Slide 1

Neva J. Kirk-Sanchez, PhD, PT Associate Professor, Department of Physical Therapy University of Miami Miller School of Medicine

Slide 2

Syllabus Development Writing Objectives Method of examination

Slide 3

KNOW YOUR AUDIENCE!

Slide 4

GATHER YOUR RESOURCES

Slide 5

Start with a shell or outline

Slide 6

Heading: University of Miami Miller School of Medicine Department of Physical Therapy

Slide 7

Course Title and Number (PTS 575 Clinical Decision Making in Physical Therapy) Semester (Spring, 2009) Contact Hrs (Lec. & Lab) 4 Hours lecture per week

Slide 8

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)

Slide 9

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)

Slide 10

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)

Slide 11

Course Schedule/Outline a day by day listing of what content will be covered

Slide 12

Method of Evaluation* Explicitly outline/define: Efforts for remediation Min. grade/competency level for each activity (graded/ungraded) Attendance/Professional behaviors

Slide 13

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.

Slide 14

.Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain....

Slide 15

Writing Instructional Objectives Instructional objectives, including behavioral objectives, can be written for any of the domains of instruction Cognitive Affective Psychomotor

Slide 16

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).

Slide 17

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.

Slide 18

The Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation

Slide 19

The Cognitive Domain Knowledge The ability to know specific facts, common terms, basic concepts and principles.

Slide 20

The Cognitive Domain Knowledge Write List Label Name State Define

Slide 21

The Cognitive Domain Knowledge The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.

Slide 22

The Cognitive Domain Comprehension The ability to understand, to interpret, to compare and contrast, to translate, to estimate, and to explain.

Slide 23

The Cognitive Domain Explain Summarize Paraphrase Describe Illustrate Comprehension

Slide 24

The Cognitive Domain The student will explain the purpose of Bloom's taxonomy of the cognitive domain. Comprehension

Slide 25

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.

Slide 26

The Cognitive Domain Application Use Compute Solve Demonstrate Apply Construct

Slide 27

The Cognitive Domain Application The student will write an instructional objective for each level of Bloom's taxonomy.

Slide 28

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).

Slide 29

The Cognitive Domain Analysis Analyze Categorize Compare Contrast Separate

Slide 30

The Cognitive Domain Analysis The student will compare and contrast the cognitive and affective domains.

Slide 31

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.

Slide 32

The Cognitive Domain Synthesis Create Design Hypothesize Invent Develop

Slide 33

The Cognitive Domain Synthesis The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.

Slide 34

The Cognitive Domain Evaluation The ability to judge the quality of something based on its adequacy, value, logic, or use..

Slide 35

The Cognitive Domain Evaluation Judge Recommend Critique Justify

Slide 36

The Cognitive Domain Evaluation The student will judge the effectiveness of writing objectives using Bloom's taxonomy.

Slide 37

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.

Slide 38

The Cognitive Domain Knowledge Comprehension Application Analysis SynthesisEvaluation Creative ThinkingCritical Thinking

Slide 39

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.

Slide 40

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.

Slide 41

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.

Slide 42

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.

Slide 43

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.

Slide 44

The Psychomotor Domain Origination Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area.

Slide 45

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.

Slide 46

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)

Slide 47

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

Slide 48

Developing Measurable Performance Objectives Without measurable performance objectives, learning cannot be successfully planned or evaluated

Slide 49

Writing learning objectives: Measurable Performance Objectives A = audience B = behavior C = condition D = degree

Slide 50

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

Slide 51

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.

Slide 52

Evaluation Course objectives TeachingTesting Cycle of agreement among course, objectives, teaching, and testing

Slide 53

Evaluation In- class testing Take home exams Essays and synthesis papers Presentations Homework

Slide 54

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?

Slide 55

Type of objective test items Multiple choice True-false Matching

Slide 56

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

Slide 57

Type of constructed test items Completion Essay Problem solving

Slide 58

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

Slide 59

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)

Slide 60

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

Slide 61

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

Slide 62

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

Slide 63

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

Slide 64

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