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c . Problem solving:What's the Principle? Description :. After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem . This technique focuses on this step in problem solving . - PowerPoint PPT Presentation
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After students figure out what type of problem
they are dealing with, they often must then decide
what principle or principles to apply in order to
solve the problem.
This technique focuses on this step in problem
solving.
It provides students with a few problems and asks
them to state the principle that best applies to
each problem.
Empty Outline– Students fill in an empty or partially completed outline of an in-
class presentation or homework assignment within a limited
amount of time.
• Student responses can be compared to those you expected, counting
the number of students who agreed or disagreed with your
responses for each item.
• With this feedback faculty can find out which students have
“caught” the important points of a lecture, reading, etc.
Memory Matrix
Memory matrix –an illustrationClassification Generic Trade Action Side
Effects
Alpha 1Blockers
Prazosin
Beta 1 Blockers Propranolol
ACE Inhibitors Captopril
Angiotensin IIBlockers
Losartan
Direct ActingVasodialators
Minoxidil
Course Knowledge and Skills-c)SYNTHEIS AND CREATIVE
THINKING:Concept mapping
• Definition: construct map based on the concepts learned or identified.
Cmap allows users to construct, and share concept maps:
Construct Cmaps on personal computers;
Link Cmaps to other Cmaps on the Internet (CmapServers);
Edit maps synchronously with other Internet users.
FREE!
http://cmap.ihmc.us/download/
Concept Map
Alternatives toTraditionalAssessments
Follow up & communicating
With Students
effects or benefits
on students /faculty
Formative Assessment
ClassroomAssessment and
Grading
Analysis & Reporting
kinds of evaluation
Course knowledge and skill:-d) Assessing skill in application and performance
Name: Description What to do with the data Time required
Application cards
After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. This also tests a higher order of thinking then just understanding what is said.
Quickly read once through the applications and categorize them according to their quality.
Pick out a broad range of examples and present them to the class.
Prep: LowIn class: LowAnalysis: Med
Kind of Evaluation
Name How It's Done How to Use Time Needs
Course Knowledge and Skills
Application
Article
During last 15 minutes of class, ask students to write a short news article about how a major point
applies to a real-world situation.
Sort articles and pick several to
read at next class, illustrating
range of applications,
depth of understanding, and creativity.
Medium
Assessing skill and application:Student Generated Test Questions
Kind of Evaluation
Name How It's Done How to Use Time Needs
Course Knowledge and Skills
Student-generated
test questions*
•Divide the class into groups and •Assign each group a topic on which they are each to write a question and answer for the next test. •Each student should be assured of getting at least one question right on the test.
Use as many of the questions as
possible, combining those that are similar.
Medium
Name: DescriptionWhat to do
with the data Time required
Student- generated
test questions
•Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. •This will give students the opportunity to evaluate the course topics, •reflect on what they understand, and what are good test items.
Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam.
Prep: MedIn class: HighAnalysis: High(may be homework)
II. Assessing the Attitudes, Values, and Self-Awareness
Kind of Evaluation
Name How It's Done How to Use Time Needs
Attitudes, Values,
and Self-Awarenes
s
Journals Ask students to keep journals that detail their thoughts about the class.
May ask them to be specific, recording only attitudes, values, or self-
awareness.
Have students turn in the journals several times
during the semester so you
can chart changes and development.
Medium
Students rate their own knowledge,
skills and attitudes.
This can provide useful indirect
evidence of student learning and
also helps students to develop
metacognitive skills
and achieve deeper learning.
Learner Attitudes, Values & Self-
Awareness
* Time on Task. Ask students (anonymously) how
much time they spent in the last week doing the assignments.
Opinion Polls: Polling.
student surveys on issues are a great way to build student
engagement. For example, a teacher might distribute a
survey with some questions about some cases at the
beginning of class (asking other students to quickly score
and tabulate the results) and then use the results to guide the
lecture or discussion.
Reactions to Instruction Methods
Name: DescriptionWhat to do with
the data Time required
Exam Evaluations
Select a test that you use regularly
and add a few questions at the end which ask
students to evaluate how well the test
measures their knowledge or
skills.
Select a type of test that you are likely to give more than once or that has a significant impact on student performance.
Create a few questions that evaluate the quality of the test.
Add these questions to the exam or administer a separate, follow-up evaluation.
Try to distinguish student comments that address
the fairness of your grading from those that
address the fairness of the test as an assessment
instrument. Respond to the general ideas
represented by student comments.
