Course Design Part 1: Teaching Preparation

Faculty Development WorkshopEducation Section - APTA

July 13-16, 2017Chicago, IL

William E. Healey, PT, EdD, GCSAssistant ProfessorNorthwestern University

IntroductionLearning objectives:

1) Describe context of teaching.2) Describe contents of a course syllabus.3) Differentiate cognitive, affective and

psychomotor domains of learning.4) Develop appropriate learner-centered

behavioral objectives.5) Design learning activities that meet learning

objectives.

Introduction• Session overview

– How does your teaching fit into the big picture?– Syllabus is a roadmap.– Domains of learning.– Learning objectives.– Course development.

Context of Teaching• Determine the need for the

presentation/course.• Determine the presentation/course’s

Aim (purpose or intent).• Determine resources available &

resources needed.

Context of TeachingProgram and Institutional Philosophy

Program Goals

Program Objectives

Coursework Content

Learning Experiences Evaluation

Shepard & Jensen, Handbook of Teaching for Physical Therapists, 1997

Context of TeachingPrepare PT practitioners to work in teams.

Effectively supervise support personnel.

Describe roles & responsibilities of PTs, PTAs, PT aides.

Course readings from literature, APTA & state practice act.

Lecture & guest panel with PTAs

Worksheet applyinglearning to cases

Shepard & Jensen, Handbook of Teaching for Physical Therapists, 1997

Planning your Presentation/Course• Determine presentation/course aim.• Develop learner-centered behavioral objectives.• Plan presentation/course.• Deliver presentation/course.• Evaluate learners and presentation/course.• Continue process of planning & developing.

5 Principles of Curricular Design1) Challenge students to higher level learning.2) Use active forms of learning.3) Give frequent and immediate feedback. 4) Use a structured sequence of different

learning activities.5) Have a fair system for assessing & grading.

Fink, 2003

Presentation/Course PlanningBegin with the end in mind!

Steven Covey, The 7 Habits of Highly Effective People (1989)

Presentation/Course Aim• Overall guiding purpose or intent.• Written from perspective of teacher or

learners.

Presentation/Course AimExamples…•The purpose of this presentation is for students to apply Quality Improvement models to their PT program proposal.•The purpose of this course is to prepare students to enter Clinical Experience 1 with the knowledge, skills, and professional behaviors to safely, efficiently, and effectively manage patients with movement dysfunction.

Stop, write & share

Think of one specific presentation you will do (e.g., a 1 or 2-hour class session). What is the Aim of that presentation? Write your Aim using the Worksheet.

Syllabus (Course Plan)

Your plan for what you want to do and how you want to do it.

Overview (Presentation Plan)Providing an overview at the start of class clearly states what you hope to achieve & format for doing that.

http://ctl.yale.edu/sites/default/files/styles/card_image/public/

Syllabus – general strategies• Describe course prerequisites.• Provide an overview of the course’s purpose. • List general learning objectives.• Describe course format or activities. • State how students will be evaluated and how

grades will be assigned.

Syllabus – general strategies• Specify course textbook and readings.• Provide a course calendar or schedule. • Identify additional materials or equipment

needed for course. • List assignments, papers, exams. • Discuss course policies.

Syllabus – general strategies• Invite students with accommodations to

contact you. • Schedule time for fast feedback from your

students, e.g., Classroom Assessment Techniques (CATs)

• Estimate student work load. • Include supplementary material to help

students succeed in the course. • State use of technology in the classroom.

Use of technology• “Use of electronic devices, e.g., cell/smart phones,

iPads/tablets, laptop computers, etc., is limited to in-class activities.”

• “Digital recording of any class is only for personal educational purposes and shall not be publicly distributedwithout written consent of the faculty member.”

www.ipadinschools.com

Sample syllabus language

Using the Syllabus • Annotate your copy of the syllabus. • Distribute and post on first day of class,

or earlier. • Give students a sense of fun and

adventure about the learning they are to engage in.

CAPTE, Standard 6G (3/20/17)• NOTE: Each syllabus must include at least the following:

– title and number;– description;– department offering course;– credit hours;– instructor(s);– clock hours (lecture and laboratory) and schedule;– course prerequisites;– course objectives;– outline of content and assigned instructor;– description of teaching methods and learning experiences;– methods of student evaluation/grading; and– textbook and other learning resources.

Learner outcomes or objectives Benjamin Bloom (1956) described 3 distinct domains or types of learning:

1) Cognitive domain - knowledge2) Affective domain - attitudes, beliefs,

values3) Psychomotor domain - motor skills

Domains of Learning• Consider intent of objective when

determining learning domain.

• Within each domain, outcomes are ordered in a taxonomy from simple to complex.

• Effective teaching moves learners into higher learning processes.

(Anderson & Krathwohl, 2001)

Components of Learning Objectives (ABCD)

• Audience = the who• Behavior = the what• Condition = the when• Degree = the how well

Students will write appropriate learning objectives following this class.

Writing Learner-Centered Behavioral Objectives

(A) Student-Centered - All learning objectives should focus on the student.

(B) Behavior - Write learning objectives in terms of an observable, behavioral outcome; what the student will be able to do.

