Identifying Learner Characteristics and Needs Identification of learner needs Multiple assessment tools/learning styles Complete and be prepared to inventories discuss results of Theory of multiple VARK Learning Styles intelligences Inventory ( Questions Articulating Theories of Causation Read in order to be able to Working theories of causation identify ways the authors’ and their relationship to Session 4 perspectives are/are not hypothesis testing and to aligned with your own appropriate evidence of Teaching (EBT) February experiences both as a learner impact/identification of valid, Project Plan and 14 and as a teacher in the health reliable evidence of learning, Objectives ONLINE professions: misconceptions and gaps Re Multiple Intelligence Theory: Objectives addressed: Gardner, 1999, 79-92. #1: Interweave reflection, planning, instruction and Re Learning Styles: assessment to facilitate learning, based on knowing the learners. #2: Use evidence of learning to identify need for change in instructional practice Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching Read in order to be able to Compare the approaches to compare strategies used by evidence-based teaching in medicine, nursing and public the different health health to evaluate evidence: professions Identify ways to collect Felver, et al., 6-15 evidence of the effectiveness of teaching Session 5 Montori & Guyatt, 2008, In-class resource: Understand how to evaluate Nilson, 2010, evidence to literature review February 21 Guyatt, Rennie, Meade, & Cook, Objectives addressed: 2008. Preface retrieved from . #2: Use evidence of learning to identify need for Victora, Habicht, & Bryce, 2004, change in instructional 400-405 practice. #5: Monitor learner Wise, 1981, 5-9 progress formatively in order to make appropriate adjustments.
Session 4 February 14 ONLINE Identifying Learner Characteristics and Needs Identification of learner needs Multiple assessment tools/learning styles inventories Theory of multiple intelligences Articulating Theories of Causation Working theories of causation and their relationship to hypothesis testing and to appropriate evidence of impact/identification of valid, reliable evidence of learning, misconceptions and gaps Objectives addressed: #1: Interweave reflection, planning, instruction and assessment to facilitate learning, based on knowing the learners. #2: Use evidence of learning to identify need for change in instructional practice Complete and be prepared to discuss results of VARK Learning Styles Inventory ( Questions Read in order to be able to identify ways the authors’ perspectives are/are not aligned with your own experiences both as a learner and as a teacher in the health professions: Re Multiple Intelligence Theory: Gardner, 1999, 79-92. Re Learning Styles: Teaching (EBT) Project Plan and Objectives Session 5 February 21 Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching Compare the approaches to evidence-based teaching in the different health professions Identify ways to collect evidence of the effectiveness of teaching Understand how to evaluate evidence to literature review Objectives addressed: #2: Use evidence of learning to identify need for change in instructional practice. #5: Monitor learner progress formatively in order to make appropriate adjustments. Read in order to be able to compare strategies used by medicine, nursing and public health to evaluate evidence: Felver, et al., 6-15 Montori & Guyatt, 2008, Guyatt, Rennie, Meade, & Cook, 2008. Preface retrieved from . Victora, Habicht, & Bryce, 2004, 400-405 Wise, 1981, 5-9 In-class resource: Nilson, 2010,
EBT%20Syllabus%20Spg%202012-1.docx