Prep: LowIn class: LowAnalysis: Med
Kind of Evaluation
Name How It's Done How to Use Time Needs
Reactions to Instruction
Methods
Student Rep Group
Ask students to volunteer to meet as a small group with you on a regular basis to
discuss how the course is progressing, what
they are learning, and suggestions for
improving the course.
Some issues will be for your
information, some to be
addressed in class.
High
Kind of Evaluation
Name How It's Done How to Use Time Needs
Reactions to Instruction Methods
Suggestion Box
Put a box near the classroom door and ask students to leave notes
about any class issue.
Review and respond at the next
class session.
Low to Medium
Kind of Evaluation
Name How It's Done How to Use Time Needs
Reactions to
Instruction Methods
Peer Review
Work with a willing colleague,
pick a representative
class session to be observed, and ask
the colleague to take notes about
his/her impression of the class, your interactions with
students, and your teaching methods.
Decide method with the colleague.
Discussion is best, but a written report may be more useful
in the long term.
High
Kind of Evaluation
Name How It's Done
How to Use Time Needs
Reactions to Instruction
Methods
CTE Classroom
Observation
CTE staff will observe a class
session you choose and/or video tape a class session.
CTE staff will meet with you
to review observations and suggest
ways of improving
your teaching effectiveness.
Medium to High
Kind of Evaluation
Name How It's Done How to Use Time Needs
Reactions to Instruction
Methods
Small Group Instructional
Diagnosis (SGID)
Trained facilitators, such as CTE staff, spend a class session eliciting responses from your students about what is effective and what is not so effective in helping them learn. You are not present during the session.
Facilitators meet with you to explain the
data they have collected and give you a
written report.
High
Other Techniques: S-E-E-I (sometimes called the SEEing)
is an exercise where students are asked to go through a four step process with a
concept that the teacher has introduced:
1) S-tate the concept;
2) E-laborate upon it;
3) E-xemplify it by providing an example or application; and
4) I-llustrate it with a map or chart. You can also ask groups of
students to do this.
C.L.I.M.B is a similar task:
1) Choose a concept from the class discussion;
2) List similarities to a concept from another class;
3) Identify differences between the two concepts;
4) Make up new examples;
5) Build a paragraph demonstrated understanding.
• * IDEA is a good exercise for the end of class, and is a variation
on the one minute paper strategy:
1) Identify a concept from the class;
2)Describe why it is important;
3) Elaborate on what thoughts or questions the concept brings up;
4) Apply the concept to some area of your life.
• Clickers. In large classes, professors use these electronic devices
(that look like TV remotes) to answer multiple choice questions
projected at the front of the class. These can either give the
professor feedback to direct the lecture or can be used as the
basis of small group discussions.
AKA audience response system or student response systemWireless response system that allows instructors to ask questions and gather instantaneous student responses during a class3 componentsClicker Receiver software
The instructor asks a question.
The question is usually projected on a large screen
in class.
Students click their answers. The classroom
computer registers all student responses in real-
time.
The instructor can instantly display a graph that
shows how the class responded and discuss
responses.
How are clickers used in teaching?
Explore pre-existing knowledge
Activate learning; engage all students in classroom;
increase student involvement
Instant feedback for teacher and students
Assess student understanding
Practice solving problems
Identify attitudes, values, opinions
Vote
Using CATs If a CAT does not appeal to your intuition and professional judgment as
a teacher, don’t use it.
Don’t make Classroom Assessment into a self-inflicted chore or burden.
Don’t ask your students to use any CAT that you haven’t previously
tried on yourself.
Allow for more time than you think you will need to carry out and
respond to the assessment.
Make sure to “close the loop.” Let students know what you learn from
their feedback and how you and they can use that information to
improve learning.
WHAT IS A GOOD CAT?DIRECTIONAL – can help to confirm that
teachers are on track
MEASURABLE – can show what has been learned or misunderstood
BENEFICIAL – benefits are of greater value than the effort to plan, conduct and collect data
Classroom Assessment Project Cycle
Planning: Plan CAT to focus on teaching goal
Implementing: Teach and use CAT, analyze studentfeedback
Responding: Interpret results,give feedback to students, evaluate effect on learning
Classroom Research: Follow-up. What was taught andhow? What was learned?
