Neva J. Kirk-Sanchez, PhD, PT Associate Professor, Department of Physical Therapy University of...
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Preparing Future Faculty Workshop Neva J. Kirk-Sanchez, PhD, PT Associate Professor, Department of Physical Therapy University of Miami Miller School of Medicine
Neva J. Kirk-Sanchez, PhD, PT Associate Professor, Department of Physical Therapy University of Miami Miller School of Medicine
Neva J. Kirk-Sanchez, PhD, PT Associate Professor, Department
of Physical Therapy University of Miami Miller School of
Medicine
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Syllabus Development Writing Objectives Method of
examination
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KNOW YOUR AUDIENCE!
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GATHER YOUR RESOURCES
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Start with a shell or outline
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Heading: University of Miami Miller School of Medicine
Department of Physical Therapy
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Course Title and Number (PTS 575 Clinical Decision Making in
Physical Therapy) Semester (Spring, 2009) Contact Hrs (Lec. &
Lab) 4 Hours lecture per week
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Course 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)
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Course 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)
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Core 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)
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Course Schedule/Outline a day by day listing of what content
will be covered
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Method of Evaluation* Explicitly outline/define: Efforts for
remediation Min. grade/competency level for each activity
(graded/ungraded) Attendance/Professional behaviors
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VI.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.
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.Name and define the six levels in Bloom's Taxonomy for the
Cognitive Domain....
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Writing Instructional Objectives Instructional objectives,
including behavioral objectives, can be written for any of the
domains of instruction Cognitive Affective Psychomotor
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The Cognitive Domain Bloom'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).
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The Cognitive Domain The 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.
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The Cognitive Domain Knowledge Comprehension Application
Analysis Synthesis Evaluation
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The Cognitive Domain Knowledge The ability to know specific
facts, common terms, basic concepts and principles.
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The Cognitive Domain Knowledge Write List Label Name State
Define
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The Cognitive Domain Knowledge The student will define the 6
levels of Bloom's taxonomy of the cognitive domain.
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The Cognitive Domain Comprehension The ability to understand,
to interpret, to compare and contrast, to translate, to estimate,
and to explain.
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The Cognitive Domain Explain Summarize Paraphrase Describe
Illustrate Comprehension
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The Cognitive Domain The student will explain the purpose of
Bloom's taxonomy of the cognitive domain. Comprehension
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The Cognitive Domain Application The ability to apply
previously learned facts and concepts to new situations, to solve
problems, and to construct charts and figures.
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The Cognitive Domain Application Use Compute Solve Demonstrate
Apply Construct
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The Cognitive Domain Application The student will write an
instructional objective for each level of Bloom's taxonomy.
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The Cognitive Domain Analysis The 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).
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The Cognitive Domain Analysis Analyze Categorize Compare
Contrast Separate
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The Cognitive Domain Analysis The student will compare and
contrast the cognitive and affective domains.
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The Cognitive Domain Synthesis The 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.
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The Cognitive Domain Synthesis Create Design Hypothesize Invent
Develop
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The Cognitive Domain Synthesis The student will design a
classification scheme for writing educational objectives that
combines the cognitive, affective, and psychomotor domains.
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The Cognitive Domain Evaluation The ability to judge the
quality of something based on its adequacy, value, logic, or
use..
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The Cognitive Domain Evaluation Judge Recommend Critique
Justify
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The Cognitive Domain Evaluation The student will judge the
effectiveness of writing objectives using Bloom's taxonomy.
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The Cognitive Domain In 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 Affective Domain Receiving Being aware of or attending to
something in the environment Responding Showing some new behaviors
as a result of experience Valuing Showing some definite involvement
or commitment Krathwohl, D., Bloom, B., & Masia, B. (1956).
Taxonomy of educational objectives. Handbook II: Affective domain.
New York: David McKay.
