Author: Penny Reyes Learning Outcome: One-way sensitivity analysis on the cost-effectiveness of a treatment for Cancer X Learning Activity: *a worksheet activity on OWA to be filled out while guided through a workshop session Assessment Task: *completion of another worksheet on OWA on another CEA of an alternative treatment strategy for Cancer X Resources: *video lecture on implementing a one-way sensitivity analysis (OWA) of a cost-effectiveness analysis (CEA) *textbook chapter on OWA of CEA *workshop materials (worksheets with multiple tabs with various prompts/hints) 1. Complete your lesson plan (approximately 500 words) including an aligned learning outcome, activities, and assessment, using this template and include it in your e-Portfolio. Learning Outcome: Note: consider a learning outcome for one lesson, not necessarily a course learning outcome. Learners: What do you know about the group for whom you are designing the lesson plan? (Consider cultural background, postgraduate/undergraduate). Pre-Class Independent Activity (prior to class) Time What will your students do to be prepared for the in-class activity? What resources will they access? What do they need to bring to class? What do you need to prepare for the pre-class activity e.g. resources, course materials? What will you do while your students are doing the pre-learning activities? In-Class Collaborative Activity Time How will your students be engaged in-class? What activities will you ask them to do? What will you do about students who have not completed the pre-learning activity? What will you do while your students are engaged with the in-class collaborative activity? Post-Class Activity (Independent or Collaborative) Time What will students do after the in-class activity is completed? Are there any follow-up activities? How will they demonstrate their learning? What will you do while your students complete the post-class activity? Assessment: Describe a formative or summative assessment task that you would ask your students to complete in order to assess whether they have met the intended learning outcome. (Note, Module 5 will cover assessment strategies but you can note down some initial ideas here) Reflection/Evaluation (to be done after the lesson has been completed – does not need to completed for the E-Portfolio submission): Evaluate how your flipped classroom lesson went. Were students engaged? Did students complete the pre-class activity? Were the learning outcome, the activities, and assessment all aligned? What would you do differently or the same next time? (Note: Module 4 will cover evaluation strategies). 2. Write a reflective post in your e-Portfolio considering the following question: What are some of the potential benefits and challenges of implementing flipped learning/classroom in your discipline? Draw from ideas presented in this module's video, your perspective, the comments from the panel, and discussions with your peers during the face-to-face session. Use Criterion 2 on the e-Portfolio Rubric to self-evaluate your reflective post.

What is worth learning?

Dr Perkin's Interview for FULT Module 1 https://www.youtube.com/watch?v=_CAdXXekKKM I recognise that the curriculum plays a large part in how we design our lectures/tutorials. For mathematics, especially the fundamental subjects such as algebra and calculus, we are expected to "cover" so much content that it is almost impossible to go deep into the mastery of their skills. However, I believe it a disservice to the students' outcomes if we were not to go deep into their learning outcomes. I try to push my students to do as best they can, but there will always be a large number who struggle with learning unless guided accordingly, and this is difficult to achieve with so little face-to-face time and so much content to cover. There is little room to reflect on these issues when in the midst of teaching the courses. However, this activity is such a space. I can see one important issue that indeed this video helped me to voice out: Perhaps the course outlines are a mismatch with the kind of students they cater (or not) to. I cannot help but feel I have no control over which kinds of students I end up teaching in a fundamental course such as algebra. However, I can imagine what sorts of solutions can be done to address the "mismatch". (1) The course can be designed so that students with similar majors are grouped, hence there is a larger chance that their needs and levels of knowledge are met. (2) There could be a bridging course designed to fill in the gap for (pre-identified) students who may not have the minimum pre-knowledge required for the course/unit.