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Preparing Future Faculty WorkshopNeva J. Kirk-Sanchez, PhD, PTAssociate Professor, Department of Physical TherapyUniversity of Miami Miller School of Medicine

Faculty Development Workshop Syllabus Development Writing ObjectivesMethod of examinationFaculty Development Workshop: Syllabus DevelopmentKNOW YOUR AUDIENCE!Faculty Development Workshop: Syllabus DevelopmentGATHER YOUR RESOURCESFaculty Development Workshop: Syllabus DevelopmentStart with a shell or outlineFaculty Development Workshop: Syllabus DevelopmentHeading:

University of Miami Miller School of MedicineDepartment of Physical Therapy

Faculty Development Workshop: Syllabus DevelopmentCourse Title and Number (PTS 575 Clinical Decision Making in Physical Therapy)

Semester (Spring, 2009)

Contact Hrs (Lec. & Lab) 4 Hours lecture per weekFaculty Development Workshop: Syllabus DevelopmentCourse Description: This is a description of the course content

Prerequisite Courses (if applicable)

Course Coordinator(Course master)

Course Instructors (teaching assistants, guest lecturers, or other people assisting with the course)Faculty Development Workshop: Syllabus DevelopmentCourse Time/Place (i.e. Monday/ Wednesday 10:15-12:15, Plumer Building, 3 rd floor, blue classroom)

Course Objectives (more to come)

Required/Recommended Texts (list of textbooks, or journal articles if applicable)Faculty Development Workshop: Syllabus DevelopmentCore Requirements: if any specific requirements not covered in pre-requisites

Instructional Strategies (i.e. lecture, experiential lab, group discussion, presentations, etc.)

Method of Evaluation* (more to come)Faculty Development Workshop: Syllabus DevelopmentCourse Schedule/Outline a day by day listing of what content will be covered

Faculty Development Workshop: Syllabus DevelopmentMethod of Evaluation*

Explicitly outline/define:Efforts for remediationMin. grade/competency level for each activity (graded/ungraded)Attendance/Professional behaviorsFaculty Development Workshop: Syllabus DevelopmentVI.Evaluation Procedures:Examination 1 15%Examination 2 25%Final examination 30%Online quizzes and lab activities15%Decision tree 15%You must pass the final comprehensive exam with a 75% or higher in order to pass the course.

.Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain ....Writing Instructional ObjectivesInstructional objectives, including behavioral objectives, can be written for any of the domains of instruction Cognitive Affective PsychomotorThe Cognitive DomainBloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing.The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).The Cognitive DomainThe major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex.The taxonomy contains six levels, with sublevels identified for each. The Cognitive DomainKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

The Cognitive DomainKnowledgeThe ability to know specific facts, common terms, basic concepts and principles.The Cognitive DomainKnowledgeWrite List Label Name StateDefineThe Cognitive DomainKnowledgeThe student will define the 6 levels of Bloom's taxonomy of the cognitive domain.The Cognitive DomainComprehensionThe ability to understand, to interpret, to compare and contrast, to translate, to estimate, and to explain.The Cognitive DomainExplainSummarizeParaphraseDescribeIllustrateComprehensionThe Cognitive DomainThe student will explain the purpose of Bloom's taxonomy of the cognitive domain.ComprehensionThe Cognitive DomainApplicationThe ability to apply previously learned facts and concepts to new situations, to solve problems, and to construct charts and figures.The Cognitive DomainApplicationUseComputeSolve Demonstrate Apply ConstructThe Cognitive DomainApplicationThe student will write an instructional objective for each level of Bloom's taxonomy.The Cognitive DomainAnalysisThe ability to distinguish between facts and inferences, to recognize faulty assumptions in an argument, and to identify the organizational structure of something (art, music, writing).The Cognitive DomainAnalysisAnalyzeCategorizeCompareContrast SeparateThe Cognitive DomainAnalysisThe student will compare and contrast the cognitive and affective domains.The Cognitive DomainSynthesisThe ability to create something like a well-written essay or a beautiful piece of art, to propose an action plan, to formulate a new scheme for classifying objects, and to integrate many ideas into one solution.The Cognitive DomainSynthesisCreateDesignHypothesizeInventDevelopThe Cognitive DomainSynthesisThe student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.The Cognitive DomainEvaluationThe ability to judge the quality of something based on its adequacy, value, logic, or use.. The Cognitive DomainEvaluationJudgeRecommendCritique JustifyThe Cognitive DomainEvaluationThe student will judge the effectiveness of writingobjectives using Bloom's taxonomy.The Cognitive DomainIn general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels. It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes. The Cognitive DomainKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationCreative ThinkingCritical ThinkingThe Affective DomainReceivingBeing aware of or attending to something in the environmentRespondingShowing some new behaviors as a result of experienceValuingShowing some definite involvement or commitmentKrathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.The Affective DomainOrganizationIntegrating a new value into one's general set of values, giving it some ranking among one's general priorities.Characterization by ValueActing consistently with the new value; person is known by the value.The Psychomotor DomainPerceptionProcess of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity. SetReadiness for a particular kind of action or experience; may be mental, physical or emotional. Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois. The Psychomotor DomainMechanismLearned response becomes habitual; learner has achieved certain confidence and proficiency or performance. Guided ResponseOvert behavioral act under guidance of an instructor, or following model or set criteria. The Psychomotor DomainAdaptationAltering motor activities to meet demands of problematic situations. Complex Overt ResponsePerformance of motor act considered complex because of movement pattern required. The Psychomotor DomainOriginationCreating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area. Writing Instructional ObjectivesWhile it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain.The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.Developing Measurable Performance ObjectivesAs an instructor you can observe and evaluate the students:Knowledge and understanding of the subject matter (cognitive domain)Physical action and motor skills (psychomotor domain)Feelings and attitudes (affective domain)Developing Measurable Performance ObjectivesMeasurable performance objectives are the goals which are to be achieved by the student during the course of instructionThey are statements which set the direction for instructionThese are useful in pointing to the content & procedures that will lead to successful instruction, helping to manage the instructional process, and in helping to find out whether the instruction has been successfulDeveloping Measurable Performance ObjectivesWithout measurable performance objectives, learning cannot be successfully planned or evaluatedWriting learning objectives:Measurable Performance ObjectivesA = audienceB = behaviorC = conditionD = degreeMeasurable Performance Objectives

