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Teach Epidemiology

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  1. Welcome to 5 Teach Epidemiology Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention June 9-13, 2008

  2. YES Professional Development Workshop Teach Epidemiology

  3. 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

  4. YES Professional Development Workshop * Teach Epidemiology

  5. 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

  6. 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

  7. YES Professional Development Workshop * Teach Epidemiology

  8. 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

  9. 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

  10. YES Professional Development Workshop * Teach Epidemiology

  11. 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

  12. 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

  13. YES Professional Development Workshop * Teach Epidemiology

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  20. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  21. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  22. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  23. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  24. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  25. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  26. Enduring Understandings Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Teach Epidemiology

  27. 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

  28. 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

  29. 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

  30. Enduring Epidemiological Understandings Teach Epidemiology Teach Epidemiology

  31. Your Teach Epidemiology Stories Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention, June 9-13, 2008 Teach Epidemiology Teach Epidemiology

  32. YES Professional Development Workshop * Teach Epidemiology

  33. 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

  34. Workshop Goal Teach Epidemiology Teach Epidemiology

  35. 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

  36. 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

  37. 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

  38. YES Professional Development Workshop * Teach Epidemiology

  39. Post-Workshop Assessment Teach Epidemiology

  40. YES Professional Development Workshop * Teach Epidemiology

  41. Thank You Teach Epidemiology Young Epidemiology Scholars Professional Development Workshop Centers for Disease Control and Prevention June 9-13, 2008

  42. Detectives in the Classroom www.montclair.edu/Detectives/ Teach Epidemiology