We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-lear...

/pdf/does-the-flipped-classroom-improve-student-learning-and-1ez4of5hhe.pdf

Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis:

Knowledge of the historical distribution of anadromous fish is important to guide management decisions regarding the Klamath River including ongoing restoration and regional recovery of coho salmon (Oncorhynchus kisutch). Using various sources, we determined the historical distribution of anadromous fish above Iron Gate Dam. Evidence for the largest, most utilized species, Chinook salmon (Oncorhynchustshawytscha), was available from multiple sources and clearly showed that this species historically migrated upstream into tributaries of Upper Klamath Lake. Available information indicates that the distribution of steelhead (Oncorhynchus mykiss) extended to the Klamath Upper Basin as well. Coho salmon and anadromous lamprey (Lampetra tridentata) likely were distributed upstream at least to the vicinity of Spencer Creek. A population of anadromous sockeye salmon (Oncorhynchus nerka) may have occurred historically above Iron Gate Dam. Green sturgeon (Acipenser medirostris), chum salmon (Oncorhynchus k...

Distribution of Anadromous Fishes in the Upper Klamath River Watershed Prior to Hydropower Dams—A Synthesis of the Historical Evidence

/pdf/an-introduction-to-constructivism-and-authentic-activity-4wjk3g1cs2.pdf

An Introduction to Constructivism and Authentic Activity

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions.

Beyond Lip-service: An Operational Definition of “Learning-centered College”

Background and Purpose. Preparing physical therapist students to enter practice ready to assume high demands for productivity and autonomous practice as called for in Vision 2020 presents a challenge for physical therapist educators today. Although a significant body of education literature exists to guide physical therapist educators in curriculum and course design, few educators actually apply this evidence to their teaching and curricular development with the same rigor used to apply evidence to clinical practice. The primary purpose of this article is to describe a physical therapist curricular model grounded in education literature and research and designed to support efficient and effective learning to prepare physical therapists for practice according to Vision 2020 standards. Method/Model Description and Evaluation. In this model, courses are structured around physical therapist practice settings. Students take 1 course at a time and content in each course is organized into 4 streams: (1) Medical and Behavioral Science; (2) Practice Environment; (3) Examination, Evaluation, Diagnosis; and (4) Plan of Care, Intervention, Outcomes. Content from the streams is purposefully organized to juxtapose medical and behavioral science, clinical application, and practice issues in each course. An integrated clinical education (ICE) component is included. The model is evaluated based on exit interviews of the graduates, results on the National Physi cal Therapy Exam (NPTE), and graduate, alumni, and employer surveys. Outcomes. Students reported that the curricular design and emphasis on context and relevance enhanced their ability to think clinically (ie, think like a physical therapist) and to retain and recall information. No appreciable differences have been noted between licensure results with graduates of this curricular model as compared to graduates of our previous model. Survey data of graduates and employers indicate that this curricular model prepared students well for clinical practice. Discussion and Conclusion. The structure of this model supports a learner, rather than an instructor‐centered learning environment. Key structural elements include designing learning activities that reflect Kolb's learning cycle, particularly reflective observation and concrete experiences; using clinical cases and early clinical education experiences (the ICE component) to help students contextualize learning; and sequencing content in a way that mirrors how physical therapists organize, retrieve, and apply information. Our model is an adaptable platform upon which content is organized to help students begin thinking like physical therapists early in their professional education. The sooner students begin thinking like physical therapists, the more likely they will be able to enter the profession as effective and efficient practitioners, prepared to meet the requirements outlined by Vision 2020.

An Integrative Curriculum Model Preparing Physical Therapists for Vision 2020 Practice

Amidst the considerable literature published on institutional change in undergraduate teaching and learning, an article co-authored by Robert Barr and John Tagg in 1995 stands out. The authors offered a vision and —perhaps most importantly—gave it a memorable name, the Learning Paradigm. “From Teaching to Learning—A New Paradigm for Undergraduate Education” is the most frequently cited article in the history of Change. In this article, Barr blended his voice with colleagues who helped initiate Learning Paradigm programs at a public university and in a liberal arts college setting. Through multiple forms of inquiry, including discourse and metaphor analysis, they interpreted the shift from teaching to learning and speculate about its future.

Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice

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Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice