Planning for Effective Teaching · 2014. 10. 10. · 1. Explain the purposes and strategies for planning a course or clinical experience. 2. Create learning outcomes for didactic

© 2014 American College of Clinical Pharmacy

PLANNING FOR EFFECTIVE TEACHING Activity No. 0217-0000-14-136-L04-P (4.0 contact hours)

This is an application-based activity.

Tuesday, October 14, 2014

1:30 p.m.–5:30 p.m.

Convention Center: Meeting Rooms 18 C & D

Note: This session will incorporate a short “flipped classroom” example. Prior to attending this session,

participants will need to view a short video created by the presenters. The video can be accessed at

http://www.accp.com/docs/meetings/am14/Planning.mp4. Participants will need to create a free subscriber

account to view the entire video.

Faculty: Brenda L. Gleason, Pharm.D.

Associate Dean for Academic Affairs; Professor of Pharmacy Practice; St. Louis College of Pharmacy,

St. Louis, Missouri

Daniel S. Longyhore, Pharm.D., BCPS

Associate Professor of Pharmacy Practice, Wilkes University, Wilkes Barre, Pennsylvania; Ambulatory

Care Pharmacist, St. Luke’s Hospital & Health Network, Bethlehem, Pennsylvania

Thomas D. Zlatic, Ph.D.

Professor, St. Louis College of Pharmacy,

St. Louis, Missouri

AGENDA 1:30 p.m. Understanding Planning

1:50 p.m. Creating Learning Outcomes

2:55 p.m. Constructing Teaching/Learning Strategies

3:35 p.m. Break

3:45 p.m. Planning for Assessment

3:50 p.m. Syllabus Planning & Communication

4:00 p.m. Creating Scripts

4:30 p.m. Creating Environments Conducive to Learning

5:10 p.m. Questions and Portfolio assignment

5:30 p.m. Adjourn

FACULTY CONFLICT OF INTEREST DISCLOSURES: Brenda L. Gleason: No conflicts to disclose

Daniel S. Longyhore: No conflicts to disclose

Thomas D. Zlatic: No conflicts to disclose

LEARNING OBJECTIVES: 1. Explain the purposes and strategies for planning a course or clinical experience.

2. Create learning outcomes for didactic and clinical settings.

3. Construct teaching strategies for targeted students so that they can achieve the learning outcomes.

4. Devise strategies to create a learning environment conducive to the achievement of learning outcomes.

SELF-ASSESSMENT QUESTIONS: Self-assessment questions are available online at www.accp.com/am

http://www.accp.com/docs/meetings/am14/Planning.mp4

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Symposium 1

Brenda Gleason, Pharm.D.

Daniel Longyhore, Pharm.D.

Thomas D. Zlatic, Ph.D.

ACCP 33rd Annual Meeting

14 October 2014

Austin, TX

Planning for Effective Teaching

AMERICAN COLLEGE OF CLINICAL PHARMACY

A C A D E M Y 2

The ACCP Academy Teaching

and Learning Certificate Program

Primer

Symposia


Implementing Teaching and Learning Strategies

Assessing Student Learning

Webinars

Electives

Portfolio

3

TLCP Workshops’ Foundational

Teaching/Learning Strategies

Create clear outcomes for what students will be able to do at

the end of instruction

Structure instruction so that students frequently practice the

outcomes

Create performance criteria so that students recognize what

good performance is

Provide assessment feedback and suggestions on how

students can perform better


A C A D E M Y

� Understand the purposes and strategies for planning a course,

class, or clinical experience

� Create learning outcomes for students in didactic and clinical

settings

� Construct teaching strategies for targeted students so that they

can achieve the learning outcomes

� Devise strategies to create a learning environment conducive

to the achievement of learning outcomes.


