Session 4 February 14 ONLINE Identifying Learner Characteristics and Needs Identification of learner needs Multiple assessment tools/learning styles inventories Theory of multiple intelligences Articulating Theories of Causation Working theories of causation and their relationship to hypothesis testing and to appropriate evidence of impact/identification of valid, reliable evidence of learning, misconceptions and gaps Objectives addressed: #1: Interweave reflection, planning, instruction and assessment to facilitate learning, based on knowing the learners. #2: Use evidence of learning to identify need for change in instructional practice Complete and be prepared to discuss results of VARK Learning Styles Inventory ( Questions Read in order to be able to identify ways the authors’ perspectives are/are not aligned with your own experiences both as a learner and as a teacher in the health professions: Re Multiple Intelligence Theory: Gardner, 1999, 79-92. Re Learning Styles: Teaching (EBT) Project Plan and Objectives Session 5 February 21 Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching Compare the approaches to evidence-based teaching in the different health professions Identify ways to collect evidence of the effectiveness of teaching Understand how to evaluate evidence to literature review Objectives addressed: #2: Use evidence of learning to identify need for change in instructional practice. #5: Monitor learner progress formatively in order to make appropriate adjustments. Read in order to be able to compare strategies used by medicine, nursing and public health to evaluate evidence: Felver, et al., 6-15 Montori & Guyatt, 2008, Guyatt, Rennie, Meade, & Cook, 2008. Preface retrieved from . Victora, Habicht, & Bryce, 2004, 400-405 Wise, 1981, 5-9 In-class resource: Nilson, 2010,
Session 6 February 28 Instructional Strategies and Tools: Making the Learning Real to the Learners Identify commonly used and recommended components of case-based learning Identify key features of a concept/mind map Organize key features of discussion & questioning, effective lectures, and collaborative/cooperative learning groups to be able to critique for appropriateness in addressing learners’ characteristics and Share plans for identifying appropriate evidence for instructional strategies in EBT Project Objectives addressed: #2: Use evidence of learning to identify need for change in instructional practice. #4: Select or design changes in current instructional practice, based on professional knowledge, that are likely to improve learning Read assigned chapter to identify key features for discussion in class: In Nilson, 2010: Large-group didactic learning: Making the Lecture a Learning Experience, 113-125. Discussion and questioning: Questioning Techniques for Discussion and Assessment, 137-144 Collaborative learning: Learning in Groups, Yoder-Wise, & Kowalski, date unknown, handout Learner Needs Assessment Session 7 March 6 ONLINE Instructional Strategies and Tools Analyze principles which guide the teacher in the laboratory and clinical settings Evaluate the components of laboratory and clinical teaching related to the selection of instructional strategies and tools Compare formative and summative evaluation in the clinical setting, including the tools available for Listen to/view the lecture and determine the extent to which you now can meet the objectives for the session. View the videos and respond to the discussion question for each. Read the Taylor & article (2011, 84-88) with a focus on concept mapping as a teaching strategy Think about your experience to date with simulation and other ways in which you can use it in your teaching role.
conducting both types of evaluation Objectives addressed: #2: Use evidence of learning to identify need for change in instructional practice. #4: Select or design changes in current instructional practice, on professional knowledge, that are likely to improve learning Session 8 March 13 Evaluative Strategies: Evaluating the Learners’ Levels of Mastery … … … Objectives addressed: #5: Monitor learner progress formatively in to make appropriate adjustments. #6: Analyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learning. Read to identify and be able to critique characteristics of effective evaluative strategies and their alignment with specific learning contexts: Apperson, Laws & Scepansky, 2006, 148-153 Berk, 2002, 155-181 Nilson, 2010, 273-294 Taylor & Littleton-Kearney, 2011, 84-88 Literature Review In-class Resources: Angelo & 1998, 88 Perrin & Reuter, retrieved from Session 9 March 20 Evaluative Strategies: Evaluating the Quality of Teaching Develop ability to make appropriate judgments about strategies for evaluation of teaching: Formative evaluation Course evaluation Peer review Objectives addressed: #5: Monitor learner progress formatively in order to make appropriate adjustments. Read to relate recommended practices to own teaching experience in order to approve experiences of learners: Berk, Naumann, & Appling, 2004, Article 10 Brownson, Fielding & Maylahn, 2009, 175-201 Elzubeir & Rizk, 2002, 313-319 Hatzipanagos & Lygo-Baker, 2006, 97-105 Instructional In-class resources: Arreola, 2006, Felder & Brent, 2004, 200-202 Kirschling, et al., 1995, 401-410 Nilson, 2010,