# data[].attributes.body
Create a free account to access resources for educators teaching palliative care across a range of contexts.

# data[].attributes.attachment_link.readable_text
The PCC4U Project Team hosts interactive webinars to provide opportunities for Educators who are implementing PCC4U learning resources, to network, share information, participate in a variety of learning and teaching strategies, and hear others talk about their implementation experience.

This online module aims to support educators who are teaching palliative care to understand the range of PCC4U learning and teaching resources that are available and how they can be used; and g ain awareness of learning and teaching strategies to support palliative care education.

This simulation guide is based on teachings of simulation experts from around the world and is designed for both novice simulation facilitators who see the potential for simulation in their learning space, through to facilitators who want to ensure that they are using safe simulation practices.

On completion of this eLearning guide you will be able to:

Identify key concepts essential for developing simulation scenarios

Describe and apply elements necessary for the safe delivery of simulation

Identify elements essential for effective debriefing.

Resources for Educators on using the PCC4U Enrolled Nurse Toolkit (Version 2 & 3)

Resources for Educators on using the PCC4U Care Worker Toolkit.

# data[].attributes.attachment_link.keywords[]
collaborative home: educator community hub

# data[].attributes.attachment_link.description
The PCC4U Project Team hosts interactive webinars to provide opportunities for Educators who are implementing PCC4U learning resources, to network, share information, participate in a variety of learning and teaching strategies, and hear others talk about their implementation experience.

# data[].attributes.headline
Active Learning Tips (from Educator Module content)

# data[].attributes.subject
Active Learning Tips (from Educator Module content)

# data[].attributes.body
1. Be clear about timing - for sessions and breaks

2. Find your learners' motivation - what's in it for them

3. Change learning modality often to maximise attention

4. Engage all the senses in learning

5. Use verbal cues

6. Use visual cues

7. Check understanding frequently

8. Engage emotions - prompt curiosity, wonder, passion, joy

9. Chunk learning - small sections, one overarching idea

10. Provide multiple short breaks

11. Encourage recall - 'who can remember...?'

# data[].attributes.attachment_link.readable_text
Active learning is an instructional approach in which students actively participate in the learning process, as opposed to sitting quietly and listening. Active learning builds on constructivist learning theory, which posits that people learn by connecting new ideas and experiences to what they already know. As Tabitha Kirkland, Associate Teaching Professor at UW, notes,

"If learners don't get a chance to really actively grapple with contradictions between what they already thought they knew and the new information they are taking in, they won't really grasp that there is a discrepancy, they won't fully learn the new information."

Research vs. student perceptions

Research has consistently shown that active learning techniques help students learn better and are particularly helpful for underrepresented students. But student perceptions and preferences often run counter to the research evidence. A 2019 study that randomly assigned students to either an active learning classroom or a lecture classroom, found that although students in the active learning classroom performed better on assessments, they thought they learned more in the lecture-based classroom. The expectation that an instructor will lecture is so high that some students assume that the instructor isn't actually teaching if they aren't lecturing. Learner-centered pedagogies like active learning may frustrate some students, so it's good to talk openly with students about why you are adopting active learning strategies in your teaching.

Incorporating active learning into your teaching

There are tons of ways to incorporate active learning into your classroom. Common strategies include question-and-answer sessions, discussion, interactive lecture (in which students respond to or ask questions during the lecture), quick writing assignments, and experiential learning.

In the video below, UW Teaching Professor Mary Pat Wenderoth shares an example of using active learning in the classroom. Wenderoth's example (which mentions Catalyst, a UW tool no longer used, but could be easily adapted in UW's current learning management system, Canvas) is grounded in an understanding of metacognition. Metacognition - or students' thinking about their own thinking - is an important element of active learning.

Remember, there is no one "right" way to do active learning. Wenderoth's approach exemplifies how a reflective, iterative approach can help you build a portfolio of active learning activities you can use across your teaching.

Active learning strategies

Larger classes

In-class poll questions. Use practice quiz questions to help students check their understanding or open-ended questions to gather ideas or examples from students. Consider having students discuss how they responded with each other before you show the answer, then allow them to re-vote after discussion. This is often helpful for trickier concepts; students can sometimes teach each other on the spot!

