Aim: to ensure students engage and develop their ability to learn and gain new knowledge / experiences
How:
- plan learning in a module to help prepare students to be ready to learn i.e. each new topic needs an introduction on the topic and how it will be learnt
- give students opportunities to apply / use their new learning
- increase complexity for students by enabling them to interact with more than one topic
- provide feedback on their learning
Considerations: using in and out of class activities e.g:
- active learning to encourage students to engage in reflective dialogue with self and peers through blogs / wikis
- lectures ideally should be only 25 minutes in length
- reduce PPT use by 50%
- unsupervised reading is better than a lecture for mastery of facts BUT provide guidance e.g. time on task / reading list / how many books / resources
- effective ways to get students to think: discussion, reading individual / group work in class
- the best way to learn to solve problems is to be given them
- the best way to develop critical skills is to practise them e.g. set tasks such as having to choose between competing theories / ideas and justifying choice, paradigm mixing – consider the advantages and disadvantages of the different possible ways to address a disease as a social problem, genetic defect, biochemical disruption
- independent study exercises: extract key ideas and information from lecture notes
Using art in health as a teaching and learning strategy to help a student to learn about:
- culture – get the student to examine their own and then other peoples cultures
- observation skills – get the student to look and take photographs or listen and take sound recordings of them and their environment and comment on what they see / hear
- empathy – get the student to read a book / watch a film by someone who has experienced a health condition e.g.Coveney, H. 2014. Sectioned: My experiences while detained under the mental health act. London: CreateSpace.
- anatomy – get the student to draw / mould anatomy
