that they have it and so i think i personally believe and i don't wanna make assumptions but what's happened is any amount of nervousness about taking an exam is now labeled that and it's like but it is normally there's the you stress versus distress right but i think today so many so many students and young people like stresses just stress. There's no such thing as good stress right. Any amount of anxiety is bad and scary and the end. They think think is abnormal or contributing to contributing to their Their their perceived success on an exam. So i think you know another and this is like a whole other topic but that I think we need to do a lot. More work with our with our young adults in younger students at basically just like managing imagine. There is a class in grade school and high school that was like managing stress and anxiety. Like you know anthem. And the impact that that would have long term in every aspect of their of their lives and i realize especially at the undergraduate level for so many students that we teach that are intending to go into health professions. They kind of have to be obsessed their grades because they need certain. Gpa even be looked at on a transcript. I teach graduate level now and we have cutoffs so no wonder. They're so stressed about their about their grades in that sense. I don't know and i wonder how much And again this is another conversation. But i wonder how much dropping things like the. Sat requirements will help or hurt in the long run. And i definitely was interested in hearing without the are episode. Going to long hearing your thoughts on why you feel that dropping. Sat requirements is necessarily a good thing. And i ask that. Because i'm doing. Some recent research with a colleague right now about mindset and growth mindset versus fixed mindset and the impact of that on academic performance and overall the literature shows. There's very little impact on basically how much you believe..

"p. " Discussed on The A&P Professor

The A&P Professor

04:44 min | 11 months ago

"p. " Discussed on The A&P Professor

"Change your answer. That is good advice. I think i'm still worried about what i say. Beyond that 'cause yams you know. Especially if i'm one on one students will ask me more questions about that. Well what if this what if fat and so on. And i guess you have to take that on a case by case basis but i really like holiday how they attacked this question in. They did a. They did an attitude survey and showed that. There's a big difference between the faculty attitude toward this in the student attitude toward this which kind of blew my mind. And i have a theory about why that may be so they talk about. We'll maybe because it's a different generation or something like that. And i think that kind of plays into you know my take on it. I think school colleges especially colleges are much more likely now to offer opportunities for test taking skills to students than they ever did before in my also account well so that accounts for the students having this attitude that changing their test answers is okay or maybe even good because i think a lot of those workshops that they take or other opportunities about learning about study skills in books pamphlets or whatever handouts. I think those are mostly evidence. Based at least nowadays they are mostly evidence based and so they're getting this evidence based information and more. We're not necessarily seeing that. Must we sit in on. Those opportunities are go through. Those materials. To students are going through and so here. We faculty are just sitting here with our own. Preconceptions in the students are being taught the evidence based strategies in so i. I'm thinking that possibly has something to do with the difference there. But i think it's important because i really do believe that one of our major roles you know besides Leaving students along the content of our course the concepts of our course part of that in a in a big part of that important part of that were mentors..

"p. " Discussed on The A&P Professor

The A&P Professor

03:08 min | 11 months ago

"p. " Discussed on The A&P Professor

"A searchable and a captioned audio graham this episode are funded by aaa. The american association for anatomy one of my favorite resources from aaa is there journal for teaching and learning anatomy and physiology. It's called anatomical sciences education. You need to check it out. You can do that at anatomy dot org. Should students change their answers on multiple choice questions a study by justin mary. Mary kay ellen. Chin and rene surma of the biology department at saint francis university in loretto pennsylvania. Multiple choice exams are pervasive feature of secondary and undergraduate education and are the primary question format for most standardized admission exams although the risk substantial literature debating limitations associated with these types of questions students have little choice but to master this exam format to succeed in many fields of science education advice on test taking strategies varies and is not always well informed by research in general. The literature suggests that students should change their initial responses that they think are incorrect but many instructors persist in advising students not do so. The purpose of this study was to evaluate the question of students benefit or harm when they change their initial answers on multiple choice questions in the context of physiology and biology courses. The researchers examined answer changing on examinations in undergraduate biology human anatomy and physiology and neuroscience courses the primary alternative. Hypotheses tested were one if answer changing benefits student exam performance and two if answer changing.