Writing Learner-Centered Behavioral Objectives

(C) Conditions – Highlight the situation or timeframe under which the student is expected to perform the task.

(D) Standards/Degree - Criteria for evaluating student performance, is measurable.

Be specific!

Don’t use “know, understand, learn, value”…

When unsure if what is being stated is an objective, ask…“Is this what I want the student to be able to do at the end of the class or course?”

Appropriate verb examples• Cognitive

– List, identify, describe, choose, explain, apply, select, analyze, distinguish, compare

• Affective– Realize, discuss,

defend, judge, compare

• Psychomotor– Observe, replicate,

adjust, practice, demonstrate, perform

Learning Objectives1) After this lab, students will correctly list 5

contraindications to using ultrasound.2) By the end of the community screenings,

students will appropriately integrate resident feedback in planning the next screening activity.

3) At the end of the course, students will safely transfer patients to/from a wheelchair.

What’s missing? • Students will demonstrate ultrasound

properly.A. audienceB. behaviorC. conditionD. degree

What’s missing? • After lecture, students will list the nerves of

the brachial plexus.A. AudienceB. BehaviorC. ConditionD. Degree

What’s missing? • Students will practice safely.

A. AudienceB. BehaviorC. Condition D. Degree

What’s missing? • Know about therapeutic exercise.

A. Audience and behaviorB. Condition and degreeC. Audience, condition, and degreeD. Behavior, condition, and degree

Learning objectives: Student-Centered

• I will teach how to do an upper extremity manual muscle test.

• Better:

Hint: Students are the audience, not the teacher. What will the students do at the completion of the unit?

Learning objectives: Outcome Oriented vs. Process Oriented• The students will practice ultrasound.• Better:

Hint: Include the outcome of the learning process. What will the students be able to do when done practicing?

Learning objectives: Outcome Oriented vs. Stating

Material to be Covered• Students will examine the biomechanics of

the shoulder.• Better:

Hint: Include the outcome of the learning process. What will the students be able to do after examining the biomechanics of the shoulder?

Learning objectives: Describe One Outcome Only

• The student will analyze the monthly productivity report and prepare a report of the findings.

• Better:

Learning objectives: Specific vs. General

• The student will assume the responsibilities of a physical therapist.

• Better:

Hint: What will the student do to when assuming the responsibilities of a PT? How will you know that the student has assumed the responsibilities of a PT?

Stop, write & share

Write 2-3 learner-centered behavioral objectives aligned with your teaching Aim.

What will students know, value, and be able to do by the end of the presentation?

Evaluating Learning Objectives• Are the outcomes learner-centered?• Are the objectives comprehensive yet focused

on the most important outcomes?• Are objectives included from all appropriate

learning domains?

Evaluating Learning Objectives• Are the objectives attainable?

– Do the learners have the educational background needed?

– Do the learning activities match the objectives?– Can learners gain the abilities to meet this

objective in the time allowed?

Outcome of Learning Objectives• State desired outcome of learning experience.• Describe where learners will be at the

completion of the experience.• Benefits:

– Provide a plan for the learning experience.– Ensure that learners obtain needed knowledge

and skills.– Provide criteria for evaluation of the learner and/or

the experience.

Outcome of Learning Objectives• Well-written objectives naturally lead

you to teaching activities & assessment methods.

Learning objectivesWhat will students know, value, do by the end?

AssessmentHow will you know students have achieved objectives?

Teachingactivities/MethodsWhat active learning experiences will enable/support students?

Stop, write & share

By the end of class today, the student will be able to perform an assessment of wrist and hand muscle strength.1. What teaching methods/activities?

1. What assessment method?

How do I know students have achieved learning objectives? • Change in knowledge, skills or attitude.

– Student assessment & feedback• Match objectives with learning domains

and teaching methods.• Are all three domains included and do they

progress learners to higher levels?

Big picture• Stimulate and promote in students such

behaviors as insight, curiosity, and tolerance.

• Enable learning in chaotic clinical practice environment and foster lifelong learning.

Shepard & Jensen, Handbook of Teaching for PTs, 1997

Planning the Learning Experience1) Use your objectives as the outline for the

presentation or experience.2) Be creative but keep your outcomes and

audience in mind!3) Learning activities must match the domain

of the expected outcome.

Planning the Learning Experience4) Seek variety so that the program appeals

to a variety of learning styles.5) Use a motivational hook to catch the

learners’ attention.6) Use content boosters to facilitate

construction of knowledge.

Presentation/Course Development• BEFORE - prepare before course/class

begins– Reflect, discuss, write, revise.

• DURING - gather formative assessment of course/class.

• AFTER - review outcomes after course/class ends– Reflect, discuss, write, revise.

SummaryWhat are 3 take-home messages?

1)

2)

3)

Thank you!• Kathy Hall, PT, EdD• Alice Salzman, PT, EdD• Stephanie P. Kelly, PT, PhD

Elsevier, 2013 SLACK, 2011

Healey&Salzman

Faculty Development Workshop Education Section – APTA

July 13-16, 2017 Teaching Plan

Aim Learning Objectives Teaching Methods Timeline Assessment