Download - Class 1 overview 9 11-17 rev
ADLT 670 – Class Session 1
Agenda for September 11
Introductions
• Blog, Syllabus, Assignments
Overview of the Course
Thomas’ et al.’s 6 Steps of Curriculum Design
To experience the
integrated nature
of learning
experience design
To think of
assessment as
something that
happens during a
course to
promote learning
To design with
the end in mind:
What do you
want your
learners to be
able to do?
To remember
that students
learn from what
they do, not
what you do
My Goals for You in this Course
3
What this Course in the TiME Program Addresses
• Curriculum Design
• Learner Assessment
• In-Depth Discussion of Instructional strategies
• Delivery Platforms
• Online / Hybrid designs
• Dissemination of Curricular Innovations (scholarly pubs, presentations)
ADLT 672, Spring 2018
ADLT 676, Summer 2018
ADLT 673, Fall 2018
Major Learning Goals
EPAs Assessment Instructional Strategies Learning Objectives All aspects
EPAs
Assessing Learners
InstructionalStrategies
Learning Objectives
All Aspectsof Design
Table Polls
• Who are your learners?
• How much teaching experience do you have?
• What role do you have as a medical educator in your department?
• What do you MOST want to learn from this course?
• How do you plan to use what you learn?
Four Components of Effective Teaching
Beginning of Instruction
Knowledge of SubjectMatter
Teacher-Learner Interactions
Management of the Learning Environment
Design of Instruction
Interpersonal and social skills
Facilitation skills, setting a goodlearning climate
Skill development
Discipline or specialty-specific
Why a TiME course in Curriculum Design?
Introduce the basic
concepts in designing a
learning experience
Examine how to write goals and learning
objectives
Illustrate alignment between
components
Consider what makes
learning experiences significant
Provide exemplars of instructional strategies & assessment strategies
What do you want your learners to be able to KNOW or DO at the end of
your lesson, rotation, or course?
Good learning experience design requires a strong foundation
Learning Goals and Objectives
Instructional Strategies
Feedback and Assessment
In integrated course design, these three elements are in perfect harmony
Six-Step Approach to Curriculum Development
Problem Identification and General Needs Assessment
Targeted Needs Assessment
Goals and Objectives
Instructional Strategies
Assessment Strategies and Program Evaluation
In reality, curriculum development is often an
interactive and iterative, ongoing process
Interactive and
Iterative Design
Building a Solid Base of
support
Identifying
Learning Needs
Developing
Goals and Objectives
Designing
Instructional Plans
Devising Transfer of
Learning Plans
Formulating
Evaluation
Plans
Communicating Results
Scheduling Logistics
Discerning the Context
Scheduling Faculty
to Teach
Assessing Learners
Assignments
•Needs Assessment (25 points)
•Goals and Objectives (15 points)
•Instructional Strategies (25 points)
•Assessment Strategies (25 points
•Engagement / Participation (10 points)
15
Develop a General Needs Assessment
What is currently being done?
What personal and societal factors are affecting the problem?
What, ideally, should be done?
• Examine the accrediting requirements for the LCME, ACGME, and the milestones project, as well as EPAs
• Your own research into future trends and needs for medical education in your discipline
Develop a Targeted Needs Assessment Gather data about the learners for whom you will be designing your educational plan
• Expectations about scope of knowledge/skill
• Previous training and experience
• Existing characteristics about these learners
• Your own preferences / experiences with instructional approaches
Gather information about the learning environment
• Barriers, enablers
• Needs of others, i.e. clerkship, course, or program directors
• Informal or hidden curriculum
Develop Goals and Objectives
Focus on a specific group of Learners to
develop
2-3 overall “course” goals
Develop learning
objectives for what you want your
learners to be able to do
18
Instructional Strategies
Paired presentations on team/group strategies
Work in groups, 30 minutes, 5-7 slides & interactive component
Share current “best practices”
19
Assessments
Formative and Summative, “best practices”
Assignment is for pairs/triads to research and present an assessment strategy to the class based on chapters in your text
30 minutes, 5-7 slides
20
What Questions Do You
Have?
• Take a 15-minute break• Return to sit with others with learners similar
to yours• (residents, pre-clinical med students, • clinical med students, graduate students)
Provide your VCU ID badge so we can get you into the MMEC after 6 pm - will be
returned to you tonight!
Everyone set up a Rampages account
http://rampages.us
Everyone accept invitation to join our course blog
Three things we are going to do
BEFORE you leave tonight