3928NRS Assessment Item One Parts A,B and CClinical Teaching
for Health Professionals
Introduction
Check List?
?Have you chosen a topic?
?Is it specific enough?
?Are you delivering it to other health professionals? –students, peers, new graduates, other staff and NOT patients
?Can you provide an interactive teaching session in 15 minutes?
?Are you struggling to fit it all in on your teaching plan and in the powerpoint–make it more specific or leave some content out
Unpacking the Assessment Task
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Assessment Item 1
The aimis to demonstrate an understanding of learning styles and educational theory strategies through the development of a teaching plan for a clinical education session.
Broken down into Three(3) partsPart A: (15%) –300-500 words
Complete the table providedoutlining your teaching planPart B: (35%) –1200 -1500 words
Write acritiqueof your planned teaching session Part C: 10% -300-500 words
Create a PowerPointpresentation to deliver your teaching session
Assessment Item 1
You need to access and understand all of the following:
Task and Marking Criteria
Template for Lesson Plan
Template for PowerPoint presentation
Griffith Health Writing and Referencing Guide, includingAPA6th Referencing Guidelines
Submission points on L@G for
Drafts
Part A and B together as ONE word document or pdf
Part C as a pdf completed in the template
Review of the Marking Criteria
Do you understand what is required for each part of the task?
Follow the criteria carefully to ensure that you have addressed each element
The focus is noton the topic that you are teaching, but the development of a teaching plan and the application of Learning Theory to the teaching strategies that you use
Choose any topic related to your clinical setting that you could deliver to a small group of peers, students or other health professionals but NOT patient education
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Part A –The Teaching Plan
You need to complete this task in the provided template
Word Limit –the Marking Criteria states 300-500 but no penalty if at least 200 and less than 500
Responses should be in dot-point other than the Aim and Learning Objectives which should be written as sentences
References are not needed or appropriate in the table
Title of session:
Related programme or course (e.g. ward in-service, or mandatory competency skills program)
Teaching Context:
(lecture, tutorial, workshop, student demographics –number, prior knowledge)
Aim (s) of the Session:
Learning objectives:
At the end of this session the ‘students’ will be able to:
1.
2.
3.
4.
Section
Teacher Activity
Duration
Student Activity
Duration
Introduction
Dialogue / Body
(Activities / sections)
ConclusionClosure –includes assessment / evaluation
Resources
Marking criteria
These are provided to direct you to what MUST be included and the weighting of each element
?Appropriate title, relevant to topic (1) needs to include (in the next box) where it fits into the learner’s programme or course
?Clear outline of context and setting (1) Sets the scene –where will the session be held, who are the learners, how many, have you provided any pre-lesson tasks, assessed prior knowledge?
?Clear aim provided (1) -where do you expect students to be by the end of the session?
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Marking criteria
?Learning objectives well structured (8) (2 per LO) –ensure use of Blooms verbs –Are they SMART?
?Structure of session (timings and activities) (3) Outline what teacher and student will be doing at each stage –should be no more than 15 minutes total. Need to demonstrate that this is an interactive notone-way session
?Outlines resources to be used(1) Simply list everythingyou need to run this teaching session
Include enough detail!
The reader/marker needs to be able to determine all of the following about this teaching session. The word count allows for plenty of detail
?How
?With whom
?What
?When
?Where
?Why
If you don’t provide enough information you will struggle to write your 1200-1500 word critique
Learning Objectives
?Look at the weighting
?These are worth 2 marks each
?Make sure to use verbs from Blooms Taxonomy and consider whether that you are seeking to encourage deeper levels of learning (with at least onehigher order skill)
?Are your LOs SMART? Check them now
?Take some notes and use them in your written critique later
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Providing enough information
Ensure that you have used some (just a few not ALL) of the following teaching strategies, so that you can link these later to learning styles, adult learning and learning theory in your written critique (see the next 2 slides)
Make sure to reference these when you use them later
VARK model
Table 1. Suggested learning approaches for modality learning styles.
Alexandra Rolfe, and Brad Cheek InnovAiT 2012;5:176-181
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Learning activities and preferences for people with different learning styles.