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The Affective Domain Organization Integrating a new value into
one's general set of values, giving it some ranking among one's
general priorities. Characterization by Value Acting consistently
with the new value; person is known by the value.
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The Psychomotor Domain Perception Process of becoming aware of
objects, qualities, etc by way of senses. Basic in situation-
interpretation-action chain leading to motor activity. Set
Readiness 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.
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The Psychomotor Domain Mechanism Learned response becomes
habitual; learner has achieved certain confidence and proficiency
or performance. Guided Response Overt behavioral act under guidance
of an instructor, or following model or set criteria.
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The Psychomotor Domain Adaptation Altering motor activities to
meet demands of problematic situations. Complex Overt Response
Performance of motor act considered complex because of movement
pattern required.
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The Psychomotor Domain Origination Creating new motor acts or
ways of manipulating materials out of skills, abilities and
understandings developed in the psychomotor area.
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Writing Instructional Objectives While 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.
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Developing Measurable Performance Objectives As 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)
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Developing Measurable Performance Objectives Measurable
performance objectives are the goals which are to be achieved by
the student during the course of instruction They are statements
which set the direction for instruction These 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 successful
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Developing Measurable Performance Objectives Without measurable
performance objectives, learning cannot be successfully planned or
evaluated
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Writing learning objectives: Measurable Performance Objectives
A = audience B = behavior C = condition D = degree
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Measurable Performance Objectives At the completion of this
lecture/ laboratory session the student will be able to..
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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.
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Evaluation Course objectives TeachingTesting Cycle of agreement
among course, objectives, teaching, and testing
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Evaluation In- class testing Take home exams Essays and
synthesis papers Presentations Homework
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Developing a test (evaluation) plan What 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?
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Type of objective test items Multiple choice True-false
Matching
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Versatility in measuring all levels of cognitive ability
Reliable test scores Scoring efficiency and accuracy Wide sampling
of content Objective measurement Different response alternatives
that can provide diagnostic feedback Difficult and time- consuming
to construct Lead an instructor a simple recall of facts Dependence
on students reading ability and instructors writing ability Subject
to clueing (deducing the item) Type of objective test items
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Type of constructed test items Completion Essay Problem
solving
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Constructed test items- completion Wide sampling of content
Efficiently measure lower levels of cognitive ability Minimize
guessing compared with MC and TF items Objective measure of student
achievement or ability Difficult to construct so that the desired
response is clearly indicated Difficulty measuring more advanced
learning objectives Can include irrelevant clues Can be more
difficulty to score (more than one item can be considered
correct
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Constructed test items - essay Easier and less time consuming
to construct Provide a means for testing a students ability to
compose an answer and present in in a logical manner Can test
higher order cognitive objectives (analysis, synthesis, and
evaluation Cannot measure a large amount of content or objectives
Provide lower test and scorer reliability than do objective tests
Require an extensive amount of time to read and grade Do not
provide an objective measure of students achievement or ability
(bias on the part of the grader)
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Grading the conundrum Necessary but difficult Appreciate the
complexity of grading and use it as a tool for learning Some
principles to consider: Spend time wisely The meaning students
attach to grades affects their learning Seize teachable moments
around grading issues Learning is the primary goal
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The 3 Gs Guide or Gatekeeper? In prof educ, gatekeeper at end
of program - or gatekeeper at beginning of program? What do you
think? GivingGuiding Grading Giving GuidingGrading
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People want different things from grades Student affirmation of
knowledge Teacher one of roles, information as to how students are
doing Employer use of one factor in hiring Depends on values
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General guidelines for grading: Avoid competition among
students Limiting # of high grades by: Grading on curve, or
Norm-referenced Keep students aware of progress Emphasize learning,
not grades Consider flexibility (choices) Deal directly with
students (listen, consider, think) Keep accurate records
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Pedagogical Truths Remember goals from teaching objectives and
grid The better students perform on tests, the better the teacher
has organized materials and enhanced learning Testing measures
success of teachers as well as learners