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What ideas come to mind when you consider this idea, question, or problem?

What connections can you make to the others’ responses?

What questions arise as you think about the ideas and consider the responses and comments of others?

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This routine highlights the notion of building understanding in a collaborative way through putting forward ideas,
questioning one another, and developing the ideas further.

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Generate a list of ideas and initial thoughts that come to mind when youthink about this particular topic/issue.

Sort your ideas according to how central or tangential they are. Place central ideas near the center and more tangential ideas toward the outside of the page.

Connect your ideas by drawing connecting lines between ideas that have something in
common. Explain and write in a short sentence how the ideas are connected.

Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend, or add to your initial ideas.

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This routine activates prior knowledge and helps to generate ideas about a topic. It also facilitates making connections among ideas.

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UT-1.1.5 Describe the basic mechanisms of microbial proliferation and their contribution to the pathogenesis
of infective diseases.

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ISTE*S.3.D - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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Students will watch the video as a refresher for antimicrobial resistance. Students will use Cacoo to create a concept map bridging their prior knowledge of antibiotics to how these can overcome resistance. They will include the mechanism of the antibiotics and the resistance mechanisms of the bacteria.

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USFoodandDrugAdmin. (2017, November 9). Animation of antimicrobial resistance. YouTube. Retrieved July 16, 2022, from https://www.youtube.com/watch?v=4oukHcpQoXM

Generate-sort-connect-elaborate. Project Zero. (n.d.). Retrieved July 16, 2022, from https://pz.harvard.edu/resources/generate-sort-connect-elaborate

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UT-3.1.4 This routine highlights the notion of building understanding in a collaborative way through putting forward ideas,
questioning one another, and developing the ideas further.

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ISTE*S.5.C - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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Students will divide into groups and create GoogleSlides, including signs, symptoms, and diagnostic tools for urinary tract infections. No notes can be out during this exercise. The goal is for students to develop ideas from one another and make connections between signs/symptoms and diagnostics.

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Chalk talk. Project Zero. (n.d.). Retrieved July 16, 2022, from https://pz.harvard.edu/resources/chalk-talk

UT-5 Competencies for the Doctor of Pharmacy Program. n.d. Retrieved July 16, 2022 from https://www.uthsc.edu/pharmacy/current-students/protected/documents/doctor-competencies.pdf

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1. Brainstorm a list of difference perspectives.
2. Choose one perspective to explore, using these sentence-starters:
• I am thinking of ... the topic ... from the viewpoint of ... the viewpoint you’ve chosen
• I think ... describe the topic from your viewpoint. Be an actor—take on the character of your viewpoint
• A question I have from this viewpoint is ... ask a question from this viewpoint

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This routine helps students see and explore multiple perspectives. It helps them understand that different people can have different kinds of connections to the same thing, and that these different connections influence what people see and think.

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UT-4.3.5 Use respectful verbal and nonverbal language appropriate for a given difficult situation, crucial conversation, or interprofessional conflict.

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ISTE*S.5.C - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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Students will divide into groups and create a Prezi illustrating the pros and cons of their assigned antibiotic. The groups will then present their findings, which will allow students to see different perspectives.

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Circle of viewpoints. Project Zero. (n.d.). Retrieved July 16, 2022, from https://pz.harvard.edu/resources/circle-of-viewpoints