"p. " Discussed on The A&P Professor

The A&P Professor

01:36 min | 1 year ago

"p. " Discussed on The A&P Professor

"That i covered in this episode. If you don't see links in your podcasts player go to the show notes at the episode page at the a p professor dot org slash ninety nine. And while you're there you can claim your digital credential for listening to this episode. And i invite you to be like jerry. Yes inquisitive and thoughtful and otherwise awesome like jerry but also a caller to the podcast. Time at one eight three three. That's one eight three three five four six six three three six or send a recording or written message to podcast at the a p professor dot org. And you're invited to join my private. Ap teaching community way off the social platforms at the ap professor dot org slash community. I'll see you down the road. The a and p professor hosted by dr kevin pat an award-winning professor and textbook author in human anatomy and physiology. Please keep this episode and all other sharp objects away from your eyes..

"p. " Discussed on The A&P Professor

The A&P Professor

05:28 min | 1 year ago

"p. " Discussed on The A&P Professor

"And i'll get to that later on. They just too much better. Because it kind of primed the pump. It gave him an idea of what kinds of things are important to learn in this module and another thing i did besides the pre-test night start either of these. At the same time. I started to online randomize toss and i didn't start them at the same time as each other. These are just things that evolved over time. The other thing is cumulative testing. I had read a lot about you. Know the fact that if we keep going back to previous information and sort of interleaving that with new information so yeah. They're different topics so the cardiovascular test might have questions it came from previous topics like skeletal muscle and so on and we know that a lot of those actually have something to do with cardiovascular. Anyway right 'cause you know skeletal system. It's a place. Orange store calcium. We know calcium's important in the cardiovascular system at least in the pumping action of the heart the myocardium and of course that leads us the muscles to so knowing something about muscles in general italy's going to help us understand cardiac muscle but even if they weren't as directly related. It's still helpful to go ahead and review that stuff. 'cause you're doing more retrieval practice and and there's a lot of research it also shows that if you interleave what you're learning with other topics that aren't as closely related that enhances learning as well and of course we were doing kind of a space like an extra long spacing meaning that you know we were coming back. After allowing time to forget those previous topics were coming back in reviewing them again. So remember how we said that reinforces learning. I ready had the test bike so it was easy to do. All this for the pre-test. I just sat up another single attempt of the test as a separate test. I just copied it over made a separate test and then for the cumulative testing what i did was i just took The questions from the previous test banks usually not all of the questions. But i i pull out some of the Question sats from the previous test banks. And i'd put that in. There are actually couple times what i did was. I just took all of the questions from previous ties. Put it in the new test but had the But muslim all together into one giant pool and i told the the learning management system to take two items out of pool in in.

italy
"p. " Discussed on The A&P Professor

The A&P Professor

05:10 min | 1 year ago

"p. " Discussed on The A&P Professor

"That started happening more and more. That is that students. Were getting things into the long term memory in taking things into their next course and eventually into their careers from amp much more so than they used to do before now kind of built in there is this idea of spacing. The you know if you ask me that question. And i get it wrong. Okay in s me. Mcginn three seconds later and i get it wrong in the national league in three seconds later and then another three seconds and got it right okay. That's not going to really stick in my long term memory that long. I mean it's not really. I wouldn't even call that long term memory right but if i give him a little time in tomorrow you asked me that question or in a couple of days you asked me that question. Then yeah okay. That's got some spacing in there in a lot of research shows the poor little space in between sessions. So retrieval practice. So you don't have like one long. Massive retrieval practice. And then you're done but now you space it out then. It's going to be more likely that that's going to get into your long term memory. It's more likely that you're going to be able to retrieve that information when you need it. Okay so that's why. I allow students to retake their tests over and over. Because i want them to do that. Retrieval practice and they can't do it if i only give them one test one time and that's it we're done. That's not retrieval practice. Not yeah. I know that. We can hope that. They're doing retrieval practice on their own. But after a lotta years. I realized there are handful of students. That do that in you know. Half of them would have done it anyway. The other half do it. Because i told him that that's the way to do it. But that's still only a handful. I want all my students to be successful. I want all of my students. Well i'm gonna have to force them if they can have to push him into it. I mean it's from when i was a kid night. I played soccer in. I don't want to go do practice all the time i just workplace soccer games. I just want to play soccer. I don't wanna have to practice dribbling practice heading the ball boy especially didn't wanna practice that. Oh man i could feel a right. Now you know and all the other things and practice passing okay pair up and we're going to just pass back and forth on k. Are there some fun to that. But it's not the same as actually being in a game. I wanted to be in the game. I don't want to practice in. Our students are like that too. You can tell them practices necessary and the ones that ended up being good soccer. They practice on their own anyway. But if you're the soccer player guy was as a kid you have to be kinda forced in into practice unique got. The coach really has to say okay..