A C A D E M Y

Today’s Learning Outcomes

5

ACCP Electronic Portfolio Assignment 1A

� Create a syllabus

� Complete the syllabus checklist

� Complete the syllabus self assessment

� Ensure mentor completion of syllabus

assessment

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ACCP Electronic Portfolio Assignment 1B

� Create a script

� Complete the script checklist

� Complete the script self assessment

� Ensure mentor completion of script

assessment


© 2014 American College of Clinical Pharmacy 2

2

� Understand the purposes and strategies

for planning a course, class or clinical

experience

� Create learning outcomes for students in didactic and clinical settings

� Construct teaching/learning strategies for targeted students so

that they can achieve the learning outcomes

� Devise strategies to create a learning environment conducive to the

achievement of learning outcomes


A C A D E M Y

Today’s Learning Outcome 1

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Two Tools for Planning

Syllabus Planning for a semester/rotation

Script Planning for a day/week

A Planning Document—The Syllabus

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Two Criteria for an

Effective Syllabus

1. Serves as an effective tool for course

planning

2. Effectively communicates to students the

plan for the course

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Syllabus: Criterion 1 Expanded

Serves as an effective tool for course planning.A. Clearly defines course outcomes that

Are appropriate to the background and level of the students Integrate general and professional abilities

Integrate knowledge, skills, attitudes, values

B. Clearly describes practice opportunities to ensure students

achieve the ability outcomes

C. Provides clear criteria for successful performance of

outcome abilities

D. Establishes a formative and summative assessment system

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Effectively communicates to students the

plan for the course.

A. Clearly, logically, and completely describes course

purpose, policies, structure, resources, calendar, and general information in a user-friendly format (headings,

fonts, charts, etc).

B. Employs a style and tone that engage students and

promote good rapport.



3

� Understand the purposes and strategies for planning a course. class, or clinical experience

� Create learning outcomes for students in

didactic and clinical settings

� Construct teaching strategies for targeted students so that they can achieve the learning outcomes

� Devise strategies to create a learning environment conducive to the achievement of learning outcomes


A C A D E M Y

Today’s Learning Outcome 2Reflect on the following:

� What is your teaching philosophy?

� Who are you teaching?

� What are you teaching them?

� How will you teach?

� How will students learn?

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How do you answer this question?

What do you teach?

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Students are Different &

Learn Differently

� Age

� Gender� Previous experience

CulturePreconceptions

� Learning Styles

Sensory modePersonality type

Multiple intelligences� Stages of intellectual development

� Other factors

Previous Experiences

� Culture

� Pre-conceptions and Misconceptions

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Which of these does not

belong?

Wood Saw

Hammer Ax



4

Age

� Curriculum Year

� Non-traditional Students

� Adult learners

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Learning Styles (71 models!)

Sensory ModesVisual

AuditoryTactile-Kinesthetic

VARKVisual

AuralRead/Write

Kinesthetic

http://www.vark-learn.com/english/index.asp

Preferential mode

for taking in

information

More Learning Styles

� Seeing and hearing

� Reflecting and acting

� Reasoning logically and intuitively

� Analyzing and visualizing

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Multiple Intelligences

Visual/Spatial

Verbal/Linguistic

Logical/Mathematical

Bodily/Kinesthetic

Musical/Rhythmic

Interpersonal

Intrapersonal

Howard Gardner. Frames of Mind: The

Theory of Multiple Intelligences

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Personality Type

Myers-Briggs Type Indicator (MBTI)

MBTI scores indicate a person's preference on

each of four dichotomous dimensions:

Extroversion (E) / Introversion (I)

Sensing (S) / Intuition (N)

Thinking (T) / Feeling (F)

Judging (J) / Perceptive (P)

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Perry’s Stages of

Intellectual Development

Dualism – Received Knowledge

Multiplicity – Subjective knowledge

Relativism – Procedural knowledge

Commitment – Constructed knowledge

William G. Perry, Jr. Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart, and

Winston, 1970.



