STOMP e-PortfolioPresenter: Michael J. Mangino

E-Portfolio ContentsThis ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows: Community-Building Activity Time Management Tip List Final Project: Lesson idea, assessment and rubric

developed using Backwards Design principles Final Reflections/Lessons Learned

Community-Building ActivityInstructions: Share an asynchonous community-building idea on the Week

2 discussion board (Discussion board link below.) Through reviewing the resources above, please come up with one community-building activity that can be implemented in an asynchronous online learning environment. This activity can be an icebreaker, but it can also be an activity that makes sense later in the semester when relationships have already begun to form. When sharing your idea, please include the following information: Title Task Objective(s) Instructions How this idea builds community

Community-Building ActivityTitle: Cells at Work…Literally!Task: Identify and equate cellular components to that of a modern day factory that makes any product of the students choosing.Instructions: Every cell in our body is an individual unit of life and are constantly at work. 

One of the fundamental jobs carried out by cells is that of protein synthesis.  Relating complex content to knowledge that is more familiar can help you to think critically about it.  

In groups of 3-4, work together to achieve the objectives by relating cellular components to an everyday factory that makes an everyday product of your choosing.  With your group members discuss the steps necessary to make that product from start to finish - here you don't need to concentrate on the fine details of each step, but they should include basic aspects such as material acquisition, waste management, power source, etc.

To able to make the connections between activities of your factory make sure that you identify all the components and their functions and look for similarities between them and the functions of your factory components.  Consolidate your group ideas in a 600-800 word summary and be prepared to share your ideas with the class.

Community-Building ActivityObjective(s): Identify cellular components Review the process of protein synthesis Identify how each component contributes to cell survival Describe the interrelation of cellular components Explain how cells differ from one another Explain how the structure of a cell membrane is related to its

functions Explain how substances move into and out of cells

Community-Building ActivityHow this builds community:This activity can build community within a class as it: serves as an ice breaker having students work in small groups in

the first few weeks of class. allows students to self-delegate responsibilities and equally

contribute. is graded by me based using a formal rubric and it would also be

reviewed by classmates. allows students to contribute a wide range of creative ideas

allowing each student to form their own understanding and also have their own understanding influenced by their peers' input.

students are surprised by receiving a small amount of extra credit for participating in successful completion of the assignment.

Time Management Tip ListInstructions: Read through 

time management strategies for online instructors from the University of Wisconsin-Stout.

Create a time management tip list: Several methods are presented to more effectively manage time

in an online course, though they may also apply to a Face-to-Face class format as well.

The slides to follow presents the framework of the article and consists of select methods from the article and methods I have utilized and built upon over my years as an educator.

Time Management Tip ListHandle it Once Carry out specific actions or requests of an email

promptly to alleviate the anxiety of having to remember to “do that later.”

Separate student emails from other email received by creating specific folders. Name the folders with a specific tag and create an inbox rule that moves emails with that subject heading directly into the folder. This prevents emails from getting overlooked and creates separation of focus when responding to emails.

Time Management Tip ListHandle it Once Crete email naming protocols that require students to

use only a school related email account to include specifics in the subject heading; inform students that emails sent otherwise are likely to not be responded to or may be marked as Spam by the email server.

Generate meaningful feedback to students’ discussion posts to encourage thoughtful participation. If a post is exemplarily, try to say so citing specifics about the post that stood out. If a post needs improvement, try to provide specifics about what the student can improve on in the future.

Time Management Tip ListHandle it Once Set aside time to grade assignments and provide

meaningful feedback. Or if it is more applicable to the assignment, grade them as they arrive. Otherwise, grade assignments within a few days of the due date, again unless prompt feedback is necessary to complete other assignments.

Be honest with students. Instructors are people too; our lives can sometimes be just as hectic as students’ lives. If a life event is likely to impact the ability to provide timely feedback, let your students know. Give students a specific date when you project on being caught up and maintain that commitment.

Getting into a daily routine and having set ‘rules’ about eliminating distractions is important. It is also important to allow yourself time to do something besides meeting obligations.

Time Management Tip ListRespond to Student Questions Efficiently Create inbox rules for student related emails also allows

student questions to be answered efficiently. Implement a ‘Q&A’ forum on the discussion board is a

great way to address common questions; chances are, if one student is asking question, then most students are wondering about it as well. Plus this provides a means for students to be independent participants in the course.

Time Management Tip ListRespond to Student Questions Efficiently Send relevant announcements. Be sure that the

announcement applies to the entire class and is noteworthy. It may even be worth while to refer students to the ‘Announcements’ board at the beginning of class the meeting after posting an important topic.

Anticipate student questions. This allows you to create relevant tutorials and demos ahead of time. However, simply doing so often is insufficient, so be sure to let students know how to access such resources.

Time Management Tip List‘Billable hours’ in e-Learning Make time count. Directing students to check the ‘Q&A’

forum before emailing questions can prevent an influx of student emails creating available time to take on more constructive tasks.

