Preparing Learner-Centered Objectives for the Emerging CHW Workforce

D R . E L I Z A B E T H K E L L Y

C H W I N S T R U C T O R # 0 0 1

H O U S T O N C O M M U N I T Y C O L L E G E

Preparing Learner-Centered Objectives for the

Emerging CHW Workforce

Participatory Webinar – 1 hour DSHS Certified CHW Instructor CEU

August 22, 2014 12:00pm-1:00pm

WEBINAR DASHBOARD

What you will see …

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LEARNER EXPECTATIONS

ACTIVE PARTICIPATION*

LIVE DISCUSSION

PARTICIPATION THROUGH POLLING

POLL # 1

PLEASE INDICATE THE NUMBER OF PREVIOUS HCC CHW I CEU’s YOU HAVE ATTENDED THAT HAVE PRESENTED INFORMATION ON BLOOM’S EDUCATIONAL TAXONOMY?

(CHOSE ONE RESPONSE)

Learning Goals

INCREASE THE KNOWLEDGE AND AWARENESS OF A CHW INSTRUCTOR FOR THE DEVELOMENT OF LEARNER-CENTERED OBJECTIVES BASED ON AN EDUCATIONAL TAXONOMY AS IT RELATES TO CHW WORKFORCE DEVELOPMENT

APPLY THAT TAXONOMY TO THE EIGHT CHW CORE COMPETENCIES WHEN PREPARING MEASURABLE OBJECTIVES FOR BOTH LEARNING AND WORKFORCE DEVELOPMENT PURPOSES

IMAGE FOR CEU LEARNING GOAL

Learner-Centered Objectives

#1 DISCUSS THE RATIONALE FOR CHW INSTRUCTORS USE OF BLOOM’S EDUCATIONAL TAXONOMY WHEN WRITING LEARNING OBJECTIVES FOR THE EIGHT CORE COMPETENCIES INORDER TO ENHANCE WORKFORCE DEVELOPMENT*

#2 PRACTICE WRITING MEASURABLE CHW LEARNING OBJECTIVES FOR EACH CORE COMPETENCY USING EDUCATIONAL TAXONOMY CATEGORIES AND VERBS

IMAGE FOR LEARNING OBJECTIVES

COMPONENTS OF LEARNING OBJECTIVE #1

1.1 RATIONALE FOR USING BLOOM’S TAXONOMY INCLUDING ITS ORGANIZATION AS A TAXONOMY;

1.2 WRITING LEARNING OBJECTIVES FOR AN EMERGING WORKFORCE

1.1 RATIONALE FOR BLOOM’S TAXONOMY

ESTABLISH AN UNDERSTANDING OF THE LEARNING PROCESS FOR BOTH TEACHER AND LEARNER;

PROVIDE A PLAN TO ORGANIZE APPROPRIATE INSTRUCTION;

A FORMAT THAT VALIDATES ASSESSMENT TASKS AS MEASURABLE;

ENSURE INSTRUCTION AND ASSESSMENT TO MEET LEARNING OBJECTIVES

IMAGE FOR LEARNING OBJECTIVE 1.1

UNDERSTANDING THE ORGANIZATION OF BLOOM’S DOMAINS AND ACTION VERBS

KNOWLEDGE - choose, define, list, read, recall

COMPREHENSION – compare, define, find, show

APPLICATION – classify, estimate, expand, modify,

ANALYSIS – classify, determine, discover, outline

SYNTHESIS – combine, design, prepare, summarize

EVALUATION – contrast, justify, determine, decide

LEARNING OBJECTIVES –NOT MEASURABLE

APPRECIATE

DEMONSTRATE

UNDERSTAND

COMPREHEND

BE ABLE TO

KNOWLEDGE OF

CHW Core Competencies

COMMUNICATION SKILLS

INTERPERSONAL SKILLS

SERVICE COORDINATION SKILLS

CAPACITY BUILDING SKILLS

ADVOCACY SKILLS

TEACHING SKILL

ORGANIZATIONAL SKILLS

KNOWLEDGE BASED ON SPECIFIC HEALTH ISSUES AND THE COMMUNITY

RELATING TAXONOMY TO CORE COMPETENCIES –OPEN DISCUSSION

HOW DO YOU UNDERSTAND BLOOM’S TAXONOMY AS APPROPRIATE INSTRUCTION FOR THE EIGHT CORE COMPETENCIES?