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Gender: Women’s Ways of Knowing

Silence: total dependence on whims of external authority

Received Knowledge: receive and reproduce knowledge

Subjective Knowledge: truth and knowledge are conceived of as

personal, private, and intuited

Procedural Knowledge: rely on objective procedures for obtaining and communicating knowledge

Constructed Knowledge: view all knowledge as contextual; value subjective and objective strategies

Mary Belenky, Blythe Clinchy, Nancy Goldberger, Jill Tarule,

(Women's ways of knowing. New York: Basic Books. 1986).

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Caution

� Do not apply unreflectively or programmatically!

� Every general (synthetic) statement is false—including this one!

� Statistical/class generalizations do not necessarily apply to INDIVIDUALS!

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� Curriculum

� Departmental, Administrative

needs/requirements/policies/guidelines

� Course setting, facilities, technologies available

Other Considerations

Reflection and Design of the Advanced

Pharmacy Practice Experience

(APPE)

Sketching the Road Map

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Reflection and Design

of the APPE

� Your “design” for the rotation will likely vary depending on your learners.

� Spend a significant amount of time designing your rotation and creating your syllabus – it will make a huge difference in student learning.

� Seek peer assessment of your syllabus.

� Be willing to “edit” after each experience

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Most Importantly, In the Classroom

and Clinic:

What should students be able to do at the end of your course or experiential

clerkship?

The Big Idea

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Begin

with the

end in

mind!

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The “end” here is outcomes.

Outcomes determine

o teaching

o learning

o and assessment

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CAPE OUTCOMES 2013

Domain 1: Foundational Knowledge

• Learner (Learner)

Domain 2: Essentials for Practice and Care

• Patient-Centered Care (Caregiver)

• Medications Use System Management (Manager)

• Health and Wellness (Promoter)

• Population-based Care (Provider)

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CAPE OUTCOMES 2013

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Domain 3: Approach to Practice and Care

• Problem Solving (Problem Solver)

• Educator (Educator)

• Patient Advocacy (Advocate)

• Interprofessional Collaboration (Collaborator)

• Cultural Sensitivity (Includer)

• Communication (Communicator)

Domain 4: Personal and Professional Development

• Self-awareness (Self Aware)

• Leadership (Leader)

• Innovation and Entrepreneuership (Innovator)

• Professionalism (Professional)

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Ability Outcomes for

Pharmacy Practice

PHARMACEUTICAL CARE

Provide pharmaceutical care in cooperation with patients,

prescribers, and other members of an interprofessional health care

team . . .

SYSTEMS MANAGEMENT

Manage and use resources of the health care system . . .

PUBLIC HEALTH

Promote health improvement, wellness, and disease

prevention . . .



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General Outcomes

Thinking and Decision Making

Communication

Valuing/Ethical Decision Making

Social and Contextual Awareness

Social Responsibility

Social Interaction

Self-learning

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Defining General Outcomes

Thinking

Think critically, solve complex problems, and make informed, rational, responsible decisions within scientific, social, cultural,

legal, clinical, and ethical contexts.

Social and Contextual Awareness

Demonstrate the ability to place health care and professional issues within appropriate historical, cultural, social, economic,

scientific, political, and philosophical frameworks, and

demonstrate sensitivity and tolerance within a culturally diverse society.

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Ability OutcomePharmaceutical Care

Provide pharmaceutical care in cooperation with patients,

prescribers, and other members of an interprofessional

health care team based upon sound therapeutic principles

and evidence-based data, taking into account relevant

legal, ethical, social, economic, and professional issues,

emerging technologies, and evolving pharmaceutical,

biomedical, sociobehavioral, and clinical sciences that

may impact therapeutic outcomes.

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Integrating General and Professional Outcomes

�Design, implement, monitor, evaluate, and adjust pharmaceutical

care plans that are patient-specific and evidence-based.

�Communicate and collaborate with prescribers, patients, care givers,

and other involved health care providers to engender a team approach

to patient care.

�Retrieve, analyze, and interpret the professional, lay, and scientific

literature to provide drug information to patients, their families, and

other involved health care providers.