Mcginn national league soccer
"p. " Discussed on The A&P Professor

The A&P Professor

05:35 min | 1 year ago

"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..

Morgan matson Kevin pat
"p. " Discussed on The A&P Professor

The A&P Professor

05:31 min | 1 year ago

"p. " Discussed on The A&P Professor

"Okay. does come up.

"p. " Discussed on The A&P Professor

The A&P Professor

05:02 min | 1 year ago

"p. " Discussed on The A&P Professor

"To a and p tax books have too much content. Don't tell me that thought his never occurred to you. Welcome to the professor. A few minutes to focus on teaching human anatomy and physiology with veteran educator and teaching mentor. Your host kevin pat in this episode. I ask is there too much content in your textbook because the color of my marking pen send a signal out teeth since cold. What is a tunnel. And what are the greek names of the stars. Kobe to stretch..

kevin pat Kobe greek
"p. " Discussed on The A&P Professor

The A&P Professor

03:00 min | 1 year ago

"p. " Discussed on The A&P Professor

"In the abstract of the joint international consensus statement for ending stigma of obesity published in the journal nature. We find this statement. Research indicates that weight stigma can cause physical and psychological harm and that affected individuals are less likely to receive adequate care for these reasons weight. Stigma damages health undermines human and social rights and is unacceptable in modern societies. Welcome to the. Anp professor a few minutes to focus on teaching human anatomy and physiology with a veteran educator and teaching mentor your host kevin pat in this journal club episode krista rem game a paper on how attitudes about the large body. Don't may contribute to weight stigma among health profession Okay well we're here. Once again with another journal club episode with crystalline polski. Welcome krista kevin nice to be back. It's been a while. Yeah it has and there's a reason for that just a new addition to your family. Tell us about that. Yes my son. Noah was born eleven weeks ago four weeks early though so that was a bit of a surprise in through my winter and spring. Into a bit of chaos. But it's good for your right to build that kind of tolerance in life for the unexpected Especially for a obsessive planner like me. So i've joined the throngs of working mothers in academia and just trying to figure out how to make it all work as we all do so. It's been great aura. Congratulations that's great Even if it did causes to do some of our practice resilience in in get going and You know we had kinda already schedule the this conversation before that all happen in in i went back and reread our article. Which i'm glad i am. I'm kinda glad. I have more time to let it can kinda subtle in and that there is so much like most of the articles you bring us in the journal club. There is so much here uh so much unpacked that maybe we better start unpacking so as usual christa has provided us a summary of the article. The so that we're all talking about the same thing and know what the essential elements of it are and And then after that. We'll come back in Dive right into it great. You'll hear krista summary.

Noah christa eleven weeks ago kevin pat krista krista kevin four weeks early polski
"p. " Discussed on The A&P Professor