USING THE TEXT BOX IN THE UPPER RIGHT HAND CORNER OF THE SCREEN, SUBMIT A SHORT SENTENCE STATING YOUR UNDERSTANDING AND IMPLEMENTATION OF BLOOM’S TAXONOMY WITH THE EIGHT CORE COMPETENCIES.

Poll #2

AS A CHW I THIS TAXONOMY OFFERS ME

(CHOSE ONE RESPONE)

INTERESTING INFORMATION;

NEW WAYS TO THINK ABOUT PREPARING LESSON PLANS;

A DIFFERENT METHOD OF UNDERSTANDING TEACHING AND LEARNING

1.2 WHEN WRITING LEARNING OBJECTIVES

A) INTRODUCTION – COMPARE TEACHER-CENTERED AND LEARNER-CENTERED EUDCATIONAL OBJECTIVES

B) EXPLAIN THE RELATIONSHIP OF LEARN-CENTERED EDUCATIONAL OBJECTIVES TO CHW LEARNING AND WORKFORCE PREPARATION

COMPARE METHODS TO WRITE LEARNING OBJECTIVES 1.2(A)

TEACHER-CENTERED = TEACHER PROVIDES KNOWLEDGE

STUDENT-CENTERED = STUDENTS CONSTRUCT KNOWLEDGE FROM A VARIETY OF SOURCES

TEACHER-CENTERED = PASSIVE STUDENT

LEARNER –CENTERED = ACTIVE STUDENT

TEACHER-CENTERED = TEACHING AND ASSESSING LEARNING ARE SEPARATE

LEARNER – CENTERED = TEACHING AND ASSESSING ARE INTERWINED

IMAGE OF TEACHER STUDENT RELATIONSHIP

IMAGE OF TEACHING-LEARNING RELATIONSHIP

LEARNING OBJECTIVES ENHANCE WORKFORCE PREPARATION 1.2 (B)

ACA IDENTIFIES CHW AS AN EMERGING WORKFORCE;

GUIDELINES FOR THIS WORKFORCE LACK DEVELOPMENT;

CHW WORKFORCE PREPARATION NEEDS SUPPORT WITH IDENTIFIABLE COMPETENCIESAND SKILLS

WORKFORCE DEVELOPMENT REQUIRES IDENTIFIABLE SKILLS *

YOUR THOUGHTS ON LEARNING OBJECTIVE 1.2 - CHW WORKFORCE PREPARATION??

Poll #3

HOW DO YOU RELATE YOUR CHW I ROLE TO THE DEVELOPMENT OF A CHW WORKFORCE? (CHOSE ONE)

I SEE LIMITED CONNECTION.

I AM CONSIDERING IT FOR THE FUTURE.

I TEACH CHWS WITH EMPLOYMENT OPPORTUNITIES IN MIND

LEARNING OBJECTIVE 2

#2 PRACTICE WRITING MEASURABLE CHW LEARNING OBJECTIVES FOR EACH CORE COMPETENCY USING EDUCATIONAL TAXONOMY CATEGORIES AND VERBS

2.1 INTRODUCTION: A RUBRIC FOR WRITING MEASURABLE EDUCATIONAL OBJECTIVES

2.2 UNDERSTAND APPLICATON OF A RUBRIC TO THE PREPARATION OF LEARNING OBJECTIVES

2.3WRITE A LEARNING OBJECTIVE FOR A CORE COMPETENCY, POST IT AND RECEIVE EVALUTION VIA THE RUBRIC AND WEBINAR ATTENDEES.

Learning Objective #2 - Content

IMAGE FOR LEARNING OBJECTIVE #2 PIECES TO MAKE THE PATH

DEFINE RUBRIC

A DIRECTION FOR THE PRACTICE OF …

RUBRIC FOR ASSESSING COURSE LEARNING OBJECTIVES 2.1

SPECIFIC – EACH OBJECTIVE IS DISTINCT FROM THE OTHERS; HIGHLIGHTING LEARNING OUTCOMES;

MEASURABLE – USE ONLY ACTIVE VERBS THAT ARE MEASURABLE;

CLEAR – TOGETHER THE OBJECTIVES PRESENT A CLEAR PICTURE OF COURSE PURPOSE AND LEARNING OUTCOMES BASED ON A SET OF ACTIONS;

RELATED – OBJECTIVES RELATE AND POINT TOWARD PROGRESSION OF LEARNING LEVELS.