�Carry out duties in accordance with legal, ethical, social, economic,

and professional guidelines.

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Intellectual and

Practical Skills

•Inquiry and analysis •Critical thinking

•Creative thinking •Written communication

•Oral communication

•Reading •Quantitative literacy

•Information literacy •Teamwork

•Problem solving

Personal and Social

Responsibility

•Civic knowledge and engagement—local and global

•Intercultural knowledge and competence

•Ethical reasoning

•Foundations and skills for lifelong learning

Integrative and Applied

Learning

•Integrative and applied learning

http://www.aacu.org/value/rubrics/index_p.cfm?CFID=28420651&CFTOKEN=48496399

VALUE: Valid Assessment of Learning

in Undergraduate Education

S u b m it

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Caution

� Do not simply “import” any set of outcomes.

� Create or adapt outcomes to your particular school and course.

� Faculty who create their own outcomes (based upon research) will be better able to understand, teach, and assess them.

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4343

Caution

There is no universally consistent terminology to define learning outcomes.

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kn

ow

ledg

e

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An ability is an integration of:

� Knowledge

� Skills

� Attitudes/habits/values

Ability Outcomes

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� At the end of this lecture the student will be able to identify three causes of

pneumonia.

� At the end of this lecture the student will be able to use a graphing calculator.

� At the end of this course the student will

be able to use the semi-colon correctly.

Objectives—Examples

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Ability Outcome

Educate patients on antimicrobial drug therapies

Objectives

� Acquire an antimicrobial knowledge base (knowledge)

� List the major side effects of the drug therapy (skill)

� Exhibit empathy (attitude)

Abilities vs. Objectives

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Types of Learning Outcomes

Program (entry-level) ability outcomes

Select/recommend pharmacotherapy

Course/clerkship ability outcomes

Select/recommend appropriate cardiovascular pharmacotherapy

for a patient based on the current body of evidence.

Class/module outcomes (objectives)Knowledge: Explain antihypertensive drug selection based on

compelling indication.

Skills: Use appropriate references to check for interactions

between the antihypertensive drug and other patient

medications.

Attitudes/Values: Advocate for most effective, safe, and economical

antihypertensive therapy for the patient.

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Distinguishing Outcomes

and Objectives


A C A D E M Y

Worksheet Activity 1



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Practice on Creating Outcomes

� Courses

� Individual Didactic Classes

� Experiential Settings

Course Outcomes

Drug Information Course:

� Thinking and Decision MakingThe student will be able to render drug information as a part

of providing pharmaceutical care by:

1. Assessing the appropriateness of drug therapy by

retrieving and correctly interpreting pertinent

literature, and then

2. Synthesizing rational, evidence-based conclusions

and recommendations to drug information questions.

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Creating Class Objectives

Drug Information Discussion Session:

� Objective: Find the best and most pertinent primary

literature to answer a drug information question from a

physician.

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Ability Outcome Tips

• Educate, don’t train (not steps/directions)

• Connect practice functions to general abilities

• Provide a clear and complete picture of the ability

• Don’t limit expectations to what can easily be

measured empirically

• Adapt outcomes to level of the students

Outcomes in Clinical SettingWhat’s wrong with this picture?

The student:

� Identifies patient-specific, disease-specific and drug-specific monitoring parameters (subjective and objective)

� Establishes correct intervals and frequencies for monitoring parameters.

� Identifies patient-specific drug-drug, drug-food, drug-herb and herb-herb interactions and monitors accordingly.

� Follows up with patient to evaluate if outcomes have been met, either in person or by telephone

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Outcomes in the Clinical Setting

Ability Outcome:

Knowledge, Skills, Attitudes/Values

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10

Outcomes in Clinical Setting

Examples

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• Formulate a plan . . .

• Collaborate with patients, family, healthcare

professionals . . .

• Communicate with patients, family, healthcare

professionals . . .

• Intervene to optimize drug therapy . . .