11 22
44
33
66 55
88
77
99
CAP Cycle is similar to Backward Designof a Course-Themes-Enduring Understandings-Essential Questions
1. Set clear goals – what to teach, how to test, and type of outcomes/data expected .
2. Do you need to modify CAT chosen? Check situation and numbers .
3. Do you grade or not grade CAT? Ungraded if for feedback .
4. Is CAT simple to plan, conduct, analyze?
5. What kind of response do you expect from learners?
1. • Facts = scores
2. • Concept = qualitative response
6. Will you get the data you want?
7. Has someone else checked your CAT for validity?
8. Have you informed learners of purpose of CAT and shared data?
9. Have you collected and analyzed data?
10.What is your follow-up plan?
• http://www.eltcm.org/eltc/Download/symposium/workshop_B.pdf
Evaluating Portfolios& Performances Focus is on mastery of skills
Tools for evaluation include:– Checklists– Rating scales– Scoring rubrics
Students can participate in the development of evaluation tools.
Align assessment tool with target
Other Techniques Related To Nursing Other Techniques Related To Nursing PracticePractice
Unfolding case study
Developing Rubrics
COPA model (competency outcome and
performance achievement model)
“Closing the Loop” – Using Results to
Enhance Student Learning
WEAVEonline – online management tool
Unfolding case study
Developing Rubrics
COPA model (competency outcome and
performance achievement model)
“Closing the Loop” – Using Results to
Enhance Student Learning
WEAVEonline – online management tool
“A 50 year old sales representative for a major
computer company comes to the clinic for a
follow up
appointment stating he is fatigued and has had a
5# weight gain in the last week”.
Review of his medical records Indicates
-married with four children (ages 13 to 18)
-works long hours – rarely home before 8:00 pm
-CAD (Dx 5 yr ago) following episode of chest
pain
Assessment findings:
-respirations – 32/min and crackles bilaterally in
all lung
Fields -heart rate – 120/min with occasional
irregular beats
-BP – 180/110
-pitting edema in lower extremities
-states, “I am doing okay. I just think I need some
more
of those water pills I got a couple of months ago.
What are rubrics?
Originates from the Latin phrase rubrica terra,
referring to the early practice of using red soil to mark
something important.
More currently, an assessment tool that “lays out the
specific expectations for an assignment” (Stevens &
Levi, 2005, p. 3)
Using Rubrics to Provide Feedback to Students
• Rubric” defined:
– “an authoritative rule … an explanation or
introductory commentary.” (Webster)
As applied to assessment of student work:
[a rubric] “explains to students the criteria
against which their work will be judged
(the “scoring rules”).
It makes public key criteria that students can
use in developing, revising, and judging their own
work
Competency Outcomes and Performance Assessment (COPA) Model
• The basic organizing framework for the COPA Model is simple but comprehensive. It requires the faculty, and/or others responsible for program (or course) development, to analyze and respond realistically and collaboratively to four essential questions. They are:
• What are the essential competencies and outcomes for contemporary practice?
• What are the indicators that define those competencies?
• What are the most effective ways to learn those competencies? And,
• What are the most effective ways to document that learners and/or practitioners have achieved the required competencies?
Fig. 1. Lenburg’s Eight Core Practice Competencies with Subskill Examples
1. Assessment and Intervention Skillssafety and protection assessment and monitoring therapeutic treatments and procedures 2. Communication Skillsoral skills
talking, listening, with individuals interviewing; history taking group discussion, interacting telling, showing, reporting
writing skills clinical reports, care plans, charting agency reports, forms, memos articles, manuals
computing skills (information processing; using computers)
related to clients, agencies, other authorities related to information search and inquiry related to professional responsibilities
3 Critical Thinking Skills:evaluation; integrating pertinent data from multiple sources problem solving; diagnostic reasoning; creating alternatives decision making; prioritizing scientific inquiry; research process 4. Human Caring and Relationship Skillsmorality, ethics, legality cultural respect; cooperative interpersonal relationships client advocacy
5. Management Skills
• administration, organization, coordination
• planning, delegation, supervision of others
• human and material resource utilization
• accountability and responsibility; performance appraisals and
QI
6. Leadership Skills
• collaboration; assertiveness, risk taking
• creativity, vision to formulate alternatives
• planning, anticipating, supporting with evidence
• professional accountability, role behaviors, appearance
7. Teaching Skills
• individuals and groups; clients, co workers, others
• health promotion; health restoration
8. Knowledge Integration Skills:
• nursing, healthcare and related disciplines
• liberal arts, natural and social sciences, and related
disciplines
“You tell me, and I
forget. You teach me,
and I remember.
You involve me,
and I learn”.
- Benjamin Franklin