Before we get started this week - ​
I am taking a limited number of testers for a beta testing group of my new product - virtual active learning case studies! These are online, unfolding case studies that have elements of discovery learning - uncovering clues working alongside Next-Gen NCLEX questions. I hope you will check it out!

Alright - onward!
Welcome to the next section of the series -

Pillars of Active Learning!

If you missed the previous weeks, you can catch up here:

1. ​Re-imagining the lecture as the final frontier​
2. ​Challenges of active learning​
3. ​Use physical objects​

This week, we will start with the second pillar - Use Physical Objects.

The Awkward Yeti has a series of comics that characterize the brain and the heart as having two distinct and different personality types. They are complete opposites - the brain is an intellectual, the heart is a dreamer. The brain prefers safety, while the heart prefers wild adventure.

We may have been taught that we can separate our minds and bodies, especially when it comes to learning or intellectual tasks. We may have deeply held beliefs that learning takes place in the brain. But we are finding that the brain and the body are deeply connected. And we can utilize this connection to help our students learn.

The Body as a Learning Tool 💪

The body as a tool for learning deserves more credit and focus than we typically give it in higher education. The field of embodied cognition is reshaping how we see the connection between our brains and bodies. It is a change from the belief that our brains are “in charge” of our bodies, that they give orders and the body responds. Instead, we look at the many electrical, mechanical, and hormonal ways our inner systems are connected, how our cells rely on prior knowledge, and how our bodies constantly interact with the environment around us. This interconnectedness means that our bodies play an essential role in learning.

When you bring physical objects to class, students can involve all their senses (except taste, we will likely stay away from taste) in learning and practicing decision-making.

When you enter a lecture section and push in a cart, carry a box, or bring in any objects that do not “belong” in the classroom, you immediately entice curiosity. Simply carrying an object into class can ignite discussion among your students. Here are a few simple ways to use physical objects in your lesson:

🥎 Bring a ball - this can be any type of ball, although something soft works best. Have small groups of students stand in a circle. Give them an open-ended statement related to pathophysiology, pharmacology, or whatever you are learning. One student starts with the ball and must finish the open-ended sentence, then toss the ball to another student. Examples could include “White blood cells are …” or “Side effects of prednisone are …”

🪄 Leader Objects - Bring a small “leader” object for small group activities. Objects could include a wand, a ball, a glow stick, or something fun you find at the dollar store. For each classroom session, assign a leader who will share when it comes time for large group debriefing. Assign a leader each class session by using a random question that also builds community within the group, such as “Who has traveled the farthest?” or “Who has a birthday closest to today?” Anything that lights up or makes noise is fun for this activity.

📝 Post-It Notes - Simple, low-cost, and versatile. Start this activity using tape to create a chart or grid on the wall or table. I would use this when working through ABG problems, so I created four quadrants and labeled them (metabolic acidosis, respiratory acidosis, metabolic alkalosis, metabolic acidosis). Then, give individual students or student groups a Post-it and have them write their names or draw a picture if they want to remain anonymous. Next, provide them with a problem to solve and ask them to place their post-it note in the quadrant that they think is correct.

• 💊 Pharmacology Variation - This one uses slightly smaller Post-its or page markers. Ask students to create a drug card or patient instructional manual using a large sheet of paper. Ask them to include one error - something incorrect like a side effect, mechanism of action, or contraindication. Next, hang the drug information posters around the room and ask groups of students to use the Post-it (or any kind of sticker) to identify the error.

Are you currently using objects?

Where do you currently use objects in your classroom? Does this spark any ideas for where you could use objects as part of an active learning session? If you want to bounce an idea around or share a physical object you have had success with in class, just reply to this email. I read and write all my own emails, and I love to connect with other educators.

Next week, we will explore blending lectures and active learning with micro-lectures. See you then!

🫂 Connect in the Facebook community ​Say hi →​ ✨ Active Learning Products ​Check out the decks →​ 💡 Practical Teaching Ideas ​Read the articles →​

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