Minute paper. Have students spend one minute writing about what they know about a topic or what was confusing or difficult for them. Use this feedback to modify your next class session.

Think-pair-share. Have learners think and/or write for a minute about a question. After a minute, have them pair up with a classmate to discuss their answers. Then have the pairs share out to the whole class.

End-of-class wrapper/Exit ticket. In the last few minutes of a class session, have students write one thing they learned and one thing they are still confused about. Use this feedback to modify your next class session.

Post-exam reflection. Have students reflect on how they studied for an exam (this can be multiple-choice from a list of common techniques, or free-response), how they felt about their performance, and what they might do differently next time.

Smaller classes

Student discussion leader. In a seminar class, Tabitha Kirkland has students write discussion questions based on the reading, then meet in small groups to debate their questions. Group members are roles (leader, timekeeper, notetaker, devil's advocate). The goal is to produce one discussion question to contribute to the whole-class discussion. Kirkland randomly chooses two of the day's discussion leaders to facilitate whole-class discussion.

Whole-class debate. Have students choose a side of the room based on their response to some topic that doesn't have a correct/incorrect answer. Ask students to explain why they hold their belief or opinion. Consider writing ideas generated from debate on the board.

Jigsaw method. In this method, each student in a pre-assigned group contributes one specific thing to the group's overall task. They might read a particular part of a chapter or a particular article or research a particular aspect of a topic. The class begins with all students who learned the same material getting together to review the basic facts and check their understanding. Then students get back into their pre-assigned groups in which each member has focused on a different aspect of the topic and they take turns teaching the other members about what they have learned.

# data[].attributes.attachment_link.description
Active learning is an instructional approach in which students actively participate in the learning process, as opposed to sitting quietly and listening. Active learning builds on constructivist...

# data[].attributes.headline
William's Story Timeline - Bowel Cancer Focus

# data[].attributes.subject
William's Story Timeline - Bowel Cancer Focus

# data[].attributes.attachment_link.readable_text
Skip to create new account

Is this your first time here?

For full access to this site, you first need to create an account.

Education on this site is provided by the Palliative Care Education and Training Collaborative and is funded by the Australian Government Department of Health. Access and use of the education and training within this learning management system is intended for clinical, teaching and academic staff for education and training purposes only.

Registering to access the eLearning on this site is free and should only take a few minutes of your time. Register by clicking the button below and completing the online form. You will receive a confirmation email once your registration form is complete. Once you receive this information, click on the link provided in order to activate your account. If you do not receive this email, check your junk email box.

Cookies must be enabled in your browser

Powered by Moodle Workplace

# data[].attributes.attachment_link.description
Skip to create new account For full access to this site, you first need to create an account. Education on this site is provided by the Palliative Care Education and Training Collaborative and is funded by the Australian Government Department of Health.

# data[].attributes.body
Here's an example.

# data[].attributes.headline
Communication Cards Activity - Educator Guide

# data[].attributes.subject
Communication Cards Activity - Educator Guide

# data[].attributes.body
Summary: 30-45min activity uses IPEPA Case Study resource (and accompanying video). Reflection questions are provided to prompt small group discussion.

# data[].attributes.body
Summary: 15 min 'Get to know you activity' that introduces the topic of dying and death.

# data[].attributes.headline
Feeling brave? Try out this peer review tool for your workshop sessions

# data[].attributes.subject
Feeling brave? Try out this peer review tool for your workshop sessions

# data[].attributes.body
Summary: 15 min activity to help participants explore learning about palliative care

# data[].attributes.headline
Aged Care Communication Session Activities

# data[].attributes.subject
Aged Care Communication Session Activities

# data[].attributes.body
Working in small groups helps people to retain knowledge and develop skills more effectively than larger groups.

Three to five members typically work best as this size group provides the best opportunities for everyone to participate.

Make sure the task is clear and instructions are provided.

Allow enough time so that participants can introduce themselves and complete the task required.

Have a facilitator visit each group to support.