The A&P Professor

06:00 min | 1 year ago

"p. " Discussed on The A&P Professor

"So what. I'm going to talk about now. Is animating pieces of a slide or items within a slide in the simple approach to teaching with slides. That i advocate but have yet to completely master myself we would not likely have very many items on a slide we may have just a single illustration and we use that to tell her story or that part of our story orally like when the narrator is the oral storyteller in. Ken burns documentary. You don't see a bunch of tax to you. you're getting the story from the mouth of the storyteller and visual media is dramatizing and reinforcing that story. But you and i are not peter. Coyote earns i thank. Hey peter or ken. if you're listening why not call into the podcast hotline to give us some storytelling chips in our teaching slides. It's just fine to have some concise labels on or near that image but not too many and we may also or instead have a few bulletin phrases to many and almost never will we have any complete sentences and never ever ever a paragraph but you know sometimes we really wanna have a few more than just a few things on side. Well we can use the built in animation functions of our slide creation software to have it both ways or at least the illusion of having it both ways and allusions are just as good as the real thing in this case the easiest case is if we end up with a bunch of bulletin phrases or terms on a single slide but we want to simplify the slide and thereby making it easier for students to understand and more likely that the even try to engage with the sly of course the first step is to consider splitting the content across several successive slides thus chunking the tax than the smaller bids that are easier. Follow as we tell our story a useful next step is to find ways to use an invented outlined style the group terms into logical subgroups a sort of graphical organizer after that another next step is to apply animations. So that only one term. Or perhaps only one subgroup appears at a time. This technique is nothing new really in the olden days..

ken Ken peter first step Coyote one subgroup both ways one term single slide single illustration a
"p. " Discussed on The A&P Professor

The A&P Professor

03:24 min | 1 year ago

"p. " Discussed on The A&P Professor

"A. Here's the first in an intermittent series of tips for creating effective teaching slides in powerpoint or google slides or whatever presentation creation program that you're using this tap which is really a collection of many. Tips has to do with animating different items in the same sly now before i go any further. Let me explain the kevin's idiosyncratic world. H- you know that world in which kevin sometimes refers to himself in the third person and refers to his imagination as if it's an entire world well in that world one or more microchips. Makeup a mini tip and several mini. Tips make up a single tip. And that's what we're doing. And also before going further i need to reiterate might idiosyncratic distaste for the information packed bullet ridden kind of teaching slide. That many other faculty seem to be so enamored with. I subscribe to the philosophy of simple teaching slides. As i mentioned way back in episode sixty six among others in which we try to have very little taxed on a slide not too many concepts end at least one but not very many images on anyone slide. One can't always stick to that in every slide. I know that. But that's the general rule and we avoid packing information into a slide. But there's always that odd instance here and there where the best choices to do. Just that pack. A lot of information in there for example in a review slide or a summary slide yet. Another thing. I want to get out there before. I get to those mini tips. That make my. Tim is that. I'm not advocating for teaching only slides but slides to have their place right there but one tool in the toolbox and before i forget i'll be using powerpoint as my example but most other slide making platforms such as gogo slides have essentially the same functionality. So i don't think anything. I say can't be intuitively in easily adapted to any of those and finally rounding out my lengthy introductory notes which will the tip itself seems somewhat anti-climactic emphasize. My strongly held opinion. That none of us. And i mean that literally not one of us has completely mastered the skillful use of slides for teaching my series of tips. I'll be sharing as we go. Forward are my feeble attempt to get us all start thinking about how we can increase our mastery of teaching with slides while at the same time. Start thinking about using what we already know a bit differently..

kevin first one one tool Tim third person single tip more microchips One least one episode sixty six google slides gogo
"p. " Discussed on The A&P Professor

The A&P Professor

05:47 min | 1 year ago

"p. " Discussed on The A&P Professor

"Episode. That is episode eighty seven features a segment about using micro credentials such as badges and certificates and the whole notion of gamification as a teaching and learning strategy. That game ificationbut in a course is a lot like the board game. Monopoly are like almost any video game with a seemingly endless hierarchy of levels and that is it seems to go on and on and on but the thing is we do play such games that go on and on right. Why because we're motivated. We're having fun. Achieving rewards are brain's reward centers are being paying again and again and that keeps us going. And isn't that what we want for our students to make it through to blonde grueling semesters of amp so game vacation can be one of those magical ingredients that we add to our course design. I'm coming back to this topic of gamification because there's a bit more want to say about it. But before. I do that i wanna ask. Have you listened to the previous episode and earned your badge for it. All you have to do is click the link in the show notes on your device or at the episode page at the ap professor dot org slash podcast and then click link. That says claim your credential. I think if you start doing that for these podcast episodes or the books that you read from the amputee professor book club. You'll start to see things from the student perspective and you'll start to see that it's not just me being silly again and proposing yet another non traditional harebrained idea. Well yeah okay. It's partly that but also is because it works it really is magical ingredient and the only way to believe in that magic is to experience it one of the things i want to add to the game of vacation story now has to do. With my example of using badges from the micro credential platform at badger dot com the to be a d. g. r. dot com..

