Instructional Design

AMTA Convention

Denver, Sept 19, 2014

Workshop With Cynthia Ribeiro and Jim O’Hara

Name

Components of Curriculum

Massage Program – 500 Hours, 625, 720, 900, etc

An integrated program of studies

Massage Courses

A&P, Swedish, etc

Massage Classes

Deep Tissue-1 Swedish-5

etc Overview and Resources given for this today

Today’s Focus is this: Designing a class

WHAT topics and to what degree should they be taught in an Entry-Level Curriculum (See www.elapmassage.org)

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First – the BIG Picture

Massage programs in the U.S. have had great diversity in the number of hours in a program and diversity in program content:

The impact on our profession: So, a national committee of experts was formed called ELAP – Entry Level Analysis Project. They used data from:

• Employers • Massage therapists • Schools • Clients • Insurance Liability records • Etc.

to create an Educational Blueprint of:

Content That Should be Included in An Entry Level Massage/Bodywork Program

Their conclusions, supported by all the 7 members of the Coalition of Massage Therapy Organizations, is a valuable resource for schools.

www.elapmassage.org

NoPortability

Uncertain Clients

FrustratedEmployers

Discouraged Schools

Struggling Therapists

Angry Bloggers

Less Acceptance by Other Health

Care Providers

Confused Students

Impact on Our Profession

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The 9 areas or topics for an Entry Level Massage Program as per ELAP

1. Massage Theory and Principles

2. Massage Professional Practices

3. The Therapeutic Relationship

4. Anatomy, Physiology, and Pathology

5. Assessment and Documentation

6. Massage and Bodywork Application

7. Palpation and Movement

8. Adapting Sessions for Clients

9. Career Development The above are not “courses” or “classes” but a list of topics that need to be covered somewhere in the curriculum. The following is a template for the syllabus of a “course.” Course Description - Overview A Brief Introduction To The Course An overview of what will be covered in the course, and where it occurs in the massage program.

Massage Topics…

Program

Course

Class

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EG

• This course on Anatomy, Physiology, and Pathology will cover the essential points of body structure, function, as well as bodily dysfunctions.

• The Anatomy portion of this course is given to all students within the first 100 hours of their 600-hour program. The remaining portions of the course are interspersed throughout the entire program.

• Prior to beginning this course, the students will have studied:

o …

o …

Course Structure/Length A description of how the classes are generally organized. EG

• There are 25 classes in this course, 4 hours each

• Each class is divided into four 50-minute periods, with a 10-minute break between periods

• The course runs almost the entire length of the program, since the latter portions are interspersed with other classes

Reading and Resources: The textbook for the course and/or a list of other types of resources (handouts, videos, Web links, etc.) EG

• Handout – Student Guide to Anatomy, Physiology, and Pathology o (This is often the individual school’s outline of what students should

study in particular, or reading assignments due, etc.)

• Books:

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o Applied Anatomy & Physiology for Manual Therapists, Archer and Nelson, Lippincott

o A Massage Therapist's Guide to Pathology, 5th Edition, Ruth Werner, Lippincott

o etc

Grading A listing of what the course grade will be based upon – e.g. assignments, tests, etc. EG

• There will be 2 tests in Anatomy, 50 questions each

• Grading is based on a scale, with A being…..etc

• Anyone receiving a No Pass must retake the test

• Each test is worth x credits on the transcript

Course Outcomes A list of what students should be able to do at the end of the course. This is fairly general since the specific outcomes are listed for each “class/unit” of the course. EG

• The student will be able to palpate 60 muscles and name their attachments and actions.

• The student will be able to describe the components and characteristics of the 12 major physiological systems of the body.

• The student will be able to describe 20 pathology conditions that massage therapists often encounter, and determine whether or not massage is indicated.

Course Outline

Unit/Class Summaries

This course consists of *** units/classes. Brief description of what is covered in each unit/class.

•

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EG, for Anatomy, Physiology, and Pathology (www.elapmassge.org)

Orientation to the Human Body

• Using Anatomic and Health Care Terminology

• Chemistry, Organization, and Organ Systems

• Structure and Function of Cells

• Structure and Function of Tissues and Membranes

• An Overview of Health and Disease

The Integumentary System

• The Structure and Function of the Integumentary System

• Pathologies of the Integumentary System

The Skeletal System

• The Skeleton and Bones

• Joints

• Pathologies of the Skeletal System

The Muscular System

• The Structure and Function of the Muscular System

• Muscle Contractions

• Pathologies of the Muscular System ETC.

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Class or Unit Outline This takes us to the individual classes and the design of those classes.

