When students are given the opportunity to handle syringes of various sizes in their Dosage Calculation class, I've found that they have a better comprehension of the rounding rules which they are expected to follow. For instance, when they see that a 1 mL syringe is marked to the hundredth, they better understand why they are expected to round dosages of liquid medications which are smaller than 1 mL to the hundredth. It is likely that they will be using the 1 mL syringe, which is marked to the hundredth, to administer such a medication. Similarly, when they see that the 3 mL syringe is marked to the tenth, they are more likely to understand the reason we round dosages of medications which are more that 1 mL to the tenth. They are likely to use the 3 mL syringe to draw up and give IM injections larger than 1 mL. This is a way that the abstract can become concrete for the student.

I teach clinical and seating arrangements are not sometimes avaliable so, when I get a chance I like to arrange my seating chart in a circle.  I like to look in all students faces and see their expressions.

I enjoy having my student be interactive in the class room, They like breaking off into groups and gathering information and them presenting it to the class

Yes you can learn by teaching others because of you are providing skills acquition and talking out the steps listed.  This reinforces learning.  

I think the ideas presented in this segment are useful. However, many students at my school work full-time, take a compressed 32-month program to earn their degrees and have other family responsibilities that often prevent them from coming to class on time. Advising students to only enroll in course sections that don't conflict with other classes, work, and family commitments isn't always a solution. (I teach a blended online/classroom public speaking course.) How do I maintain student engagement when 25%-50% of the students come late to class?

What are the best resources, research/articles, references regarding the flipped classroom??

great ideas to incorporate in class.

Of all of the lessons I have taken thus far, I find ED106 to be intriguing.  Understanding group dynamics and their outcomes have brought me back to a time and place where getting the students attention is rewarding.  Watching their interact with each other and the beam in their eyes in seeing their accomplishments and success has revitalized my desire to also be successful in helping them meet their goals.  I am especially interested in the videotaping of instructors and having it play back for self-assessment.  As lead instructor, I plan to intrude this concept and have a workshop for us to review and see how we can improve on our teaching skills.  I believe if we see ourselves the way our students sees us will be helpful in making us better communicators in our field of expertise.

This was a great reinforcement of effective teaching strategies. I will definitely use the mini-lessons concept to break down complex

procedures in medical billing and coding.  10 - 15 minute instructions, explain, demonstrate and monitor group activites.  Thank you!

Donna Marchesani, CPC

MFOB Instructor

I am writing here to learn more about teaching strategies.

Collin

Thanks

I am myself an english as a second language; I noticed and i totally agree, that using short-term projects it helped me and the students to comprehend and understand better the context and fuctioning of the course, because of the immediate feedback on evaluating and managing the students progress in understanding and learning the subject matter better!

Information obtained was very informative.

Why do you feel there are "barriers" to the "flipping the classroom" concept?

Discuss with your peers the advantages of flipping the classroom and how it potentially effects student outcomes?

Does anyone have any good links to apps for fun apps

When I first began teaching, I was so concerned that I wouldn't get all of the content my students needed, that I lectured 90% of the time- the old "sage on the stage" format. Through the years, I have added variety into my instruction that hold student attention more effectively, so I really found the final section in ED101 on planning content very interesting. A progression is important to use when developing content- especially in my specialty, nursing education. if you just blast out random videos or games or other learning active tools that make no contextual sense to the students, the attention-capture is there but learning just does not happen.

Turn on battery switch.

Test fire warning for apu and main engines

Start apu, allow to stabilize. Provide bleed air from apu.

Engage engine start switch, monitor N1 assure it is turning, check oil pressure light extinguishes, assure N2 is turning. At 15% N2 raise fuel and ignition lever. monitor that fuel flow indicates and Exhaust gas temperature is raising but not being exceeded. Allow start to continue, at 35% N2 release start switch. assure engine accelerates to idle RPM of 55% N2.

You have successfully started a turbine engine!

Congratulations!

What is the first advice you would give on flipping a course?