Ch 2 From Curricular Goals to Instruction: Preparing to Teach

3 Kinds of Knowledge Essential to Teaching Effectively:
1. Knowledge of Subject Matter
2. Knowledge of the Learners
3. Knowledge of General Principles of Teaching (Pedagogy)
Preactive & Interactive Teaching
1. Preactive teaching
  1. those elements one considers when preparing to teach a course
  2. Pre-active preparation allows the teacher time to think through the breath & that the info that is to be presented (1. Subject matter knowledge) to a particular group of students (2. Knowledge of Learners) as well as the most coherent & understandable way to present the information (3. Pedagogical Knowledge)
2. Interactive Teaching
  1. what happens when the teacher is face 2 face w/students
Preactive Teaching Grid
1. Philosophical Orientation
  1. 5 Philosophical Orientations to Guide Curriculum Design:
    1. 1. Development of cognitive processes 2. Academic rationale 3. Technology 4. Social interest (social adaptation & social reconstruction) 5. Personal relevance
  2. Cognitive Processing-Reasoning
    1. focuses on teaching students to develop & refine their intellectual processes:
      1. – How together & analyze data – how to pose & solve problems – how to infer – how to hypothesize – how to make judgments based on limited information
    2. Problem-Based Learning (PBL)=centerpiece of problem-based curricula
      1. – An approach that emphasizes a knowledge building process that is centered on clinical reality – a curriculum composed of clinical problems
  3. Academic Rationalism
    1. – Focuses on traditional areas of study that faculty think represent the most intellectually & artistically significant ideas within the field they are teaching – More time is spent on theory & less on practical application
  4. Technology
    1. – Focuses on practical/technical behaviors that the student should attain to become proficient in his/her field – a course would consist of a series of clearly delineated behavioral objectives of the student is to master – underlying approach = stimulus- response- reinforcement model – computer-assisted instruction: answers are predetermined to be clearly right or wrong & students receive immediate corrective feedback – wants students to learn specific facts & skill than a hierarchy of facts-to-principles involved
  5. Social Adaptation & Social Reconstruction
    1. – Focuses on societal interests – although both have different aims, they are tied by the common philosophical belief that societal needs should guide curriculum
    2. Social Adaptation Curric
      1. – Focuses on knowledge & skills students need to function in today's world – i.e. students taught info & technical skills needed to immediately fill those areas of practice with greatest number of job vacancies
    3. Social Reconstruction Curric
      1. – Focuses on ID'ing the changing composition & projected needs of society & the skills that will be needed in the future to be responsive to these changes – i.e. working to change certain aspects of society; experience is designed to develop tolerance for working with patients with different heritages, embracing pro bono services; engaging in community health initiatives & health policy changes
  6. Personal Relevance
    1. – Focuses on what is personally relevant to the student – i.e. evidence in CEU's & post-professional grad degree programs
  7. Using the 5 Curriculum Orientations to Guide Curriculum Design & Course Development p. 23
    1. To Develop an entire Curriculum Design:
      1. Used to review the multiple courses that make up the curriculum & to identify what philosophical orientation the curriculum emphasis is built on – faculty may find that too much time is spent in one area versus another
    2. To Develop a Course
      1. The teacher would first specify the goals of the course & then ID how much of each philosophical orientation will be used to help students reach those goals – 60% technology; 20% cognitive processing reasoning etc
2. Learning Theories
  1. 4 Broad Categories that Classify Learning Theories:
    1. 1. Behavioral learning theories 2. Cognitive learning theories 3. Experimental/problem-solving learning theories 4. Social-cultural learning theories
      1. Provide teachers with ideas about how to present students with different types of knowledge & skills in a way that reinforces the underlying philosophical orientations the teachers focusing on
  2. Behavioral Learning Theories
    1. – Theory rests on that behaviors that are rewarded (positively reinforce) would recur – process of learning involves rewarding correct behavior and to the behavioral change is consistently demonstrated – COMPUTER-ASSISTED INSTRUCTION/TECHNOLOGY = exclusively on this theory (Behavioral Learning) – behavioral approach works well when teaching a skill with a measurable action – "Memorizing & parroting information"
    2. Key Concepts
      1. – Based on the concept that behavior could be influenced by consequences (that reinforcement could help shape the desired behavior) – useful for teaching skills with measurable actions – foundation for performance-based education – some behavioral checklists may be inadequate for some professional competencies
    3. Examples of Application
      1. – Mastery learning, where you have the opportunity to practice the behavior & receive feedback on performance until mastery is achieved – often used for teaching technical patient care skills – can be used for assessing clinical competencies (particularly skills)
    4. Technology Philosophical Orientation
  3. Cognitive Learning Theories
    1. – Focuses on the development of knowledge structures, abstract problem presentation & problem solving that are critical elements of clinical reasoning – also addresses the most important aspect of learning, that of transfer of knowledge to actual practical settings that require problem-solving & decision-making – are very useful in thinking about ways to organize & present info –*ACADEMIC RATIONALISM*, predom learning theory of choice=Cognitive Learning
