Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center June 7-11, 2010 Teach Epidemiology Professional Development Workshop Day 2

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3 Teach Epidemiology

4 Time Check 8:15 AM

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6 Teach Epidemiology

7 Time Check 8:45 AM

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9 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Teach Existing Epidemiological Lessons (EL) (4 Groups) Team leads other workshop participants in a portion of a selected existing epidemiological lesson. TTTT 1 EL

11 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

12 Teach Epidemiology Enduring Epidemiological Understandings

13 Time Check 9:15 AM

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15 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Teach Existing Epidemiological Lessons (EL) (4 Groups) Team leads other workshop participants in a portion of a selected existing epidemiological lesson. TTTT 2 EL

17 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

18 Teach Epidemiology Enduring Epidemiological Understandings

19 Time Check 9:45 AM

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21 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Teach Existing Epidemiological Lessons (EL) (4 Groups) Team leads other workshop participants in a portion of a selected existing epidemiological lesson. TTTT 3 EL

23 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

24 Teach Epidemiology Enduring Epidemiological Understandings

25 Time Check 10:15 AM

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27 Teach Epidemiology

28 Time Check 10:30 AM

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30 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Teach Existing Epidemiological Lessons (EL) (4 Groups) Team leads other workshop participants in a portion of a selected existing epidemiological lesson. TTTT 4 EL

32 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

33 Teach Epidemiology Enduring Epidemiological Understandings

34 Time Check 11:00 AM

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36 Teach Epidemiology

View a News Item from an Epidemiological Perspective (NI) (4 Groups) Team leads other workshop participants in the analysis of a news item from an epidemiological perspective. Teach Epidemiology Teachers Team-Teaching Teachers (TTT) TTTT 5 NI

38 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

39 Teach Epidemiology Enduring Epidemiological Understandings

40 Time Check 11:30 AM

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42 Teach Epidemiology

43 Time Check 12:30 PM

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45 Teach Epidemiology

View a News Item from an Epidemiological Perspective (NI) (4 Groups) Team leads other workshop participants in the analysis of a news item from an epidemiological perspective. Teach Epidemiology Teachers Team-Teaching Teachers (TTT) TTTT 6 NI

47 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

48 Teach Epidemiology Enduring Epidemiological Understandings

49 Time Check 1:00 PM

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51 Teach Epidemiology

View a News Item from an Epidemiological Perspective (NI) (4 Groups) Team leads other workshop participants in the analysis of a news item from an epidemiological perspective. Teach Epidemiology Teachers Team-Teaching Teachers (TTT) TTTT 7 NI

53 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

54 Teach Epidemiology Enduring Epidemiological Understandings

55 Time Check 1:30 PM

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57 Teach Epidemiology

View a News Item from an Epidemiological Perspective (NI) (4 Groups) Team leads other workshop participants in the analysis of a news item from an epidemiological perspective. Teach Epidemiology Teachers Team-Teaching Teachers (TTT) TTTT 8 NI

59 Teach Epidemiology Enduring Epidemiological Understandings

60 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

61 Time Check 2:00 PM

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63 Teach Epidemiology

Teachers Team-Teaching Teachers (TTT) Infuse Epidemiology into an Existing Lesson about Something Else (ASE) – (1 Group) Team leads other workshop participants in portions of selected existing lessons about something else into which epidemiology has been infused. TTTT 9 ASE

65 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Metacognition Teach Epidemiology Epi – Grades 6-12

66 Teach Epidemiology Enduring Epidemiological Understandings

Teach Epidemiology Teachers Team-Teaching Teachers (TTTT) Authentic Assessments) (AA) - (1 Group) Team leads other workshop participants in the creation and administration of survey questions about a health-risk behavior and its distribution in terms of person, place, and time. After doing so, workshop participants count the frequency of the health-risk behavior, calculate the overall prevalence of the behavior, identify patterns of the behavior in terms of person, place, and time, and formulate hypotheses that might explain those patterns. Infuse Epidemiology into an Existing Lesson about Something Else (ASE) – (1 Group) Team leads other workshop participants in portions of selected existing lessons about something else into which epidemiology has been infused.

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69 Time Check 2:45 PM

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71 Teach Epidemiology

72 Time Check 3:00 PM

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74 Teach Epidemiology

75 Teach Epidemiology Tours

76 Broadcast Studios Teach Epidemiology Tours

77 Emergency Operation Center Teach Epidemiology Tours

78 Time Check 4:00 PM