Transcript Course Design - APTAEducation.org

Teacher Preparation:
Course Design
Education Section Faculty Development Workshop
Stephanie P. Kelly PT, PhD
May 16-19th, 2013
Indianapolis, 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.
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
University Philosophy /
Mission
Program Philosophy /
Mission
Program Goals /
Outcomes
Curricular Sequence
Objectives & Outcomes
Specific Instructional
Objectives & Outcomes
Task Analysis & Content
Selection
Learning Activities
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?
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
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
Curriculum Development Process
Program Philosophy /
Mission
Program Goals /
Outcomes
Curricular Sequence
Objectives & Outcomes
Specific Instructional
Objectives & Outcomes
Task Analysis & Content
Selection
Learning Activities
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, CC5.11, 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.