KNOWLEDGE SKILLS ATTITUDES Understanding of: Ability to: Value (a/an): The concept of the flipped Utilize media/learning objects Reframing of the purpose of classroom--how and when to to reduce lecture time, and to classroom time utilize in-class time for re-design reclaimed class participatory learning time to become more experiences participatory Backwards design: planning Establish high expectations Outcomes-based, rather than learning activities for student learning task-based, teaching outcomes, which are clearly approach “backwards” from desired learning outcomes stated and consistently implemented Techniques for assessing Interpret analytic data to Iterative design and and analyzing student refine and revise learning continuous refinement of the mastery of content activities for maximal impact learning experience Technological tools specific Foster innovative learning Evidence-based best practice to particular health science modalities that provide basis for clinical experiences professions opportunities for engaging clinical instruction STANDARD 3: Model Digital Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. KNOWLEDGE SKILLS ATTITUDES Understanding of: Ability to: Value (a/an): Current digital practices and Use the right tool for the right Potential for technology to applications task enhance the teaching experience Techniques for locating and Model critical evaluation of Critical analysis of online critically evaluating online online information, while information, and a information in various media broadening the range of questioning of assumptions authoritative sources about what counts as authoritative Global learning communities Lead and participate in global Philosophy of global learning communities using collaboration the right tool for the right task
KNOWLEDGE SKILLS ATTITUDES Understanding of: Ability to: Value (a/an): The concept of the flipped classroom--how and when to utilize in-class time for participatory learning experiences Utilize media/learning objects to reduce lecture time, and to re-design reclaimed class time to become more participatory Reframing of the purpose of classroom time Backwards design: planning learning activities “backwards” from desired learning outcomes Establish high expectations for student learning outcomes, which are clearly stated and consistently implemented Outcomes-based, rather than task-based, teaching approach Techniques for assessing and analyzing student mastery of content Interpret analytic data to refine and revise learning activities for maximal impact Iterative design and continuous refinement of the learning experience Technological tools specific to particular health science professions Foster innovative learning modalities that provide opportunities for engaging clinical instruction Evidence-based best practice basis for clinical experiences STANDARD 3: Model Digital Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. KNOWLEDGE SKILLS ATTITUDES Understanding of: Ability to: Value (a/an): Current digital practices and applications Use the right tool for the right task Potential for technology to enhance the teaching experience Techniques for locating and critically evaluating online information in various media Model critical evaluation of online information, while broadening the range of authoritative sources Critical analysis of online information, and a questioning of assumptions about what counts as authoritative Global learning communities Lead and participate in global learning communities using the right tool for the right task Philosophy of global collaboration