Alexandra Rolfe, and Brad Cheek InnovAiT 2012;5:176-181
Part C Creating the PowerPoint
?You should do this before you start your written critique as it provides another cross check of what and how you will include different teaching strategies
?This should not simply provide a list of skills or steps you want the learners to complete.
?This is an interactive session which needs to demonstrate how you will engage the learners and have them participate
?If you use an existing Lesson form your workplace, you not only need to acknowledge the source but also outline how you have modified it to create your own individual lesson
Marking Criteria
These are provided to direct you to what MUST be included and the weighting of each element
?Completed cover sheet slides and title page slide (1) –an X beside the tick boxes is fine
?Clear introduction and outline of teaching session (1) –what is the aim of the session and what will it include?
?Learning objectives included (1) –copy over from Teaching Plan
?Background slide(s) to provide clinical context and rationale (referenced) (2) Why is this session/knowledge/skill important. Provide statements relevant to your topic about latest research, current statistics, refer to policy or procedure
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Marking Criteria cont.
?Slides reflect teaching and learning activities (3) Should only be a guide only. Take each teacher/learner activity from Teaching Plan and provide several points about what is going to be happening and provide the timings
?Structured and sequential session (1) –follows same order as teaching plan and builds on previous slide
?References slide –up to 5 references APA 6th(1) 3-5 references used to support background and to acknowledge any teaching material that has come from someone/where else
Part B -Written critique
?Only start your written critique once you have a clear idea of what you will include in your teaching plan and PowerPoint
?Must be written as an academic piece of work in third person, even though you are critiquing yourself
?Advised to use headings as provided as gives the markers a clear idea of whether you have included everything
?Attend one of Sam’s writing workshop next week, specifically about this written assessment task
How do I include theory?
3 key tasks to demonstrate that you have linked theory to practice
?Identifies and critically discusses scholarly literature related to different learning styles (4)
?Identifies and critically discusses scholarly literature (current and seminal) on Adult Learning Theory and one other relevant learning theory (6)
?Provides clear rationale / justification for chosen teaching strategies in the context of learning styles, relevant theories and principles (4)
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Marking Criteria
These are provided to direct you to what MUST be included and the weighting of each element
?Introducesthe topic, the learners and rationale for session (2)
?Discusses and critiques practical preparationsto support and engage learners including the learning environment, resources and teaching activities (2)
?Discusses potential challengesof the clinical environment as a settingfor education, including strategies to address identified challenges (3)
Marking Criteria cont.
?Uses Bloom’s Taxonomy to develop learning objectives and explains use of SMARTacronym to justify (6) Discuss the lower and higher order thinking for each stage of Blooms
?Outlines and justifies an evaluation strategy(s) (2) –you can simply state how you will evaluate the session OR state how you would assess learning (remember time constraints here) or that the skill or knowledge will be assessed formally at a later stage and state when and how.
?Provides a (short) conclusionthat summarises the overall essay (1)–no new information and no references in conclusion.
Linking to Adult Learning Theory
?Your written critique needs to show how you have considered the needs of adult learners
As a teacher, you need to consider and understand
what students already know,
why they need to learn this new skill/information,
where they will learn it and practice it
how they will apply it and
how you and the learner know whether learning has occurred.
If you consider these from an Adult Learning (Androgogy) perspective you are more likely to be able to assist your students to achieve the learning objectives.
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Learning Theories Grouped
Learning Theories can be grouped into main perspectives –You need to discuss how ONE of these has influenced or underpinned this teaching session
?Behaviourism –observable behaviour
?Cognitive -purely mental / neurological process
?Humanistic -emotions and affect play a role
?Constructivist –learners build their own knowledge
?Social –humans learn best in group activities
Others:
•Transformational learning
•General theories of memory and intelligence
•Instructional Theories
Submission
?Refer to the check list to ensure that you have completed all elements of the 3 Parts
?It is important to submit a draft for each part
?Better to convert to pdf prior to submission so that formatting is not lost
?There are two different submission points including drafts for Part A&B and Part C
?Must add a coversheet and title page to Part A and B
?Once successfully submitted will receive an email