Use keyboard shortcuts to help implement common functions when creating documents; i.e. Cntrl + B = Bold type

Time Management Tip List‘Billable hours’ in e-Learning Set clear communication boundaries with students at

the beginning of the course. Posting communication guidelines along with a schedule for availability can help students formulate the proper expectations in regards to instructor communication.

Provide an alternative means for communicating in case of emergencies or a time-sensitive matter. Most Smart phones support the ability to use Voice over Internet Protocol (VoIP) to make and receive calls using a server generated number protecting the privacy of both the student and the instructor; i.e. Google Voice

Time Management Tip ListGet Organized Create a logical file folder hierarchy to expedite file

access on your home computer as well as within an online content manager such as Blackboard.

Create an online calendar with deadlines and due dates that students can quickly access.

Avoid listing due dates within content descriptions to prevent time consuming maintenance on course duplication.

Time Management Tip ListStudent Training Resources List available training resources that students can utilize

to get assistance using the required technology. Direct student questions to training resources to avoid

taking on the role of ‘IT-Helpdesk.’ Create demonstration videos containing explanation of

course specific features and tools used; i.e. Blackboard Adaptive Release Rules

Final Project Summary

This presentation showcases an assessment, rubric and lesson idea created for my Introduction to Human Anatomy and Physiology course. This culminating project demonstrates my ability to apply Backwards Design principles to lesson plan development. We were asked to choose 1-2 learning outcomes that fulfill the goal(s) of an existing course and then create an assessment, rubric and lesson idea that align with those outcomes.

Introduction to Human Anatomy and Physiology, BIO135Course description:This course provides an introduction to the structures and functions of each major organ system.

Course GoalThe ultimate goal of the course is to describe how each body system and its components contribute to maintaining homeostasis by relating structure and function.

Learning OutcomesThis portfolio contains a selected sample course outcome used as the focus for the subsequent objectives, interactive lesson, and assessments.

Course Outcome:Describe components of the digestive system in relation to their respective functions by analyzing the movement of major food molecules from ingestion to absorption.

Explanation of AlignmentAssessments and Outcomes:Through material presentation of the chapter content, students are given information to construct a foundational knowledge base to summarize the anatomical components of the digestive system and generalize the chemical processes that lead to nutrient absorption.

Students are assessed in a variety of methods from multiple choice, matching, and labeling questions. Students are also asked to write a narrative that follows a selected food item from beginning to the end of the digestive tract. Further, students are asked to investigate the dietary components of several basic foods and integrate these findings by illustrating how these nutrients are absorbed and incorporated into various body systems. Then students are asked to reflect on the overall health impact from eating insufficient and excessive amounts of their selected food.

Lesson PlanPlanning Form for Student Learning Objectives

Class Date:

5/01/2016 Lesson/Unit Title: Chapter 15: Digestive System

Learning Level Possible action verbs Student Learning Objective Activities/Techniques to Achieve Objective(s)

Knowledge Describe, Summarize, Identify, Match, Locate,

- Describe the anatomical components of the digestive system- Identify histology of digestive components- Summarize dietary components of basic foods- Match location to each major food molecule breakdown

-Practice drills with flashcards-Write ordering of components in sequence of digestion-Draw components of the digestive system-Depict breakdown of major molecules at each location-Identify components on models and cadavers

Comprehension Explain, Identify, Locate, Classify,

-Classify type of digestion at each location- Identify major food molecules digested and absorbed at location- Explain how histology of location relates to function

-Identify component location using medical terminology and directional terms to a partner-Identify component location by tracing out on your own body surface-Compare and contrast mechanical vs. chemical digestion in terms of process 

Application Relate, Illustrate, Demonstrate, Write

-Relate structures of digestive organs to their function 

-Write a narrative that illustrates the path the selected food item travels and the fate of its components.

 

Analysis Diagram, Subdivide, Categorize, Compare

-Group major organs of the digestive tract-Compare structures and functions

- With a partner, reconstruct component organization from a pool of individual plastinated model parts

Synthesis Construct, Write, Design

Design a fictitious case scenario -In a small group, design a fictitious case study of a patient complaining of abdominal pain using medical/directional terminology and infer possible structures implicated in condition

Explanation of AlignmentRubric:The following rubric was designed to assess student demonstration of competency of anatomical components and physiological processes of the digestive system. The narrative assignment correlated with the rubric targets use of Evaluation, Synthesis, and Analysis critical thinking skills according to Bloom’s Taxonomy.

