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.