c . Problem solving:What's the Principle? Description :

1. c. Problem solving:What's the Principle?Description: • After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem. • This technique focuses on this step in problem solving. • It provides students with a few problems and asks them to state the principle that best applies to each problem. 

2. Empty Outline • Students fill in an empty or partially completed outlineof an in-class presentation or homework assignment within a limited amount of time. • Student responses can be compared to those you expected, counting the number of students who agreed or disagreed with your responses for each item. • With this feedback faculty can find out which students have “caught” the important points of a lecture, reading, etc.

3. Empty Outline • Example: Provide 2 examples of each category of CATs. 1. Course-Related Knowledge and Skills • a. • b. 2. Learner Attitudes, Values, and Self-Awareness • a. • b. 3. Learner Reactions to Instruction • a. • b. • If necessary, a short review different CATs could be done during future meetings. I could continue to use this CAT until a satisfactory number of students can fill in the outline correctly.

4. MemoryMatrix

5. Memory matrix –an illustration

6. Course Knowledge and Skills-c)SYNTHEIS AND CREATIVE THINKING:Concept mapping Definition: construct map based on the concepts learned or identified.

7. Concept map

8. C Map Cmap allows users to construct, and share concept maps: • Construct Cmaps on personal computers; • Link Cmaps to other Cmaps on the Internet (CmapServers); • Edit maps synchronously with other Internet users. • FREE! • http://cmap.ihmc.us/download/

9. Concept Map Formative Assessment Follow up & communicating With Students Classroom Assessment and Grading kinds of evaluation Analysis & Reporting Alternatives to Traditional Assessments effects or benefits on students / faculty

10. Course knowledge and skill:-d) Assessing skill in application and performance

12. Assessing skill and application:Student Generated Test Questions

14. II. Assessing the Attitudes, Values, and Self-Awareness

15. Student Self Reflection: • Students rate their own knowledge, skills and attitudes. • This can provide useful indirect evidence of student learning and • also helps students to develop metacognitive skills • and achieve deeper learning.

16. Learner Attitudes, Values & Self-Awareness • * Time on Task. Ask students (anonymously) how much time they spent in the last week doing the assignments. • Opinion Polls: Polling. student surveys on issues are a great way to build student engagement. For example, a teacher might distribute a survey with some questions about some cases at the beginning of class (asking other students to quickly score and tabulate the results) and then use the results to guide the lecture or discussion.

17. Reactions to Instruction Methods

23. Other Techniques: S-E-E-I (sometimes called the SEEing) is an exercise where students are asked to go through a four step process with a concept that the teacher has introduced: 1) S-tate the concept; 2) E-laborate upon it; 3) E-xemplify it by providing an example or application; and 4) I-llustrate it with a map or chart. You can also ask groups of students to do this. C.L.I.M.B is a similar task: 1) Choose a concept from the class discussion; 2) List similarities to a concept from another class; 3) Identify differences between the two concepts; 4) Make up new examples; 5) Build a paragraph demonstrated understanding.

24. * IDEA is a good exercise for the end of class, and is a variation on the one minute paper strategy: 1) Identify a concept from the class; 2)Describe why it is important; 3) Elaborate on what thoughts or questions the concept brings up; 4) Apply the concept to some area of your life. • Clickers. In large classes, professors use these electronic devices (that look like TV remotes) to answer multiple choice questions projected at the front of the class. These can either give the professor feedback to direct the lecture or can be used as the basis of small group discussions.

25. Click! Click! in the Classroom What are clickers? • AKA audience response system or student response system • Wireless response system that allows instructors to ask questions and gather instantaneous student responses during a class • 3 components • Clicker • Receiver • software

26. How do they work? • The instructor asks a question. • The question is usually projected on a large screen in class. • Students click their answers. The classroom computerregisters all student responses in real-time. • The instructor can instantly display a graph that shows how the class responded and discuss responses.

27. How are clickers used in teaching? • Explore pre-existing knowledge • Activate learning; engage all students in classroom; increase student involvement • Instant feedback for teacher and students • Assess student understanding • Practice solving problems • Identify attitudes, values, opinions • Vote

28. Using CATs • If a CAT does not appeal to your intuition and professional judgment as a teacher, don’t use it. • Don’t make Classroom Assessment into a self-inflicted chore or burden. • Don’t ask your students to use any CAT that you haven’t previously tried on yourself. • Allow for more time than you think you will need to carry out and respond to the assessment. • Make sure to “close the loop.” Let students know what you learn from their feedback and how you and they can use that information to improve learning.

