Ten quick tips for creating an effective lesson

Wilson, Greg

doi:10.1371/journal.pcbi.1006915

Cited by 7 publications

(10 citation statements)

References 32 publications

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“…And, most importantly, that virtual collaboration was as effective as face-to-face collaboration in terms of learning and confidence outcomes for the students. As flexibility is an intrinsic motivator for learning (11,21,24,25,33), the approach offering learners the flexibility to choose their location for the synchronous session may have acted to improve learning.…”

Section: Discussionmentioning

confidence: 99%

“…Flexible learning has also been shown to have multiple benefits as a contributor to intrinsic motivation, one of the most important influences on learning (25). Giving learners a choice of when, where, how often, for how long, and how to learn gives them a feeling of being in control of their own lives and satisfies the need for autonomy, an important intrinsic motivator for learning (21,33). Fostering autonomy by allowing learners to personalize their approach to learning (including minimizing the stress of the learning environment, time management, etc.)…”

Section: Introductionmentioning

confidence: 99%

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Teaching lifestyle medicine competencies in undergraduate medical education: active collaborative intervention for students at multiple locations

Pasarica

Kay

2020

Advances in Physiology Education

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The aims of this study are to 1) design feasible active collaborative educational approaches to teach and assess three of the newly described lifestyle medicine (LM) competencies to students at multiple locations; and 2) determine whether a mixed, flexible instructional delivery approach impacts students’ learning and perception of confidence in LM. The educational interventions were part of the undergraduate clinical medical education curriculum and have two parts: 1) an asynchronous session [online self-learning module (SLM)], and 2) a synchronous session using case-based collaborative learning delivered either mostly face to face, as determined by the instructor ( approach A) or mostly virtual, as determined by the student ( approach B). Both approaches were delivered in the curriculum as planned to 27 students in approach A (26% attending virtually) and 31 students in approach B (90% attending virtually). Approach B required more planning time. Approach A students (26 of 27) agreed that the SLM was valuable as an educational tool. The performance in the summative assessment was similar ( P = 0.49) in both approaches [means (SD): 33.2 points (SD 10.6) approach A vs. 33.2 points (SD 10.1) approach B]. Students reported a similar increase in confidence ( P = 0.33) with setting lifestyle change goals. The two educational approaches presented here address three of the new LM competencies using active collaborative learning. Both approaches are feasible for synchronous delivery to students located at local and distant sites, either face to face or virtual. The increase in the proportion of students attending virtually did not decrease the measured outcomes of learning and perceptions of confidence.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching lifestyle medicine competencies in undergraduate medical education: active collaborative intervention for students at multiple locations

Pasarica

Kay

2020

Advances in Physiology Education

View full text Add to dashboard Cite

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“…Some formative assessments should be designed in advance; in fact, they should be designed before the lesson content is written so that they can act as goalposts [6]. However, they can also be created on the fly to incorporate and respond to learners' questions and confusions.…”

Section: Tip 1: Use Formative Assessment Every 10–15 Minutesmentioning

confidence: 99%

“…As discussed in [6], inclusivity is a policy of including people who might otherwise be excluded or marginalized. [22] describes things instructors can do to make their lessons more accessible to learners with physical challenges, whereas [23] is a brief, practical guide to practices that will help everyone, not just members of marginalized groups:…”

Section: Tip 9: Include Everyonementioning

confidence: 99%

“…This paper describes 10 practices you can use when teaching programming and other subjects that are easy to adopt and have proven their value in institutional classrooms and other settings, such as workshops. Some have been inspired by [1, 2, 3], while others draw on the experience of this paper's author and colleagues [4, 5, 6]. In particular, this paper extends the evidence-based practices described in [7].…”

Section: Introductionmentioning

confidence: 99%

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Ten quick tips for delivering programming lessons

Wilson

2019

PLoS Comput Biol

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The Use of Concrete Examples Enhances the Learning of Abstract Concepts: A Replication Study

Micallef

Newton

2022

Teaching of Psychology

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Background Prior research suggests that the teaching of abstract concepts can be enhanced by the use of concrete examples, but there are few controlled studies. Objective To replicate key findings from experiment one from Rawson et al. (2015). Method Experiment participants studied definitions of abstract concepts from psychology, either with or without concrete examples. The replication differed from Rawson et al. by using a paid online participant pool, of non-psychology students, and a trimmed methodology focused on the key outcome. Results Concrete examples enhanced learning of abstract concepts. The critical finding was enhanced recognition of previously unseen examples matched to learned definitions, thus replicating the results of Rawson et al., with an effect size d = 0.30. Conclusion The use of concrete examples was found to enhance learning of abstract concepts when teaching concepts from psychology to non-psychology students using an online paid participant pool. Teaching Implications The teaching of abstract concepts in psychology could be helped by frequent use of concrete, real-world examples.

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Ten quick tips for creating an effective lesson

Abstract: We present 10 tips for building effective lessons that are grounded in empirical research on pedagogy and cognitive psychology and that we have found to be practically useful in both classroom and free-range settings

Cited by 7 publications

References 32 publications

Teaching lifestyle medicine competencies in undergraduate medical education: active collaborative intervention for students at multiple locations

Teaching lifestyle medicine competencies in undergraduate medical education: active collaborative intervention for students at multiple locations

Ten quick tips for delivering programming lessons

The Use of Concrete Examples Enhances the Learning of Abstract Concepts: A Replication Study

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