Malissa Martin, EdD, ATC Associate Dean Faculty...
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561 East 1860 South • Provo, Utah 84606 • 801.375.5125 [email protected] • www.rmuohp.edu Malissa Martin, EdD, ATC Associate Dean Faculty Development and Assessment Graduate Program Director Athletic Training
Transcript of Malissa Martin, EdD, ATC Associate Dean Faculty...
561 East 1860 South • Provo, Utah 84606 • 801.375.5125 [email protected] • www.rmuohp.edu
Malissa Martin, EdD, ATC
Associate Dean Faculty Development and Assessment
Graduate Program Director Athletic Training
Who are YOU!
What is your role as an instructor?
A designer of engaging and effective learning (NOT a teacher of content)
How do you develop learning experiences for your students?
List your step-by-step process
Demonstrate the use of backward design when developing learning experiences.
Discuss how to design learning experiences with assessment in mind.
Design a learning experience as a designer and assessor of learning.
Create a writing prompt that follows “form vs function”
design
Novice (no teaching preparation but teaching 1-5 years)
Seasoned (instructor for 6-10 years with/without teaching preparation)
Expert (instructor for more than 11 yrs)
Crafting learning experiences to meet outcomes
Building a learning community
Content design vs RESULT design
Fink LD. Creating Significant Learning Experiences 2003
Syllabus = Student Course Guide
Assists/guide students in their learning
“not did you learn but can you apply the skills/knowledge to future situations/etc.”
Diagnose student needs to guide instruction
Design learning experiences with assessment in mind ◦ How you determine/measure if outcomes are
accomplished
Determine if learning outcomes are achieved and at the appropriate level for the student.
Is NOT did students learn?
But rather
Can students apply the skills/knowledge to future situations/etc.?
Wiggins 2012 Lilly Conference, Oxford OH.
Teaching is just a small part of the design
Meaningful
Purposeful
Significant
Identify desired outcomes.
How? ◦ Standards (national, state, program, institutional)
◦ Societal needs
◦ Student needs
Developmental levels
Class size
Previous learning experiences
Educational delivery system (F2F/Online/Blended)
Plan learning experiences and instruction
Visualize how it will look
Become aware how it will feel ◦ Physically
◦ Emotionally
What is best use of time in and out of class?
How do we best blend core content into engaging and effective learning/performance
Feedback on student muddled thoughts/sharing ideas
How do we best design for diverse students/situations
Wiggins 2013 Lilly Conference Oxford, OH
After performing the learning experience:
1. What do you expect the student to learn/understand?
2. What behaviors do you want the student to
demonstrate?
3. What should the student feel?
4. What essential questions will be answered?
With persons next to you:
Design a learning experience based upon a
single learning outcome.
What is the purpose of the learning
experience you developed?
What can students do with content after they complete the assignment/course????
The purpose of this assignment is to…..
Design a solution to a problem
Differentiate between pathologies
Judge the care of traumatic head injury between a novice and seasoned AT
Connect the association between imaging and management of soft tissue injuries
Interpret patient charts to develop therapeutic interventions.
Prepare students for novel situations……
Blue and stormy skies
How will you assess the learning experience you designed in your group?
Develop an assessment plan/tool.
By what criteria will performances be judged?
Is the assessment subjective? Objective?
Is the assessment formative or summative? ◦ Pre- Ongoing - End
Is the assessment at the learning outcome at
level of desired outcome (Blooms/Fink)?
To what extent is the learning plan effective and engaging? ◦ Do the students know where they are going? ◦ What material(s) is/are important? ◦ What is required of students? ◦ Do students have adequate opportunities to explore and
receive instruction to equip them for required performances?
◦ Do students have opportunities to revise, rehearse and refine their work?
◦ Do students have time to evaluate their work and reflect?
Wiggins G, McTighe J. Understanding by Design, 2nd Ed (2005)
Engaged Non-engaged
Transfer of learning
Application
Real life experiences
Stimulating topics of interest
Not applicable
Lecture without discussion
Distractions
Topics/discussion not related to course
The purpose of this assignment is to introduce students to the National Athletic Training Association and begin to develop an awareness for their professional organization’s structure and offerings.
Each student will search the NATA.org website and write a paper
answering a group of questions provided by the instructor. All papers must be a minimum of 5 pages, paginated, double spaced, stapled, and no more than 12 point font. Additional instructions concerning this assignment with an evaluation rubric will be given in class. Students will provide a hard copy and electronic copy to the instructor.
Learning Outcome Method of Assessment
Recognize the signs and symptoms and
initiate the treatment for athletes with
environmental illnesses.
