nursing, and public health contexts Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learning material that is most closely Alignment of contextual aligned with your own setting priorities for improving but also review that of the teaching and learning with more websites other health professions: specific needs of a group of specific to your Felver, et al., 2010, 6-16. learners, i.e., students, specialty. faculty/staff Montori & Guyatt, 2008, Planning for diverse learners in specific contexts: Universal Resources Design for Learning Newhouse, Dearholt, Poe, Pugh, & White, 2007, 3-13. Objectives addressed: #2: Use evidence of Victora, Habicht, & Bryce, 2004, learning to identify need for 400-405. change in instructional practice #3: Inform self from the current professional knowledge base… to build own knowledge base. Development of Instructional Objectives Examination of formats of appropriate instructional objectives in the cognitive, affective and psychomotor Read to prepare specific domains questions regarding Alignment of objectives in the development of instructional different domains with specific objectives relevant to your own learning goals EBT Project: Session 3 Alignment of instructional Bastable & Doody, 2011, objectives with evidence of accomplishment February 7 Complete and to class: Objectives addressed: Teaching Goals Inventory #3: Inform self from the (TGI) in Angelo & Cross, 1993, current professional 13-23. knowledge base… to build Teaching Goals Inventory (TGI): own knowledge base. #4: Select/design changes in current practice, on professional knowledge, that are likely to improve learning
nursing, and public health contexts Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learning Alignment of contextual priorities for improving teaching and learning with specific needs of a group of learners, i.e., students, faculty/staff Planning for diverse learners in specific contexts: Universal Design for Learning Objectives addressed: #2: Use evidence of learning to identify need for change in instructional practice #3: Inform self from the current professional knowledge base… to build own knowledge base. material that is most closely aligned with your own setting but also review that of the other health professions: Felver, et al., 2010, 6-16. Montori & Guyatt, 2008, Newhouse, Dearholt, Poe, Pugh, & White, 2007, 3-13. Victora, Habicht, & Bryce, 2004, 400-405. more websites specific to your specialty. Resources Session 3 February 7 Development of Instructional Objectives Examination of formats of appropriate instructional objectives in the cognitive, affective and psychomotor domains Alignment of objectives in the different domains with specific learning goals Alignment of instructional objectives with evidence of accomplishment Objectives addressed: #3: Inform self from the current professional knowledge base… to build own knowledge base. #4: Select/design changes in current practice, on professional knowledge, that are likely to improve learning Read to prepare specific questions regarding development of instructional objectives relevant to your own EBT Project: Bastable & Doody, 2011, Complete and to class: Teaching Goals Inventory (TGI) in Angelo & Cross, 1993, 13-23. Teaching Goals Inventory (TGI):