Narrative Assessment Grading Rubric

Grading Rubric for Digestive NarrativeCriteria Completely

Accurate (4)Mostly Accurate (3) Mostly

Inaccurate(2)Entirely Inaccurate(0)

AnatomicalStructures

All digestive components are listed and correctly described

Most digestive components are listed with few incorrect/incomplete descriptions

Most digestive components are missing with few correct/complete descriptions

No evidence of achieved outcomes

HistologicalStructures

All histological components are listed and correctly described

Most histological components are listed with few incorrect/incomplete descriptions

Most histological components are missing with few correct/complete descriptions

No evidence of achieved outcomes

AnatomicalFunction

All anatomical functions are listed and correctly described

Most anatomical functions are listed with few incorrect/ incomplete descriptions

Most anatomical functions are missing with few correct/complete descriptions

No evidence of achieved outcomes

PhysiologicalFunction

All physiological functions are listed and correctly described

Most physiological functions are listed with few incorrect/ incomplete descriptions

Most physiological functions are missing with few correct/complete descriptions

No evidence of achieved outcomes

Order The order in which structures and function are presented is completely correct

The order in which structures and function are presented is mostly correct with few items out of sequence

The order in which structures and function are presented is mostly incorrect with few items in sequence

No evidence of achieved outcomes

TOTAL        

Explanation of AlignmentLesson:The lesson for this course outcome was designed based on the learning objectives necessary to successfully complete the assessment created by Backwards Design Theory

Lesson PlanThe lesson plan contains important chapter learning objectives students will need to successfully complete the associated assessment.

The lesson is presented as a self-paced slide show segmented at the transition between learning objectives using Soft Chalk web-based learning technologies. Each segment contains brief, interactive assessment activities used to check concept retention and comprehension. Samples from a related chapter are presented in the following slides.

Chapter OverviewI. Outline the general structure and functions of the digestive

systemII. Summarize the general structure and function of each

digestive organIII. Relate the functions of structures associated with the mouthIV. Distinguish the structure and functions of the digestive tract

wallV. Relate the structure and function of each digestive gland to

the process of digestionVI. Explain how the products of digestion are absorbedVII. Summarize the major sources of dietary carbohydrates,

lipids, and proteins

I. Outline the general structure and functions of the digestive system

Objectivesi. Describe the general structure and functions

of the digestive systemii. Illustrate the location of each major organ of

the digestive systemiii. Describe the process of digestion and how it

relates to other systems of the human body

II. Summarize the major organs of the digestive system

Objectivesi. List the digestive system organs in sequence

during the process of digestionii. Outline the general structure of each major

digestive system organiii. Describe the function of each major organ of

the digestive systemiv. Describe the relationship between structure

and function of each organ

III. Describe the functions of the structures associated with the mouth

Objectivesi. Describe the structure and function of the

cheeks, lips, tongue, and palate. ii. Compare the processes of mechanical and

chemical digestioniii. Discuss the relationship between mechanical

and chemical digestion

IV. Describe the structure of the wall of the digestive tract

Objectivesi. Discuss the general functions of the digestive

tract including how it moves food. ii. Describe the four distinct layers of the

digestive tract. iii. Describe the lumen of the digestive tractiv. Distinguish between circular and longitudinal

fibersv. Describe the process of peristalsis

V. Relate the structure and function of each digestive gland to the process of digestionObjectivesi. Discuss the general function of the salivary

glands.ii. Describe the location and function of the

parotid glands, submandibular glands, and sublingual glands.

iii. Describe the major components of gastric juice.

iv. Distinguish between chief cell and parietal cell secretions.

v. Locate the liver and pancreasvi. List the secretions added to the digestive

process by the salivary glands, stomach, liver, and pancreas

VI. Explain how the products of digestion are absorbed

Objectivesi. Describe the mixing and emptying actions of

the stomachii. Explain how chyme is producediii. Discuss the role of the pancreatic enzymesiv. Explain the functions of bile salts. v. Give a summary of the major digestive

enzymesvi. Discuss the intestinal absorption of nutrients

VII. Summarize the major sources of dietary carbohydrates, lipids, and proteinsObjectivesi. Review the structure of the four major organic

molecule groups found in living systemsii. Examine and compare the dietary contents of

at least four different basic foods

AssessmentThe assessment associated with this lesson plan utilizes several different question formats from multiple choice, matching, labeling diagrams, ordering/sequencing , and composition.

Questions have been custom designed to assess students’ critical thinking skills as well as content retention. For more information regarding this component of the assessment, please contact me at mjmteachanp2010@gmail.com

AssessmentThe composition portion of the assessment targets higher-order critical thinking skills of Analysis, Synthesis, and Evaluation.

Students are asked to investigate the dietary components of self-chosen basic foods and integrate these findings by illustrating how these nutrients are absorbed and incorporated into various body systems. Then students are asked to reflect on the overall health impact from eating insufficient and excessive amounts of their selected food.

Lessons LearnedFrom the beginnings of my career as an educator, my teaching philosophy has been to not only provide students a quality education, but to inspire student curiosity while encouraging leadership skills and peer cooperation. It has been my hopes that through practice of this philosophy, I am preparing students to recognize and overcome challenges faced with in their prospective careers. Through my years of teaching experience, I have learned this is easier said than done in a dynamically changing face of education.

Lessons LearnedAdvancements in new learning technologies, internet accessibility, and ready availability to a virtually unlimited number of resources are only a few aspects leading to changes in the way students learn. More and more significant changes are underway at the primary and secondary levels of education.

Through many professional development experiences I have learned how to supplement my pedagogy with technologies adapted to the changing classroom. More importantly though, I have learned classrooms are an evolving entity with the diverse culture that surrounds it. By evolving along side it, I am holding true to my teaching philosophy.