• Recommend drug therapy . . .

• Educate patients, family, healthcare professionals . . .

• Monitor drug therapy . . .

• Document your clinical encounters . . .

• Display professional behaviors and attitudes . . .

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Syllabus Criterion 1A: Outcomes

Clearly defines course outcomes that

Are appropriate to the background and

level of the students

Integrate general and professional abilities

Integrate knowledge, skills, attitudes,

values

Criteria Review

Assess Outcomes

57


A C A D E M Y


58

Create 2-3 Ability Outcomes for

your Course/Rotation

58


A C A D E M Y



A C A D E M Y


�Understand the purposes and strategies for planning a course,

class, or clinical experience

� Create learning outcomes for didactic and clinical settings

�Construct teaching/learning strategies for targeted

students so that they can achieve the learning outcomes

� Devise strategies to create a learning environment conducive

to the achievement of learning outcomes

Reflecting on

Learning Strategies

� What will you do to help students achieve the outcomes

� How will students practice the abilities?

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What must the student do to

achieve the outcomes?

ClassroomEnhanced lecture (short, active learning strategies)

Ability practice (discussion/simulation/role playing, etc.)Peer/self assessment

Quizzes, exams

Homework

Experiential activities

Example: Course Outcome

Drug Information Course:

� Thinking and Decision MakingThe student will be able to render drug information as a part

of providing pharmaceutical care by:

1. Assessing the appropriateness of drug therapy by

retrieving and correctly interpreting pertinent

literature, and then

2. Synthesizing rational, evidence-based conclusions

and recommendations to drug information questions.

62

Example: Class Objectives

Drug Information Discussion Session:

� Objective: Find the best and most pertinent primary

literature to answer a drug information question from a

physician.

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Example: Learning Strategy

for Class Objective

Drug Information Discussion Session

� Active Learning Strategy: The Search Strategy Assignment

Description

Using search skills learned from class, students were given a homework

assignment to utilize 2 or more search engines (MEDLINE, IPA, EMBASE) to find the best pieces of primary literature to use as the

evidence to support their answer to the drug information question.

Students were required to work individually and to bring the primary literature they found along with a description of their search to the

discussion session. In discussion, students were placed in groups with

other students who had received the same drug information question. Students were given the following assessment form.

64

Example: Learning Strategy

for Class Objective

Drug Information Discussion Session� Active Learning Strategy: The Search Strategy Assignment

Assessment Form

In the column designated “self”, assess your search strategy results

based upon the following criteria. Then, pass your search strategy results to a peer in your group. Each peer in your group should assess

your search strategy results. You will record your peer assessments of the

other group members’ search strategy results in the “peer” columns below. Write the peer’s name above each “peer” column. Be sure to provide

overall assessment comments in the designated areas.

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Learning Strategy to Attain Class Objective

� Drug Information Discussion Session

� Active Learning Strategy: The Search Strategy Assignment

Study 1: Self Peer 1 Peer 2 Peer 3 Peer 4

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1 2 3 4

Exceeds Criterion Meets Criterion Criterion Not Met Criterion Not Applicable

• is the strongest evidence available to

answer the DI question (RCT vs. Meta-

Analysis vs. Cohort, etc)

• is useful to answer the DI question

• is among the most current or landmark

evidence that pertains to the DI question

•is considered to be a POEM

Study deemed best and most pertinent for use in drug information question by group consensus?

Why/why not?



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Learning Strategies for

Didactic Settings

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Course Ability Outcome:

Educate patients on proper inhaler technique.

