Teacher Preparation: Course Design

1. Teacher Preparation: Course Design Education Section Faculty Development Workshop Stephanie P. Kelly PT, PhD May 16-19th, 2013 Indianapolis, IN

2. 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.

3. 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

4. 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

5. 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?

6. 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

7. 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?

8. 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.

9. 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

10. 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

11. Egs. Of Implicit / Null

12. 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

13. Curriculum Development Process Program Philosophy / Mission Program Goals / Outcomes Curricular Sequence Objectives & Outcomes Specific Instructional Objectives & Outcomes Task Analysis & Content Selection Learning Activities

14. 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

15. 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

16. 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???

17. 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.

18. 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

19. 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

20. 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.

21. 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!!

22. Guess the Domain? • The student will complete documentation that is free of grammatical and spelling errors.

23. 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

24. 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.

25. 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)

26. 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?

27. 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?

28. Think carefully about where you want the student to be and write your objectives appropriately!

29. 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.