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Instructional Designs with Impact

Instructional Designs with Impact. Diane Magrane, M.D. Associate Vice President Faculty Development and Leadership March 2007 APGO/Solvay Scholars. Basic Units of Curriculum. Student + Teacher + Challenge. Learning. Assessment Directs Learning. Student Performance.

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Instructional Designs with Impact

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  1. Instructional Designs with Impact Diane Magrane, M.D. Associate Vice President Faculty Development and Leadership March 2007 APGO/Solvay Scholars

  2. Basic Units of Curriculum Student + Teacher + Challenge Learning

  3. Assessment Directs Learning Student Performance Instruction Learning Program Effectiveness Nassif, Magrane

  4. Subjective Research Question Objective Plan Methods Conclusion Assessment Results Using, not Reinventing, Classic Wheels

  5. What does the Literature say about curriculum design? You’ve got to be very careful if you don’t know where you’re going, because you might not get there. Yogi Berra If you don’t know where you’re going, then any path will get you there. The Cheshire Cat Alice in Wonderland

  6. Curriculum Design Needs Assessment Learning Objectives Program Evaluation Tools and Environment Assessment

  7. Curriculum Design: The Yogi Berra Way Why are you going somewhere else? Where are you going? Did you get there? How will you get there? How will you know when you arrive?

  8. Curriculum Design:Tools / Environment How will you get there? What kind of an experience would you like to have? How much do you have to spend?

  9. Curriculum Design: Assessment of Performance How will you know when you have arrived in the right place? … At the right time?

  10. Competency Based Education establishes standards of performance Performance assessment in vivo: Undercover SPs, Video, Logs... Does Performance assessment in vitro: CPX, OSCE, SP-based tests... Shows how (Clinical) Context based tests: MCQ, essay, oral... Knows how Factual tests: MCQ, essay, oral... Knows Van der Vleuten, C. Ottawa Conference, 2000

  11. Curriculum Design:Program Evaluation Did you get where you wanted to be? Was it a good trip? Would you go the same way again?

  12. The Ambulatory Care Clerkship: Panel Recommendations • Assess the Alignment of • Needs and Goals • Goals, Resources, and Methods • Goals and Assessment methods • Needs, Goals, and Program Evaluation

  13. Learning Styles • Preference, Difference, and Practice “Learning is a process whereby knowledge is created through the transformation of experience.” (Kolb 1984)

  14. Kolb’s Learning Cycle and Styles Concrete Experience Diverging Accommodating Active Experimentation Reflective Observation Converging Assimilating Abstract Conceptualization .

  15. Strengthening and Developing Kolb Learning Style Skills

  16. Learning Styles • Preference, Difference, and Practice VARK is about our preference for taking in, and putting out Information in a learning context. Although it is a part of learning style we consider it an important part because people can do something about it. Some other dimensions are not open to change…. It is what you do after you learn your preferences that has the potential to make a difference.

  17. VARK Preferences: how do we study and learn best? • Visual Auditory Read/ Write Kinesthetic

  18. Needs Addressed? Goals & Objectives clear and aligned with needs? Methods support Goals/ Objectives Address V A R K Performance of Curriculum Design assessed? Kolb Cycle addressed? Diverge from Experience Assimilate new Q’s and Possibilities Converge around theory and concepts Accommodate into action and practice Program evaluated? Analyze the Design of this Workshop!

  19. Curriculum Design and Professional Development of Educators Needs Assessment Goals/ Objectives Connections And Networks Presentations And Publications Program Evaluation Methods Scholarship, Grants & Contracts Assessment

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