Monopoly one com ap professor dot episode eighty seven org amputee professor book club
"p. " Discussed on The A&P Professor

The A&P Professor

01:30 min | 1 year ago

"p. " Discussed on The A&P Professor

"Hey let's get more folks to join us on this journey. There's an easy way to share this podcast with appear and also earn yourself a bit of cash simply go to the a. p. professor dot org slash refer to get personalised share link. That will not only get your friend. Also set up in a podcast player of their choice. It'll also get you on your way to earning cash reward. Refer to friends and you get five dollars. Refer ten friends and you get twenty five dollars really. If you don't see links in your podcast player go to the show notes at the episode page at the ap professor dot org slash eighty six. Where you can explore any ideas mentioned in this podcast. And you're always encouraged to call in with your questions. Comments book club recommendations and other ideas. At the podcast hotline. That's one eight. Three three a dan or one eight three three five four six six three three sunday recording or written message to podcast at the professor dot. Org and you're invited to join my private. Amp teaching community way off the social platforms at the ap professor dot org slash community. I'll see it on.

"p. " Discussed on The A&P Professor

The A&P Professor

04:53 min | 2 years ago

"p. " Discussed on The A&P Professor

"In the radio series hitchhikers guide to the future serreze. Douglas adams said this about digital books. Lovers of print are simply confusing the plate for the food. Welcome to the professor. A few minutes to focus on teaching human anatomy physiology with a veteran educator and teaching mentor. Your host heaven episode. I discuss arm length digital textbooks and a new book club pack. We've been in the age for quite some time. Now and aibo have been around quite a while including the textbooks notice that i just used the terms book and digital textbook. I haven't even had the chance yet. To drop in e textbook electronic book online textbook e taxed nor have i had the chance yet to address the variations of spelling involved in each of those is the book lower case upper case is that e hyphenated or just added onto booker taxed or whatever were pre pending to. You're anticipating that. I'm headed into.

serreze Douglas adams aibo
"p. " Discussed on The A&P Professor

The A&P Professor

04:55 min | 2 years ago

"p. " Discussed on The A&P Professor

"Your students. Don't expect a Ron Howard film or Morgan Freeman voice over. They just expect you being you in fact the more you you can be the more comfortable you and your students will be during this weird adventure that we're all on right now or maybe a slightly more laid back and casual. You might be an order. You know to engender that all important. We're all in this together vibe that we want to create right now tip number nine. Do some audio visual courses such as anatomy and physiology. You probably need at least some images for some of your instructional media but consider supplementing with audio in remember your textbook into our lab manual or lab atlas probably has a lot of the images you need anyway now audio is often even easier than video and students love it. They're part of the podcast generation after all and they can stream it to their mobile device and listen while they're doing other stuff like organizing their survival bunkers supply of toilet paper and bottled water. You'll be right in their ears as if you're sitting on their shoulder and sharing your insights tip number ten keep things brief. The knee jerk response to switching from live video and audio his simply do lectures that you've given classroom into a camera and Mike you do that if you want. If your anxiety level is climbing that may be the best strategy for you but remember an earlier point about less being more. Consider just doing really brief media clips. It's easier to hold the tension into effect of instruction in short bursts when working remotely trust me on this one too if you must spend a lot of time on a topic then break it up into short clips but consider taking those. Long winded presentations and chop chop chop them into a simpler easier to digest version. Tip number eleven be nimble in the martial art called Tai Chi Chuan. One way that we practice being nimble is to always keep our knees flexed a bit sort of like cats do when they're on the prowl. Doing that one can quickly move with great power into any of several defensive positions swats do that. Let's be nimble by being ready to shift positions quickly in response to what's happening in our course ready to change directions if we have to expecting to have to shift some things around. If your regular listener you knew I was GonNa Work. Taichi analogy somewhere right. You're probably also waiting for me to somehow work in term carbon no hemoglobin. But you know what I just could not find an angle. So you won't be hearing me say carbon hemoglobin at all in this podcast because carbon me. No Hemoglobin just doesn't apply right now. Tip Number twelve teach by testing. Give a lot of low stakes open book multiple attempt quizzes and tests retrieval practice. Any I've been preaching this message for decades but even in face to face courses. This strategy is a game changer. Now's a good opportunity and try and prove me wrong. Tip Number. Thirteen testing is not always teaching. Okay wait really I think. The testing is always teaching something. But you know there's the formative kind of testing I was just talking about that. Is All about retrieval practice. And then there's the summit of kind of evaluation after students have had a chance to do retrieval practice in this kind of some of testing test. The final outcome of learning. Maybe for this emergency we could just combine them and call the formative testing summit of when I picture when I say this is that we could allow multiple attempts at an online test with only the best score counting toward the course grade that would allow students to do retrieval practice until they gain more and more mastery some links in the show notes and episode page at the A. P. Professor Dot Org Slash Sixty Four B. That explain more fully what I mean by this..

