1. Too Much Content, Too Little Time
Marti Echols, Ph.D.
Kathleen Hagen, M.M.

2. Objectives Determining content essentials Identifying learner needs
Peer to peer teaching/learning
Strategies for active learning
Techniques for productive class time

3. Session Objectives Understand the change in teaching role
How to select content-specific knowledge, skills, and attitudes
Designing strategies and processes for students to learn needed content
Teach for the information age

4. Questions for You
Have you changed or modified your content from year to year?
Do you “add in” new information?
What and how much have you taken out?

5. The Case for Teaching Less Material
Trying to teach too much material results in surface learning instead of deep learning.
The usual result of surface learning—students forget material as soon as the test is over.
Learning basic material really well makes learning new, related material easier.
Misconceptions can be persistent and interfere with learning new material.

6. Change Our Mindset Information is ubiquitous.
Lifelong learning is essential in all professions.
Knowing information is not enough; our students must be able to use knowledge.
Our students need skills to find information, analyze information, and apply it to new settings.

7. Teaching in the 21st Century
Our job has changed
Talking is not teaching; Listening is not learning.
We no longer “cover” material, but we “uncover” concepts not known before.
We are not the “source” for knowledge but a “resource” for knowledge.
Focus is on the learner understanding, retaining, and using knowledge.

8. How To Select Content To Teach
Develop a curriculum map and a course map.
Find out what students already know.
Compact teaching.
3 big questions we must consider.

9. Curriculum Map & Course Map
Curriculum map and a course map
Know what the curriculum objectives are.
Know where your course fits within that.
Determine what students already know.
Discover what they are going to learn after your course.
Decide what you are responsible for teaching them.
See the big picture.

10. Use Pre-Assessment Find out what students already know Pre-test
Probe for misconceptions
Survey…list of concepts check off
Small group review
WebCT (or Blackboard) modules
Student presentations of base-line concepts
Poster presentations

11. 3 Big Questions What essentials must students learn?
What attitudes, processes, or skills are needed?
As a life-long learner, how will student be able to access information about the content after graduation?

12. Curriculum Compacting
Determine the level you will teach at and share that information with your students.
Help them become aware of what they don’t know and make your standards for performance explicit.

13. Who was the fifth president of the United States?
Barack Obama
George W. Bush
Bill Clinton
George H. W. Bush
James Monroe

14. Who was the tenth president of the United States?
John Quincy Adams
William Henry Harrison
Andrew Jackson
John Tyler
Martin Van Buren

15. Curriculum Compacting, resumed
Provide students opportunities to go beyond that level or apply content you present.
Provide peer reviews or learning modules for students who need additional background information.
Use clinical case scenarios to integrate concepts….skills….attitudes.

16. Key Concepts Model

17. Teaching Methods Knowledge Formal lecture (one direction) Mini lecture
Interactive lecture with student input
Reading
AV materials
Case studies
Individual research/project
Group discussion

18. Teaching Methods Skills Simulation Standardized patient Role playing
Video taping
Clinical practice
Checklists
Demonstration
Attitudes
Group discussion
Panel discussion
Reflective writing
Focus groups
Movies/clips

19. What is Essential to Know
Start at end of the course.
Determine what “essentials” must be learned, memorized, or practiced.
Deliver clearly, repeatedly, and in several different formats.
Practice them…in class, self study, provide immediate feedback, quizzes.
A grading rubric supports mastery of these concepts if you share it with students.

20. Attitudes – Processes – Approaches to think in this subject
Design learning opportunities
Provide multiple opportunities to learn
Model them
Extract process
Use visuals / AV resources

21. How and Where to Access Information in the Future
Cannot learn everything from one course or curriculum
Responsibility as a life-long learner
They must stay on top of changes
Integrate these into course using guest speakers, journal articles, scholarly activities
Evaluate using them…e-portfolio, self reflection, peer review/critique

22. Content Prioritizing

23. Active Learning Techniques
Think- Pair-Share
I-Clicker
One minute review (prior day)
One minute summary of today
Call on students to respond/summarize concepts as you teach them
Post a “question a day”
Mini-lecture with Peer Teaching
Open PowerPoint

24. Expect some pushback from your students
Students are often resistant to your attempts to introduce active learning techniques.
Most common complaints:
I’m not spending $20,000 a year to teach myself!
That’s not how I learn!
Overcome their resistance with the good results they’ll get.

25. Respiratory Example

26. Summary Understand changing role of faculty
Design course based on the curriculum map
Start with the end in mind
Provide knowledge, skills, and attitudes
Assess using the same priorities
Use active learning techniques and application of concepts

27. References
Rodgers R. “What to teach when there isn’t time to teach everything?’ Magna Online Seminars. August. 2010
Wilson L. “Wilson’s Curriculum Strands” Expanded from K. Oklahoma State University.
“A Quick Guide to Teaching”
Irby D. & Wilkerson. L. “Teaching when time is limited”. BMJ Vol wwwmbmj.com.

28. Thanks for Learning With Us Today
Questions?