    2. Key Concepts
      1. – Emerged when limitations of behavioral theory were discovered – learning is an active process of meaning making whereby the organizational structure of knowledge is a critical element – addresses the use, such as information processing & retrieval & transfer of knowledge into practice settings
    3. Examples of Application
      1. – Foundation for building knowledge in the learner's memory – knowledge that is connected to a clinical context bolsters retention – building a strong knowledge structures necessary for developing reasoning & clinical judgment skills
    4. Academic Rationalism Philosophical Orientation
  4. Experimental/Problem-Solving Learning Theories
    1. – Learning through context & experience – learning occurs from actively solving meaningful problems – if the main philosophical orientation to a course = development of COGNITIVE PROCESSING reasoning, predominant learning theory = experiential
    2. Key Concepts
      1. – Experience & reflection on that experience are central to learning – students must learn not only "what" but also "how" to apply what they know – reflection-in-action is necessary for building practice-based knowledge
    3. Examples of Application
      1. – Designing learning opportunities whereby learners are engaged in active learning – creating learning experiences in which there is a structure that facilitates learning reflection on the learning – experiential learning is well-suited to clinical or community settings
    4. Cognitive Processing-Reasoning Philosophical Orientation
    5. Social Reconstruction Philosophical Orientation
  5. Social-Cultural Learning Theories
    1. – Constructivist learning theories – focuses on learning that occurs in social work practice settings – focuses on the importance of situated learning in which learners construct meaning in the community of practice – situated learning = when PT student that what they learned in the classroom and relate it to their clinical affils
    2. Key Concepts
      1. – Learning occurs in the social or practice setting – learning is suited in the community of practice as the learner engages in participation with others – meanings are socially constructed in these communities of practice
    3. Examples of Application
      1. – Clinical practice settings are powerful examples of social cultural learning – social learning communities need to build self-efficacy and learners to allow them to have incremental success & enhance participation – role models & mentors can a have powerful effect on the learners
  6. Thinking Through the Relationships btwn Philosophical Orientations & Learning Theories
    1. Learning theories should be compatible with underlying philosophical orientation so course material isn't jumbled
3. Domains of Learning
  1. 5 Domains of Learning:
    1. 1. Cognitive (thinking) 2. Affective (feeling, willing) 3. Psychomotor (purposeful movement, doing) 4. Perceptual (involving all senses, including vision, olfactory, auditory, taste & kinesthetic) 5. Spiritual (faith)
      1. First 3 are well reported on; the domains of learning provide a guide for student development when acquiring knowledge & developing psychomotor skills & values
  2. Cognitive Domain
    1. 6 Levels of Cognitive Domain/Blooms Taxonomy
  3. Affective Domain
    1. – Includes student interests, attitudes, appreciation, & values – educators have to determine what type of behaviors are appropriate and inappropriate
    2. 5 Levels of Affective Domain
  4. Psychomotor Domain
    1. 7 Levels of Psychomotor Domain
  5. Perceptual & Spiritual Domains
    1. Perceptual Domain
      1. The perceptual domain involving use of senses plays a dominant role and how patients receive & use information regarding components of movement
    2. Spiritual Domain
      1. Plays a significant role in how patients & families perceive disease & manage illness within their lives & across the lifespan
4. Student Learning Styles
  1. Kolb's Learning styles
    1. Concrete Experience
      1. – Involve other people in everyday situations – relies on feeling & intuition rather than logic & reasoning
    2. Reflective Observation
      1. – Involves learning by observing what happens to oneself as well as what happens to others during a concrete experience through observation & reflection – in no action is taken, but through observation one learns to understand the situations from different points of view
    3. Abstract Conceptualization
      1. – Involves logic & reasoning – there is formation of abstract concepts, & generalizations are developed about what has been done & observed – then actions may be taken & problems solved based on these theories
    4. Active Experimentation
      1. – Learning is through testing different approaches and new situations based on the concepts generated – practical use of ideas & concepts is evidence
  2. Applying them in PT:
    1. PTs use the cycle constantly in clinical practice when treating a patient (CONCRETE EXPERIENCE), observing & reflecting on what happened to the patient as a result of that treatment (REFLECTIVE OBSERVATION), thinking about how a successful intervention with one patient may work on similar patients & theorizing why (ABSTRACT CONCEPTUALIZATION), & then trying the intervention of other patients (ACTIVE EXPERIMENTATION)
5. Objectives
  1. 3 Types of Objectives:
    1. 1. Behavioral 2. Problem-solving 3. Outcome
  2. Behavioral Objective
    1. 4 Parts: ABCD
      1. 1. Audience 2. Behavior 3. Criterion (C-Condition) 4. Degree (D- Degree of criterion for accceptable performance)
  3. Problem-Solving Objective
  4. Outcome Objective
6. Lower Half of the Preactive Teaching Grid
7. Teaching Environment
Preparing a course Syllabus
1. Graphic Syllabus