teacher preparation: course design
Post on 03-Jan-2016
41 Views
Preview:
DESCRIPTION
TRANSCRIPT
Teacher Preparation: Course Design
Education Section Faculty Development WorkshopStephanie P. Kelly PT, PhD
May 16-19th, 2013Indianapolis, IN
Learning Objectives: Appreciate the relationship between
accreditation criteria, program mission, curriculum design, and course content.
Understand the role of learning objectives for facilitation of course preparation and planning, content presentation, and assessment of outcomes
Develop well-written learning objectives across each domain of learning
Identify a variety of teaching strategies that can be used to facilitate achievement of course objectives.
University Philosophy / Mission
Program Philosophy / Mission
Program Goals / Outcomes
Curricular Sequence Objectives & Outcomes
Specific Instructional Objectives & Outcomes
Task Analysis & Content Selection
Learning Activities
Curriculum Development Process
University Philosophy / Mission
Program Philosophy / Mission
Program Goals / Outcomes
Curricular Sequence Objectives & Outcomes
Specific Instructional Objectives & Outcomes
Task Analysis & Content Selection
Learning Activities
Curriculum Development Process
Questions to Ask for Course Design
Is this course part of a sequence of courses?
What classes does this course build on? Do other courses build on this course?
Needed repetition of content? What is the overriding goal / outcome for
this sequence? For this course?
University Philosophy / Mission
Program Philosophy / Mission
Program Goals / Outcomes
Curricular Sequence Objectives & Outcomes
Specific Instructional Objectives & Outcomes
Task Analysis & Content Selection
Learning Activities
Curriculum Development Process
Questions to Ask for Course Design
How does this course relate to the overriding program goals / outcomes?
How does this course relate to the overriding program philosophy /mission?
How does it fit within the overriding curricular model?
Accreditation Criteria Program Mission, Goals and Expected
Outcomes: P-1. The mission of the program is written,
congruent with those of the sponsoring institution and the unit in which the program resides, and consistent with contemporary preparation of PT professionals
P-2. The program has goals and expected outcomes that are based on its mission and reflect the activities of the program, core faculty, and students.
Real-life Suggestions!
Review most recent accreditation report Pay attention at the curriculum review for
new/incoming students Talk to faculty who have been there
awhile…ideally during the development of the curriculum
Talk to recent graduates
Types of Curriculum
Explicit: explicitly defined and publicly shared aspects of the curriculum. Found in catalogs, brochures, syllabi…
Implicit: the values, beliefs, and expectations that are transmitted to students by the knowledge, language, and everyday actions of the faculty
Null: what is missing
Egs. Of Implicit / Null
ACTIVITY:
On your own prior to planning the course…
Draw a model that conceptually represents how you perceive your course / unit “fits” with the overall curriculum
Program Philosophy / Mission
Program Goals / Outcomes
Curricular Sequence Objectives & Outcomes
Specific Instructional Objectives & Outcomes
Task Analysis & Content Selection
Learning Activities
Curriculum Development Process
One Minute List
You have one minute to make a list of everything that you remember / know about learning objectives.
One Minute List: Useful as intro or wrap-up activity. Angelo & Cross
Learning Objectives Identify what the student is to learn as a result of the
course or unit. Terminal objectives serve as the long-term
outcomes for the course Instructional objectives serve as the short-term
outcomes for an individual unit May have already been established for your course
during curriculum development Accreditation criteria, Normative Model, Clinical
Performance Instrument all can provide helpful examples and guidance
Learning Objectives Include:
Audience: Who is the learner? Behavior: What the learner must do, demonstrate, or
perform? Condition: The situation or time frame for learner
performance? Degree: How well the learner is to perform?
By the end of the week, the student will be able to complete a comprehensive subjective history for a new patient with 3 or less cues from the instructor.
Sound a little like patient goals???
What do you think of these???
The student will understand the muscle spindle.
The learner will watch a demonstration of appropriate sensory testing on a patient.
The learner will value input from the patient’s family and instruct them in a HEP when appropriate.
Domains of Learning
Cognitive: If the intent is knowledge and understanding of the subject matter
Psychomotor: If the intent is physical action or motor skill
Affective: If the intent relates to student values or attitudes
Cognitive
By the end of this class, the learner will be able to: Correctly list five contraindications for
ultrasound Recognize when a given case presents with a
contraindication for ultrasound Appropriately select between multiple
available modalities when given a case scenario
Psychomotor
During the lab practical examination, the student will be able to: Perform a maximum assist transfer following a
demonstration by the instructor
Adapt personal body position for a given patient considering that patients specific needs and the constraints of the environment.
Affective
When completing the out of class assignment regarding professionalism, the student will: List personal perceived benefits of being a
member of the APTA Use resources available from the APTA
consistently in classroom projects This area is often implicit -- should make
explicit if an objective of the course!!
Guess the Domain?
The student will complete documentation that is free of grammatical and spelling errors.
Taxonomies of Domains
Break each domain into various levels defining lower-order vs. higher-order performance
Useful for: Considering level you
want to teach Facilitating
progression Identifying deficiencies
Can you make these harder?
By the end of the workshop, the learner will be able to list the 3 domains of learning.
By the end of the workshop, the learner will discuss the importance of addressing the affective domain in teaching.
Linkage to CAPTE
Compare varied research designs for construct, internal, external, and statistical conclusion validity. (CC-5.22)
Modify behavior based on self-evaluation and feedback from others. (CC-5.4, CC-5.11, CC-5.14)
Learning Objectives Well-written objectives naturally lead you
to teaching activities / assessment methods:
By the end of class today, the student will be able to perform an assessment of wrist and hand muscle strength.• Teaching methods / activities?• Assessment method?
Learning Objectives Well-written objectives naturally lead you
to teaching activities / assessment methods: While taking a subjective history, the student
will appreciate the patient’s perspective of their injury through demonstration of reflective listening skills. • Teaching methods / activities?• Assessment method?
Think carefully about where you want the student to be and write your objectives appropriately!
Learning Objectives: Appreciate the relationship between
accreditation criteria, program mission, curriculum design, and course content.
Understand the role of learning objectives for facilitation of course preparation and planning, content presentation, and assessment of outcomes
Develop well-written learning objectives across each domain of learning
Recognize a variety of means of assessment to determine achievement of course objectives.
top related