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Welcome to. 5. Teach Epidemiology. Young Epidemiology Scholars Professional Development Workshop. Centers for Disease Control and Prevention June 9-13, 2008. YES Professional Development Workshop. Teach Epidemiology.
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Welcome to 5 Teach Epidemiology Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention June 9-13, 2008
YES Professional Development Workshop Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. “… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.” Ken Bain, What the Best College Teachers Do Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Teaching Epidemiology Group 1: Casualties of War – (Questions 11-21) Group 2: Teenage Births – (Class 1, pages 6-12) Group 3: Slave Trade – (Worksheet 1) Group 4: Case Control - (Class 1, pages 16-21) Group 5: TV and Aggressive Acts – (pages 1-33) Group 6: Testing Ephedra – (pages 20-29) Group 1: Cross-Sectional Studies – (pages 35-39) Group 2: Ecological Studies – (Part 1) Group 3: Confounding – (pages 32-36) Group 4: Bias I – (pages 25-29) Group 5: Bias II – (pages 30-32) Group 6: Alpine Fizz – (Procedures 2, 4, and 5) Teach Epidemiology
Teaching Epidemiology Metacognition 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 Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Teaching Epidemiology Group 1: Casualties of War – (Questions 11-21) Group 2: Teenage Births – (Class 1, pages 6-12) Group 3: Slave Trade – (Worksheet 1) Group 4: Case Control - (Class 1, pages 16-21) Group 5: TV and Aggressive Acts – (pages 1-33) Group 6: Testing Ephedra – (pages 20-29) Group 1: Cross-Sectional Studies – (pages 35-39) Group 2: Ecological Studies – (Part 1) Group 3: Confounding – (pages 32-36) Group 4: Bias I – (pages 25-29) Group 5: Bias II – (pages 30-32) Group 6: Alpine Fizz – (Procedures 2, 4, and 5) Teach Epidemiology
Teaching Epidemiology Metacognition 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 Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Teaching Epidemiology Group 1: Casualties of War – (Questions 11-21) Group 2: Teenage Births – (Class 1, pages 6-12) Group 3: Slave Trade – (Worksheet 1) Group 4: Case Control - (Class 1, pages 16-21) Group 5: TV and Aggressive Acts – (pages 1-33) Group 6: Testing Ephedra – (pages 20-29) Group 1: Cross-Sectional Studies – (pages 35-39) Group 2: Ecological Studies – (Part 1) Group 3: Confounding – (pages 32-36) Group 4: Bias I – (pages 25-29) Group 5: Bias II – (pages 30-32) Group 6: Alpine Fizz – (Procedures 2, 4, and 5) Teach Epidemiology
Teaching Epidemiology Metacognition 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 Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Teaching Epidemiology Group 1: Casualties of War – (Questions 11-21) Group 2: Teenage Births – (Class 1, pages 6-12) Group 3: Slave Trade – (Worksheet 1) Group 4: Case Control - (Class 1, pages 16-21) Group 5: TV and Aggressive Acts – (pages 1-33) Group 6: Testing Ephedra – (pages 20-29) Group 1: Cross-Sectional Studies – (pages 35-39) Group 2: Ecological Studies – (Part 1) Group 3: Confounding – (pages 32-36) Group 4: Bias I – (pages 25-29) Group 5: Bias II – (pages 30-32) Group 6: Alpine Fizz – (Procedures 2, 4, and 5) Teach Epidemiology
Teaching Epidemiology Metacognition 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 Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. “… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.” Ken Bain, What the Best College Teachers Do Teach Epidemiology
Enduring Understandings Enduring Understandings … the big ideas that reside at the heart of a discipline and have lasting value outside the classroom. Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Understandings … the big ideas that reside at the heart of a discipline and have lasting value outside the classroom. Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology
Enduring Epidemiological Understandings “… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.” Ken Bain, What the Best College Teachers Do Teach Epidemiology
Enduring Epidemiological Understandings “… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.” Ken Bain, What the Best College Teachers Do Teach Epidemiology
Enduring Epidemiological Understandings To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter. will Jerome Bruner, The Process of Education, 1960 Teach Epidemiology
Enduring Epidemiological Understandings Teach Epidemiology Teach Epidemiology
Your Teach Epidemiology Stories Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention, June 9-13, 2008 Teach Epidemiology Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Top 8 Reasons to Teach / Learn about Epidemiology Empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy. Empowers students to make more informed personal health-related decisions. Increases students’ media literacy and their understanding of public health messages. Increases students’ understanding of the basis for determining risk. Improves students’ mathematical and scientific literacy. Expands students’ understanding of scientific methods and develops their critical thinking skills. Provides students with another mechanism for exploring important, real world questions about their health and the health of others. Introduces students to an array of career paths related to the public’s health. 1. 2. 3. 4. 5. 6. 7. 8. . Teach Epidemiology
Workshop Goal Teach Epidemiology Teach Epidemiology
Your Teach Epidemiology Stories Welcome to Momentum / Challenges / Solutions Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention, June 9-13, 2008 Teach Epidemiology Teach Epidemiology
Top 8 Reasons to Teach / Learn about Epidemiology Empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy. Empowers students to make more informed personal health-related decisions. Increases students’ media literacy and their understanding of public health messages. Increases students’ understanding of the basis for determining risk. Improves students’ mathematical and scientific literacy. Expands students’ understanding of scientific methods and develops their critical thinking skills. Provides students with another mechanism for exploring important, real world questions about their health and the health of others. Introduces students to an array of career paths related to the public’s health. 1. 2. 3. 4. 5. 6. 7. 8. . Teach Epidemiology
Your Teach Epidemiology Stories Take Picture Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention, June 9-13, 2008 Teach Epidemiology Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Post-Workshop Assessment Teach Epidemiology
YES Professional Development Workshop * Teach Epidemiology
Thank You Teach Epidemiology Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention June 9-13, 2008
Detectives in the Classroom www.montclair.edu/Detectives/ Teach Epidemiology