Active Learning Strategies:

• Role Plays (and have student pharmacist self-

assess)

• Ask students to use criteria to peer assess a

video of a pharmacist teaching a patient about

inhaler technique,

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Learning Strategies for

Didactic Settings

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Course Ability Outcome:

Collaborate effectively with team members to...(eg, solve a patient

case or provide an evidence-based recommendation)

Active Learning Strategies:Student demonstration of a group interaction with each student being

assigned a “role/behavior” to play during the interaction (eg, leader,

blocker) and have student audience identify roles/behaviors

“MythBusters” Activity—students work in teams to weigh evidence

from various pieces of primary literature to then formulate a

recommendation on a clinical controversy; a faculty member observes

and assesses the group members’ interactions

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Requirements for Active

Learning in Clinical Settings

• Outcomes/goals for the activity

• Guidelines/criteria by which student can determine good performance

• Student involvement (not only observation)

• Feedback from the instructor about what went right, what should be improved, and how to improve it

Learning Strategies in

Clinical Settings

� Patient interviews

� Physician and preceptor interactions� “One Minute Preceptor”

� Clinical Inquiry papers

� Management of specific patients� Directly providing care for patients either as the

provider or in an interprofessional manner

� Chart reviews

� Clinical consults

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Clinical Settings

� Rounds

� Journal club

� Case presentation

� Site-specific/student-specific objectives

� SOAP Notes

� Therapeutic Debates

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Active Learning Strategies to Achieve Outcomes in Clinical Settings

Examples

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PICO Rounds

Outcome: Synthesize evidence-based recommendations for

individual patient care scenarios.

Objectives

� Formulate an answerable clinical question based on a patient care scenario.

� Gather patient-oriented information using relevant and valid

resources.

� Communicate the evidence (and quality of evidence) used to

synthesize the answer to the clinical question.

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Clinical Settings

PICO Rounds (Instructions)Each Monday, students will identify a clinical question based on

the patients they see during the week.

A question must be communicated to the preceptor and student

colleague by Thursday afternoon (3PM).

The student will use varying point-of-care resources to attempt

to answer the question.

The question and answer will be communicated to the APPE-

team Friday morning prior to meeting patients.

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Clinical Settings

PICO Rounds (Evaluation Criteria)

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Clinical Settings

Criteria Complete?

Question is formulated/communicated using a PICO format Y / N

Student uses “useful” clinical resources, appropriate to the information

needed for the clinical question.Y / N

Synthesizes an answer using patient-oriented evidence that communicates

the clinical significance of the risk and benefit of intervention.Y / N

Applies a level of evidence using the AFP SORT categories. Y / N

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Syllabus Criterion 1B: Learning Strategies

Clearly describes strategies and sufficient

practice opportunities to ensure students

achieve the ability outcomes

Criteria Review

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Assess Learning Strategies


A C A D E M Y


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Create a learning strategy for an outcome

in a class or experiential setting.


A C A D E M Y




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Syllabus: Criteria 1C and 1D

Serves as an effective tool for course planning.

A. Clearly defines course outcomes that

Are appropriate to the background and level of the students

Integrate general and professional abilitiesIntegrate knowledge, skills, attitudes, values

B. Clearly describes practice opportunities to ensure students achieve the ability outcomes

C. Provides clear criteria for successful performance of

outcome abilities

D. Establishes a formative and summative assessment system

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NOT an Outcome for Today

More in Assessment Symposium

�Understand the purposes and strategies for planning a course or

clinical experience


� Construct teaching/learning strategies for targeted students so

that they can achieve the learning outcomes

� Devise strategies to create a learning environment conducive to the achievement of learning outcomes

We are covering Planning for

Criteria/Assessment

� Clear, detailed explanations of good performance (criteria)

� Formative/summative assessments that are criterion-referenced and evidence-based

� Peer/self assessments

� Useful, timely feedback

� Remediation opportunities/mechanisms

� Grading

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Planning to Get Assessment

Feedback

Reportorial

Midterm (or more frequent) Course Evaluations

Student Feedback Committee

Evidence-based

Peer Observations

Classroom Assessment Techniques (CATs)

Self Assessment

Videotape

Teaching Portfolio

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CATs for Knowledge/Skills

Empty Outlines

Misconceptions/Preconceptions Check

Minute Paper

Muddiest Point

Defining Features Matrix

Pro/Con Grid

Concept Maps

Problem-Recognition Tasks

Student-Generated Test Questions

Thomas A. Angelo and K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. San Francisco, Jossey-Bass, 1993.