29. WHAT IS A GOOD CAT? • DIRECTIONAL – can help to confirm that teachers are on track • MEASURABLE – can show what has been learned or misunderstood • BENEFICIAL – benefits are of greater value than the effort to plan, conduct and collect data

30. Classroom Assessment Project Cycle ClassroomResearch: Follow-up. What was taught and how? What was learned? Planning: Plan CAT to focus on teaching goal 9 1 2 Implementing: Teach and use CAT, analyze student feedback 8 CAP Cycle is similar to BackwardDesign of a Course -Themes -Enduring Understandings -Essential Questions 3 Responding: Interpret results, give feedback to students, evaluate effect on learning 7 4 6 5

31. CAT CHECKLIST • Set clear goals – what to teach, how to test, and type of outcomes/data expected . • Do you need to modify CAT chosen? Check situation and numbers . • Do you grade or not grade CAT? Ungraded if for feedback . • Is CAT simple to plan, conduct, analyze? • What kind of response do you expect from learners? • • Facts = scores • • Concept = qualitative response

32. Will you get the data you want? Has someone else checked your CAT for validity? Have you informed learners of purpose of CAT and shared data? Have you collected and analyzed data? What is your follow-up plan? http://www.eltcm.org/eltc/Download/symposium/workshop_B.pdf

33. Evaluating Portfolios& Performances • Focus is on mastery of skills • Tools for evaluation include: • Checklists • Rating scales • Scoring rubrics • Students can participate in the development of evaluation tools. • Align assessment tool with target

34. Other Techniques Related To Nursing Practice • Unfolding case study • Developing Rubrics • COPA model (competency outcome and performance achievement model) • “Closing the Loop” – Using Results to Enhance Student Learning • WEAVEonline – online management tool

35. Unfolding case study- “A 50 year old sales representative for a major computer company comes to the clinic for a follow up appointment stating he is fatigued and has had a 5# weight gain in the last week”. Review of his medical records Indicates -married with four children (ages 13 to 18) -works long hours – rarely home before 8:00 pm -CAD (Dx 5 yr ago) following episode of chest pain

36. Assessment findings: -respirations – 32/min and crackles bilaterally in all lung Fields -heart rate – 120/min with occasional irregular beats -BP – 180/110 -pitting edema in lower extremities -states, “I am doing okay. I just think I need some more of those water pills I got a couple of months ago.

37. What are rubrics? • Originates from the Latin phrase rubrica terra, referring to the early practice of using red soil to mark something important. • More currently, an assessment tool that “lays out the specific expectations for an assignment” (Stevens & Levi, 2005, p. 3)

38. Using Rubrics to Provide Feedback to Students • Rubric” defined: • “an authoritative rule … an explanation or introductory commentary.” (Webster) As applied to assessment of student work: [a rubric] “explains to students the criteria against which their work will be judged (the “scoring rules”). • It makes public key criteria that students can use in developing, revising, and judging their own work

39. Competency Outcomes and Performance Assessment (COPA) Model The basic organizing framework for the COPA Model is simple but comprehensive. It requires the faculty, and/or others responsible for program (or course) development, to analyze and respond realistically and collaboratively to four essential questions. They are: What are the essential competencies and outcomes for contemporary practice? What are the indicators that define those competencies? What are the most effective ways to learn those competencies? And, What are the most effective ways to document that learners and/or practitioners have achieved the required competencies?

40. Fig. 1. Lenburg’s Eight Core Practice Competencies with Subskill Examples

41. 5. Management Skills • administration, organization, coordination • planning, delegation, supervision of others • human and material resource utilization • accountability and responsibility; performance appraisals and QI 6. Leadership Skills • collaboration; assertiveness, risk taking • creativity, vision to formulate alternatives • planning, anticipating, supporting with evidence • professional accountability, role behaviors, appearance

42. 7. Teaching Skills • individuals and groups; clients, co workers, others • health promotion; health restoration 8. Knowledge Integration Skills: • nursing, healthcare and related disciplines • liberal arts, natural and social sciences, and related disciplines

43. “You tell me, and I forget. You teach me, and I remember. You involve me, and I learn”. - Benjamin Franklin

44. THANK YOU