Morgan Freeman Mike A. P. Professor Dot Org Tai Chi Chuan Ron Howard
"p. " Discussed on The A&P Professor

The A&P Professor

03:44 min | 2 years ago

"p. " Discussed on The A&P Professor

"Don't forget that initial the I found out just a couple of weeks ago. Somebody was trying to do that. And if you just put amp professor is not going to show up afterward the amp professor and then you just download it for free and put it in your vice. So what are they. What are the bonus content items that are in there? One is a little video showing you how to make flash flash cards flip in the air so that one was a silly one but the rest of them were a much more to the point in terms of actual teaching and learning one was the list of syllabus warnings that I include in my syllabus and we talked about him one of the episodes so that gives you a copy of what I am so you can use that is sort of a launching point for perhaps including your own warnings in your syllabus and along similar lines I also had a page a handout type thing that have my safety information. uh-huh called safety first. So that gives you the kind of safety addendum that I give in my syllabus. I have another resource there. That's called terms terms that are often misspelled or confused. Name P and I think that's a good one to revisit every once in a while just Ha- just print it out or save it on your disc or something somewhere and go through it every once in a while in that is useful for students because they can go through and see where they're likely to make mistakes but it's also good for us because we make mistakes stew but it's also good in helping counsel students and then another resource was regional spelling differences. So it I was GONNA say it spells out but maybe that's the the WHO said it walks you through how spelling is different between. US spelling and non you you asked spelling so it gives you some of the patterns and then gives you examples of each of those within anatomy and physiology so that you're aware of some of these different spellings so those are the regional spelling differences. And then the next resource was actually was published. Are Put out there before that one. I'm going in can reverse order. Here is a handout on the fishbowl model of homies stasis which I talked about in one of the episodes so it kind of spells it all out and you can use that handout with your students or just use it as kind of a starting point if you WanNa tell the fishbowl story or stories similar to it. I also had a video which was a seminar that I did at one of the half's meetings on running concept lists so you can go look at that and then. I had a little video showing when you a sorting folder that I use when I'm doing tests and exams in class and this is especially useful for a large class even a smaller moderate size class. What it does does? Is it Kinda automatically alphabetize student papers as they turn them in in a very simple straightforward way and the video shows you how it works and then I have a diagram that you can use in your course if you want. The chose the location of the FABELLA which is a bone of that more and more of us are showing up there showing up on our knees. It's increasing its frequency in the population. It was considered to be relatively rare anomaly announced becoming more common that was discussed and one of the episodes and then we have another table that you can use as a hand off of your students or just for your own years and it's a muscle name cable where a translates each of the major muscle named it translates them literally and we can use. That is the Monica device to help us remember characteristics risks of that muscle so shoe. Lots of stuff this year. And that's not the end of it. I'M GONNA actually dive into some of those groupings that I just talked about in later.

professor WHO