At the completion of this lecture/ laboratory session the student will be able to.. Measurable Performance Objectives

Without the use of references, the student will identify five (5) of the bones of the foot.Using a model, the student will demonstrate application of ultra sound treatment within 10 minutes.EvaluationCycle of agreement among course, objectives, teaching, and testingEvaluationIn- class testingTake home examsEssays and synthesis papersPresentationsHomework

Developing a test (evaluation) planWhat is the purpose of the exam?How difficulty should you make the test?Who is taking the exam?How many students are taking the test?How much time has been provided for the test?What type of test (multiple choice, essay, true-false, etc.) is desirable?Type of objective test itemsMultiple choice True-falseMatching

Versatility in measuring all levels of cognitive abilityReliable test scoresScoring efficiency and accuracyWide sampling of content Objective measurementDifferent response alternatives that can provide diagnostic feedbackDifficult and time-consuming to constructLead an instructor a simple recall of factsDependence on students reading ability and instructors writing abilitySubject to clueing (deducing the item)

Type of objective test itemsType of constructed test itemsCompletionEssayProblem solvingConstructed test items- completionWide sampling of contentEfficiently measure lower levels of cognitive abilityMinimize guessing compared with MC and TF itemsObjective measure of student achievement or abilityDifficult to construct so that the desired response is clearly indicatedDifficulty measuring more advanced learning objectivesCan include irrelevant cluesCan be more difficulty to score (more than one item can be considered correctConstructed test items - essayEasier and less time consuming to constructProvide a means for testing a students ability to compose an answer and present in in a logical mannerCan test higher order cognitive objectives (analysis, synthesis, and evaluationCannot measure a large amount of content or objectivesProvide lower test and scorer reliability than do objective testsRequire an extensive amount of time to read and gradeDo not provide an objective measure of students achievement or ability (bias on the part of the grader)Grading the conundrumNecessary but difficultAppreciate the complexity of grading and use it as a tool for learningSome principles to consider:Spend time wiselyThe meaning students attach to grades affects their learningSeize teachable moments around grading issuesLearning is the primary goalThe 3 GsGuide or Gatekeeper?In prof educ, gatekeeper at end of program - or gatekeeper at beginning of program? What do you think?GivingGuiding GradingGiving GuidingGradingPeople want different things from gradesStudent affirmation of knowledgeTeacher one of roles, information as to how students are doingEmployer use of one factor in hiringDepends on values

General guidelines for grading:Avoid competition among studentsLimiting # of high grades by:Grading on curve, or Norm-referencedKeep students aware of progressEmphasize learning, not gradesConsider flexibility (choices)Deal directly with students (listen, consider, think)Keep accurate recordsPedagogical TruthsRemember goals from teaching objectives and gridThe better students perform on tests, the better the teacher has organized materials and enhanced learningTesting measures success of teachers as well as learners