UNDERSTANDING RUBRIC APPLICATION 2.2

COMPARE A CHW CORE COMPETENCY LEARNING OBJECTIVES USING THE RUBRIC FROM THE FOLLOWING LEARNING OBJECTIVES:

IDENTIFY ONE RECENT , COMMUNITY BASED LEARNING EXPERIENCE AS A CHW FOR ADVOCACY

STATE A CHW ADVOCACY LEARNING EXPERIENCE FROM YOUR COMMUNITY

APPLY THE RUBRIC AGAIN

EXPLAIN YOUR UNDERSTANDING OF WORKFORCE DEVELOPMENT AND ORGANIZATION

RECOGNIZE THE RELATIONSHIP BETWEEN LEARNING OBJECTIVES FOR THE CHW ROLE AND ORGANIZING WORKFORCE PREPARATION

POLL #4

INDICATE YOUR LEVEL OF UNDERSTANDING OF THE RUBRIC FOR ASSESSING COURSE OBJECTIVES

(CHOOSE ONE RESPONSE)

IT WAS HELPFUL;

IT WAS OF SOME HELP, I ALREADY KNOW HOW TO WRITE LEARNING OBJECTIVES;

I WOULD LIKE TO KNOW MORE ABOUT THE RUBRIC

LEARNNG OBJECTIVE 2.3

USING THE AREA IN THE UPPER RIGHT HAND CORNER OF THE COMPUTER SCREEN, POST A CHW LEARNING OBJECTIVE BASED ON A CORE COMPETENCY. THE OBJECTIVE CAN BE ONE YOU HAVE WRITTEN RECENTLY OR ONE YOU WRITE TODAY .

DOES YOUR OBJECTIVE UTILIZE THE FOUR RUBRIC COMPONENTS – SPECIFIC, MEASURABLE, CLEAR AND RELATED.

REFLECTING ON YOUR LEARNING

POLL #5

RATIONALE FOR A CHW INSTRUCTOR’S USE OF BLOOM’S EDUCATIONAL TAXONOMY IS:

(CHOSE ONLY ONE RESPONSE )

SOMEWHAT IMPORTANT TO MY ROLE AS A CHW I

IMPORTANT TO THAT ROLE

QUITE IMPORTANT AND USEFUL FOR THE ROLE

Poll #6

I CHOSE MY RESPONSE THE POLL #5 BECAUSE:

(CHOSE ONLY ONE RESPONSE)

I ALREADY KNOW WHAT AND HOW I WANT TO TEACH CHWs;

I WANT TO KNOW SOME MORE ABOUT TEACHING CHWs

AS A TEACHER I WANT TO KNOW MORE ABOUT PREPARING THIS NEW WORKFORCE

INTEREST IN THE NEXT WEBINAR

POSSIBLY

NOT AT THIS TIME

THE NEXT HCC CHW INSTRUCTOR WEBINAR IS SCHEDULED FOR 10/24/14. IT WILL BE ANNOUNCED THROUGH THE DSHS

REFERENCES/CITATIONS

Friere, P. (1970) Pedagogy for the Oppressed. New York; Continuum Press

Major R. (1962) Preparing Instructional Objectives. Palo Alto, CA, Fearon Press. www.jblearning.com

National Commission on Education and the Economy, 2006

YouTube videos on Bloom’s taxonomy

http://ctle.hccs.edu/TL1000/tl1000/home.htm

D R . E L I Z A B E T H K E L L Y

C H W I N S T R U C T O R # 0 0 1

E L I Z A B E T H . K E L L Y @ H C C S . E D U

H O U S T O N C O M M U N I T Y C O L L E G E

Preparing Learner-Centered Objectives for the

Emerging CHW Workforce

Preparing Learner-Centered Objectives for the Emerging CHW Workforce

Education

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