Statistical Process Improvement
Georgetown University
 

Teach One Assignment


 

 

In this course, students will learn using the paradigm of learn one, do one, teach one. Each student is expected to not only learn the concepts in the course, and do the assignments, but also teach a portion of the course. We rely on a method typically used in training of medical residents: "Learn one, do one, teach one." The best way to learn a topic is to teach it. This active participation in teaching helps students learn the concepts in the course in more depth. Students who teach a topic have a deeper understanding of the material.

Students are expected to teach by providing group instruction during class time and by individually contacting others after class and offering to help. 

  1. Choose Your Lecture: Two or three students volunteer to teach a lecture. 
  2. Complete Assignments Ahead of Lecture:  Prior to the lecture, peer-teachers are expected to complete all assignments in the lecture. 
  3. Lead Groups Working on Assignments: In class, other students are randomly assigned to peer-teachers.  During class time, students meet as a group with their assigned peer-teacher, and work on assignments. 
  4. Check on Students: After class time, peer-teachers call or text their students and offer to help. Peer-teachers are required to call or text all students assigned to them even if the student does not need help.
  5. Provisional Grade for Assignments: Assignments are handed-in to peer teachers who grade it as pass/fail and inform the instructor.  Instructor provides final grade.    

Required Review

 Peer-teachers are required to do all assignments prior to start of the related lecture. 

Required Presence

Peer-teachers are required to be present during class when they teach others. 

Sign Up for One or Two Topics

Students select which topic they wish to teach. They can teach about any aspect within the topic.  Typically students teach how to do an assignment.

Alternative to Public Posting

If peer-teachers wish to prepare a video, they can.  Videos must be posted to a public site such as YouTube. In general, posting the video establishes your professional credentials in the social web and is encouraged by the instructor and the program. Some students may have reservations. Students who do not wish to post their video to a public domain should contact the instructor for an alternative.  These alternatives include posting under an alias, post and remove the video after class ends, or convert the video to flash and email the flash file to the students in class.   Do not email the video. 

Optional Video Preparation

In several assignments you have the option of preparing videos.  Following tools are needed for preparing an online project presentation:

  1. A microphone is necessary to narrate your slides.  Please do not rely on built in microphones for portable computers. Use a microphone that sites on your head so that it does not move away from your mouth if you move your body.
  2. You can capture screen shots and insert it into your slide presentation using Command and Print Screen keys.  MAC Users►
  3. Narrate the slides in one sitting starting from first slide till the last.  Do not narrate the slides separately and then attach them into a cohesive presentation.  Narrate►  Free Camstudio►  IMovie►
  4. After narration go through the slides and remove excess words.  Do not keep sentences, keep only minimal set of key words that guide the presentation.  Two or three keywords from each sentence should be kept. 
  5. Convert the narrated slides to a video format that can be uploaded to the web. This is typically accomplished by saving in a format acceptable by the web site you are uploading to. 
  6. No talking heads or images of yourself should be included.
  7. Upload your narrated slides. We prefer U-Tube.  Author Stream► U-Tube►
  8. Put within the description of the file upload the following statement:  "This presentation was prepared as part of the HAP xxx course on xxx taught by xxx at George Mason University  Department of Health Administration and Policy."  Add a sentence about you to the description, e.g. xxx is a student in xxx field graduating in xxx..  Keep in mind that the work you are uploading will remain on the web for years to come and will help shape your career. 
  9. Share your narrated slides publicly so all students in the class can view it.  Use blackboard to email the link to the video to everyone in class. 

Modern health systems administrators and health informatics analysts must present their ideas effectively.  Effective presentation includes:

  1. Use appropriate content. Organize your videos so that it includes the voice of the customers, typically take a brief section from customers' comments on the web. 
  2. Have a consistent style (the same font, capitalization policy, color, and size through out the video).
  3. Make one, and only one, point per slide.  Slides that have list of items should be broken into several slides with 1 item in each.
  4. Do not write sentences in slide, write a few words that could guide the viewer.  After narration, return and reduce all sentences to a few words
  5. Make sure all texts on slides are readable, even after compression to fit the video requirements.  A U-tube video reduces Power Point slides to 1/4 of their original size.  Phone views have additional reductions.  Keep the font size larger than 36 points.
  6. Make sure the narration is clear and continuous.  Occasional hiccups are ok, keep them they add color.  Do the narration in one sitting for all slides.
  7. Set compression levels high enough to be understood in a noisy room. The less compression the better.
  8. Be brief.  Do not exceed 10 minutes. If you need more time, make multiple videos. 

Rubric for Evaluation of Teach One

  • Peer-teachers are evaluated based on percent of their assigned students who have submitted assignments on time and correctly.
  • If peer-teachers do not call or text all students assigned to them, they will lose 10% of grade for their Teaching.
  • If peer-teachers are absent during the session they are required to teach, they will receive a grade of 0 for their teaching.

 

 
Copyright 1996 Farrokh Alemi, Ph.D. Most recent revision 01/16/2024.