Preparing Future Faculty Workshop

1. Preparing Future Faculty Workshop Neva J. Kirk-Sanchez, PhD, PT Associate Professor, Department of Physical Therapy University of Miami Miller School of Medicine

2. Faculty Development Workshop Syllabus Development Writing Objectives Method of examination

3. Faculty Development Workshop: Syllabus Development KNOW YOUR AUDIENCE!

4. Faculty Development Workshop: Syllabus Development GATHER YOUR RESOURCES…

5. Faculty Development Workshop: Syllabus Development Start with a shell or outline

6. Faculty Development Workshop: Syllabus Development Heading: University of Miami Miller School of Medicine Department of Physical Therapy

7. Faculty Development Workshop: Syllabus Development Course Title and Number (PTS 575 Clinical Decision Making in Physical Therapy) Semester (Spring, 2009) Contact Hrs (Lec. & Lab) 4 Hours lecture per week

8. Faculty Development Workshop: Syllabus Development Course Description: This is a description of the course content Prerequisite Courses (if applicable) Course Coordinator (Course master) Course Instructors (teaching assistants, guest lecturers, or other people assisting with the course)

9. Faculty Development Workshop: Syllabus Development Course Time/Place (i.e. Monday/ Wednesday 10:15-12:15, Plumer Building, 3 rd floor, blue classroom) Course Objectives (more to come) Required/Recommended Texts (list of textbooks, or journal articles if applicable)

10. Faculty Development Workshop: Syllabus Development Core Requirements: if any specific requirements not covered in pre-requisites Instructional Strategies – (i.e. lecture, experiential lab, group discussion, presentations, etc.) Method of Evaluation* (more to come)

11. Faculty Development Workshop: Syllabus Development Course Schedule/Outline – a day by day listing of what content will be covered

12. Faculty Development Workshop: Syllabus Development Method of Evaluation* Explicitly outline/define: Efforts for remediation Min. grade/competency level for each activity (graded/ungraded) Attendance/Professional behaviors

13. Faculty Development Workshop: Syllabus Development VI. Evaluation Procedures: Examination 1 15% Examination 2 25% Final examination 30% Online quizzes and lab activities 15% Decision tree 15% You must pass the final comprehensive exam with a 75% or higher in order to pass the course.

14. ….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain ....

15. Writing Instructional Objectives Instructional objectives, including behavioral objectives, can be written for any of the domains of instruction • Cognitive • Affective • Psychomotor

16. The Cognitive Domain Bloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing. The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).

17. The Cognitive Domain The major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex. The taxonomy contains six levels, with sublevels identified for each.

18. The Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation

19. The Cognitive Domain The ability to know specific facts, common terms, basic concepts and principles. Knowledge

20. The Cognitive Domain Write List Label Name State Define Knowledge

21. The Cognitive Domain The student will define the 6 levels of Bloom's taxonomy of the cognitive domain. Knowledge

22. The Cognitive Domain The ability to understand, to interpret, to compare and contrast, to translate, to estimate, and to explain. Comprehension

23. The Cognitive Domain Explain Summarize Paraphrase Describe Illustrate Comprehension

24. The Cognitive Domain The student will explain the purpose of Bloom's taxonomy of the cognitive domain. Comprehension

25. The Cognitive Domain The ability to apply previously learned facts and concepts to new situations, to solve problems, and to construct charts and figures. Application

26. The Cognitive Domain Use Compute Solve Demonstrate Apply Construct Application

27. The Cognitive Domain The student will write an instructional objective for each level of Bloom's taxonomy. Application

28. The Cognitive Domain The ability to distinguish between facts and inferences, to recognize faulty assumptions in an argument, and to identify the organizational structure of something (art, music, writing). Analysis

29. The Cognitive Domain Analyze Categorize Compare Contrast Separate Analysis

30. The Cognitive Domain The student will compare and contrast the cognitive and affective domains. Analysis

31. The Cognitive Domain The ability to create something like a well-written essay or a beautiful piece of art, to propose an action plan, to formulate a new scheme for classifying objects, and to integrate many ideas into one solution. Synthesis

32. The Cognitive Domain Create Design Hypothesize Invent Develop Synthesis

33. The Cognitive Domain The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. Synthesis

34. The Cognitive Domain The ability to judge the quality of something based on its adequacy, value, logic, or use.. Evaluation

35. The Cognitive Domain Judge Recommend Critique Justify Evaluation

36. The Cognitive Domain The student will judge the effectiveness of writing objectives using Bloom's taxonomy. Evaluation

37. The Cognitive Domain In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels. It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.

38. Synthesis Evaluation Analysis Application Comprehension Knowledge The Cognitive Domain Creative Thinking Critical Thinking

39. The Affective Domain Being aware of or attending to something in the environment Receiving Showing some new behaviors as a result of experience Responding Showing some definite involvement or commitment Valuing Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

40. The Affective Domain Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. Organization Characterization by Value Acting consistently with the new value; person is known by the value.

41. The Psychomotor Domain Process of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity. Perception Readiness for a particular kind of action or experience; may be mental, physical or emotional. Set Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois.

42. The Psychomotor Domain Overt behavioral act under guidance of an instructor, or following model or set criteria. Guided Response Learned response becomes habitual; learner has achieved certain confidence and proficiency or performance. Mechanism

43. The Psychomotor Domain Complex Overt Response Performance of motor act considered complex because of movement pattern required. Altering motor activities to meet demands of problematic situations. Adaptation

44. The Psychomotor Domain Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area. Origination

45. Writing Instructional Objectives While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain. The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.

46. Developing Measurable Performance Objectives As an instructor you can observe and evaluate the students’: Knowledge and understanding of the subject matter (cognitive domain) Physical action and motor skills (psychomotor domain) Feelings and attitudes (affective domain)

47. Developing Measurable Performance Objectives Measurable performance objectives are the “goals” which are to be achieved by the student during the course of instruction They are statements which set the direction for instruction These are useful in pointing to the content & procedures that will lead to successful instruction, helping to manage the instructional process, and in helping to find out whether the instruction has been successful

48. Developing Measurable Performance Objectives Without measurable performance objectives, learning cannot be successfully planned or evaluated

49. Writing learning objectives: Measurable Performance Objectives A = audience B = behavior C = condition D = degree

50. Measurable Performance Objectives At the completion of this lecture/ laboratory session the student will be able to…..