84

CATs for Attitudes, Values, and Self-AwarenessDouble-Entry Journals

Self Assessment of Ways of Learning

Punctuated Lecture

CATs for Learner Reactions to InstructionRSQC2 (Recall, Summarize, Question,

Comment, Connect)

Reading Rating Sheets

Classroom Assessment Quality Circles

Thomas A. Angelo and K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College

Teachers. 2nd ed. San Francisco, Jossey-Bass, 1993.



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Effectively communicates to students the

plan for the course.

A. Clearly, logically, and completely describes course

purpose, policies, structure, resources, calendar,

and general information in a user-friendly format

(headings, fonts, charts, etc).

B. Employs a style and tone that engage students and promote good rapport.

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� Basic course & instructor information

� Learning resources

� Additional student materials

� Course description / purpose / learning objectives / outcomes

� Learning Strategies

� Course schedule / calendar

� Course policies / procedures

� Exams and assignments

� Grades

� Academic dishonesty

� Support services

Syllabus Content Areas

See the Syllabus

Criteria in the

Worksheet.

Items to Consider

� Student time commitment / expectations for the course

� Table of contents

� FAQs or a letter to address common student concerns about the course

� Clear definition of student responsibilities in the course

� Contact information to other support services (library, learning center, tutors, etc)

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Tips for Drafting Your Syllabus

� Organize, organize

� Exploit visual organization� Use headings, fonts, graphics

� Highlight important information

� Be neat

� Be complete but succinct

� Avoid harsh tone / rigidness

� Proofread, seek peer assessment

� 3-hole punch for student course binder

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More Tips

� Disseminate syllabus at first class meeting

� Spend class time reviewing important points of the syllabus

� Make sure students understand the syllabus is your plan for the course

� Use humor or an active learning strategy for reviewing the syllabus

� If changes are made to the syllabus, put them in writing

� Refer students to the syllabus throughout the course

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Reflect on the Following

Questions

� Why do I select the content I do?

� Is content ordered appropriately?

� Are these the best teaching strategies for this course or clerkship?

� Is there a better way to evaluate student performance and achievement of ability outcomes?

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APPE Syllabus Writing:

Things to Consider

� The syllabus should contain a schedule and not be the schedule

� Your description of activities should be connected to learning objectives/outcomes for the experience.

� Include your criteria/guide for preparing and grading projects, presentations, or rotation activities.

� This is a continually evolving document.

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Assessing Syllabi


A C A D E M Y


.

Planning on a Daily/

Weekly Basis

Script

A detailed plan for a learning session

93 94

Script: A Planning Tool that Identifies

What learning outcomes are expected

What activities will be conducted to achieve the outcomes

What structure, procedures, & timetables will organize the activities.

What roles each instructor/student will perform

What assessment feedback will be given and how.

Which, if any, assignments will be graded.

Alternate plans if the original plans do not work as scheduled.

Criteria for Scripts

� The activities are clearly thought out and are well-structured.

� The activities are appropriate for the level of the students.

� Each activity optimally develops the ability outcome component identified.

� The activities are allotted an appropriate amount of time to achieve the ability outcome goals

� The activities have enough variety to engage students.

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Criteria for Scripts� The activities are appropriately sequenced, so they

can build upon one another.

� Together, all activities provide sufficient practice of

the assigned ability outcomes.

� Sufficient mechanisms for feedback (self, expert,

peer) are included.

� The activities require students to be familiar with

performance criteria for the abilities/outcomes they

are practicing.

� The script clearly states all necessary information in

a logical fashion.

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Scripts in APPE

� Think in terms of a week as opposed to a day or

class period.

� The script does not mean you (the student) forget

about everything else.

� Be ready to adjust your script, but do not omit

learning experiences.