Key Concepts – Scaffolding and Anchoring

Massage topics…

Program

Course

Class

Scaffolding = taking 1 step at a time, small steps. We learn what effleurage is before we do a full-body Swedish massage. We learn the location of a muscle, palpate its belly, before studying its attachments.

Anchoring = an activity by which we “anchor” this material in our minds or hands/bodies. After hearing what “reciprocal inhibition” is, we turn to someone and try to explain it ourselves – anchoring in the mind. We listen to input on good body mechanics, then we stand up and practice what “weight transfer” is – anchoring in the body. Anchoring activities are often missed, or left until the end of the class while we give our long lectures. The anchoring activity can be short.

A philosophy for vocational schools/career colleges: “Learn by doing, in a structured setting.”

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Both the learning process and classroom management are highly supported and enhanced by various structures.

Classroom Setup

• Seating arrangements o Students on chairs? At tables?

On floor? (caution) o What is a “learning posture”

for this class?

• Maybe low-level music in background o Engages the “right brain”

Students raising their hand to speak?

• In a larger group, when this is not followed, chaos can happen, and the most verbal students will tend to dominate

Physiology Breaks – Anchoring Activities

• Can be a 30 second stretch

• Is most often used in lecture classes

• Why? Some research shows that the adult attention span is maximum 20 minutes

“Positioning”

• This key element that comes usually at the beginning of every class or meeting, has 2 parts:

1. What we’ll do 2. Why we’re doing it – the “benefit”

(The “benefit” can often be missed or “taken for granted”)

Review and Closing Circle

• Another way to “anchor” material

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Overview

(Where this class occurs in the program)

(EG, This class in Resume occurs during the final month of the program)

Goals (general)

(EG, For students to write an effective Resume which will obtain them an interview with an employer)

Objectives (specific)

At the completion of this class, the student will be able to: EG

State the purpose of a Resume Name the 5 parts of a Resume Name and describe 3 key parts of a Cover Letter etc

NOTE: Objectives are stated in terms of an active/action verb, and describe something that is measureable. Verbs not fitting this criteria are ones such as: “Will understand, will appreciate, etc.”

Setup – Supplies

1. Packet of resume templates, one for each student 2. PowerPoint slides, projector, etc

Teacher Tips

1. Be sure to have “physiology breaks” frequently in this class 2. Bring in examples of “poor” resumes 3. etc

Template for a Lesson Plan for an individual Class

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Hour By Hour Outline – Swedish 1

Hour One

• Students on floor • Roll/Welcome/Quiet Time/Story-

Reading

• Teacher Introduction

• “Position” the day

• Course/Series Overview PPT #1 • Introduction to Body Mechanics

PPT #2 • Exercise: Teach Body Mechanic

Principle -Weight Transfer

• Bodywork standards PPT #3 (Include safe space and body acceptance)

• Introduction to 5 Swedish strokes PPT #5

Break – 10 minutes

Hour Two

• Review Hour One

• Teach terms prone & supine

• Demo- Table set-up

• Demo draping: How to get student on/off table

• Demo- Effleurage, Petrissage, and Friction

• Set up for body work Break – 10 minutes

Hour Three

• Review Hour 2

• Practice time A/B

• Time for feedback

• Set up for next session

Break – 10 minutes

Hour Four

• Review Hour 3

• Practice time

• Time for feedback

• Breakdown

• Closing circle – 10 minutes

“Position” next class (emphasize the “value” – gets students to attend)

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Overview

(Where this class occurs in the program)

Goals (general)

Objectives (specific)

At the completion of this class, the student will be able to: EG

State … Name … Describe … Perform …

Setup – Supplies

Teacher Tips

Template for a Lesson Plan for an individual Class

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Hour One

• Students (chairs? floor?) • Welcome, Roll

• “Position” the day Opening Exercise Class Content Break – 10 minutes

Hour Two

• Review Hour One

Class Content Break – 10 minutes

Hour Three

• Review Hour 2

Class Content

Break – 10 minutes

Hour Four

• Review Hour 3 Class Content

• Closing circle – 10 minutes

“Position” next class (emphasize the “value” – gets students to attend)

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Overview

(Where this class occurs in the program)

Goals (general)

Objectives (specific)

At the completion of this class, the student will be able to: EG

State … Name … Describe … Perform …

Setup – Supplies

Teacher Tips

Template for a Lesson Plan for an individual Class

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Hour One

• Students (chairs? floor?) • Welcome, Roll

• “Position” the day Break – 10 minutes

Hour Two

• Review Hour One

Break – 10 minutes

Hour Three

• Review Hour 2

Break – 10 minutes

Hour Four

• Review Hour 3

• Closing circle – 10 minutes

“Position” next class (emphasize the “value” – gets students to attend)

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Examples of Anchoring

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