NATA Environmental Position Paper
Doug Casa Article Review
Exams
Identifies and differentiates clinical
signs/symptoms and management of
common acute athletic injuries
Cryotherapy/Thermotherapy Article
Review
Exams
Poster Presentation
Cochran Evidence Based Systematic
Review
Describe the role and responsibilities of a
certified athletic trainer.
NATA Paper
State Licensure Paper
Give rubric with assignment
Develop rubric in cooperation with students
Student created rubrics
Self/Peer assessment first; faculty second
Provide examples of quality/poor work; reserve in library; learning management system
Website
Study guides
Study tips
Readings/resources (on and off campus)
Human resources (professionals in the field)
Use of knowledge is the GOAL…….
Does the design require use/application of knowledge!
What do you want from your students when you assign a writing assignment?
List 3-4 items
I want to ◦ spend less time grading papers.
◦ dread reading the papers less.
◦ students to THINK.
◦ students to do what the assignment asks them to do.
◦ more polished, proofread papers from students.
◦ don't want to “teach writing.”
What do you think students want when you assign a writing assignment?
They never tell us what they want.
I have no idea how they grade.
I can’t understand their comments.
Their assignments make no sense.
They never give me any feedback.
They just want me to agree with them.
Every professor has his own pet peeves.
Explain the purpose of the writing assignment.
Make the format of the writing assignment fit the purpose ◦ research paper, position paper, brief or abstract, lab report, problem-solving
paper, etc...)
http://wac.colostate.edu/intro/pop10d.cfm
How long does it have to be? Can we use “I” or “you”? Do you want our opinion or just the facts? How many sources should we use? Can we use websites as resources? How many quotes should we have?
Who is my audience? What is my purpose? What are the special editorial requirements?
Because you know your field, there is a discourse that you
already understand and do not have to ask about.
Our students are still new to that discourse.
Basics we take for granted are unknown to them.
Form vs Function
Form = logistics of assignment
Function= content needs/requirements
Form = What it should look like.
Function = what a text does, what it accomplishes.
Form follows function..
• Verbs tell students what to do.
• Nouns tell students what specific subjects to write about
Let function dictate the form. Help students make connections.
◦ Audience?
◦ Purpose?
◦ Development?
◦ Resource Use?
◦ Structure?
Demonstrate how inappropriate form interferes with function. ◦ Too long? Audience will
stop reading. ◦ No/weak thesis?
Audience will be lost. ◦ Too few resources? Lacks
credibility. ◦ Inappropriate structure?
Audience will be confused.
◦ Lack of editing? Credibility issue.
The purpose of this assignment is three fold: 1) to demonstrate the ability to develop a clinical question, 2) to demonstrate the ability search the CSR and find literature related to the clinical question, and 3) to analyze, synthesize and create an outline of findings that answer the clinical question based upon the literature.
Cochran Systematic Review: In groups of two students will each develop a clinical question on a similar topic and research it using the Cochran library system. Students will develop an outline of their findings comparing the findings of each other’s topic. Below are examples of clinical questions:
Does ultrasound decrease pain during Achilles tendonopathy?
Does ultrasound decrease inflammation during Achilles tendonopathy?
Always give a handout.
Anchor the prompt with verbs that tell the student what to do. State the tasks. Repeat them.
Translate your task into directives students recognize.
Connect the task clearly to your learning goals and to your course content.
Sequence writing assignments in order of complexity, according to purpose or audience.
Provide brainstorming questions to launch prewriting.
Keep directives about form to a minimum; focus on function.
Develop a program writing guide
◦ Form for all writing assignments
Font and spacing requirements
Reference requirements
Paginated
Headers
Grammar/spelling
◦ AMA guidelines
◦ Faculty pet peeves!
Teach the prompt. Encourage student translation.
Discuss the writing assignment frequently in class.
Provide models that are similar to but are NOT polished responses to that precise assignment.
Build in peer-review activities. Consider formative evaluation or feedback
at three levels: early, middle, and polished draft stages.
Designer of Learning
Designer of Assessment
Backward design
Meaningful….
Purposeful….
Significant….
WAC / WID Resources
Colorado State University Writing Center
http://wac.colostate.edu/
Purdue University Online Writing Lab
http://owl.english.purdue.edu/handouts/WAC/
Assignment Design and Sequencing
MIT Writing Center
http://web.mit.edu/writing/Faculty/createeffective.html
UNH Center for Teaching Excellence
http://www.unh.edu/teaching-excellence/resources/Assignments.htm
Outcomes, Assessment, and Feedback
Council of Writing Program Administrators Outcomes Statement:
http://www.wpacouncil.org/positions/outcomes.html
National Council of Teachers of English on Writing Assessment
http://www.ncte.org/middle/teaching/120573.htm
College Composition and Communication on Writing Assessment and Feedback
http://www.ncte.org/about/over/positions/category/write/107610.htm