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100

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Assessing Scripts


A C A D E M Y




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Tips for Using a Script

� Use the script as a guideline, not a map.

� Usually, it is best to plan one more activity than you think will be needed.

� Depart from the script in response to student learning (that means, changing the activity or omitting an activity altogether).

� Decide prior to class what activity will be shortened/abbreviated if time runs out.

� Don’t put any graded activity at the very end of the class period, unless you are willing to delete/abbreviate a preceding activity

103

� Understand the purposes and strategies for

planning a course or clinical experience


� Construct teaching strategies for targeted students so that

they can achieve the learning outcomes

� Devise strategies to create a learning environment

conducive to the achievement of learning outcomes.


A C A D E M Y


105

Syllabus: Criterion 2B

Effectively communicates to students the plan for the course.

A. Clearly, logically, and completely describes course purpose, policies, structure, resources, calendar, and

general information in a user-friendly format (headings, fonts, charts, etc).

B. Employs a style and tone that engage

students and promote good rapport.

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Creating Positive

Learning Environments

"Educators worldwide often pay too much attention to students' achievement and too little attention to learning environments. Having a positive learning environment is

valuable in its own right. But, the voluminous research . . . demonstrates that positive learning environments also lead

to valuable improvements in student achievement and attitudes.“

Herbert Walberg

University of Illinois at Chicago

Ways to Create Positive

Learning Environments

� Be organized and clear

� Set challenging but reasonable goals

� Provide support

� Be interesting

� Be confident but flexible

� Be human

� Be caring

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Creating a Positive Learning

Environment

Demonstrate

and model fiducial

relationships.

Make it clear that

you believe student learning is

the first obligation of a teacher.



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Creating a Positive Tone

through a Syllabus


A C A D E M Y

Worksheet Activity 8ToneExample 1

Attendance and Classroom Etiquette Policy:

CLASS ATTENDANCE IS A MUST!! ANY IN-CLASS EXERCISES OR

ASSIGNMENTS THAT ARE MISSED CANNOT BE MADE UP UNLESS

ARRANGEMENTS HAVE BEEN MADE WITH THE COURSE COORDINATOR

PRIOR TO THE MISSED SESSION. STUDENTS ARE EXPECTED TO BE

PROFESSIONAL! ARRIVE ON TIME TO CLASS! NO TALKING IN CLASS

WHILE THE PROFESSOR IS SPEAKING. NO CELL PHONES OR PAGERS

ALLOWED!

Example 2

Attendance and Classroom Etiquette Policy

Class attendance is strongly encouraged. Any in-class exercises or

assignments that are missed cannot be made up unless arrangements are

made with the course coordinator prior to the missed session. Students are expected to be professional, arrive on time, be respectful to

course faculty and other students, and turn off cell phones and

pagers during class.

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Establishing

Environments and

Relationships Conducive

to Learning in Experiential

Education


A C A D E M Y


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Portfolio Assignments

Symposium 1: Planning for Effective Teaching

ACCP Academy

Teaching and Learning Certificate Program

Access the electronic portfolio at:

http://accp.com/academy/teachingAndLearning.aspx

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Module 1a – Syllabus for

Course/APPE

� Create a syllabus

� Complete the syllabus checklist

� Complete the syllabus self assessment

� Ensure mentor completion of syllabusassessment

* Completed prior to participating in next symposium.


A C A D E M Y



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Module 1b – Script for a Course

Session/ APPE Learning Activity

� Create a script

� Complete the script checklist

� Complete the script self assessment

� Ensure mentor completion of syllabus

assessment

* Completed prior to participating in next symposium


A C A D E M Y

Contact Information

� Brenda Gleason [email protected]

� Daniel Longyhore [email protected]

� Thomas Zlatic [email protected]

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A C A D E M Y



Documents

Planning for Effective Teaching · 2014. 10. 10. · 1. Explain the purposes and strategies for planning a course or clinical experience. 2. Create learning outcomes for didactic