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Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed David Merlo, MS, CPRP, COTA - SUNY/ECC,

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Presentation on theme: "Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed David Merlo, MS, CPRP, COTA - SUNY/ECC,"— Presentation transcript:

1 Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed David Merlo, MS, CPRP, COTA - SUNY/ECC, Julie Welkowitz, PhD - Southern NH University, Charlie Bernacchio, EdD, CRC - UNC at Chapel Hill 1

2 EBP Teaching Strategies- Workshop Objectives 1. Describe several theories that guide effective adult education, applicable to PSR practitioner education. 2. Articulate several advantages of utilizing person-centered experiential learning methods. 3. Apply adult learning theories to create at least one experiential learning activity for classroom instruction, reflective of evidence- based strategies. 2

3 EBP Teaching Strategies- Overview Share exemplary learning activities used in PSR education/training (Pre-/In-/Admin) Examine Bloom’s theoretical framework Review evidence-based context and strategies for teaching/training Develop learning activities congruent with EBP strategies 3

4 Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health (SAMHSA/HSRI) report (Leff et al. 2007) College-level educators are- Experts in specific content areas. Non-experts in teaching methodology. (p.10) 4

5 Traditional Post-secondary Education HSRI report (Leff et al, 2007) raises concerns- Didactic v. dialectic/interactive learning Passive v. active learners Memorization v. creative & critical thinking Textbook knowledge v. practical application 5

6 EB Workforce Development Report (Leff et al, 2007) Need to train learners to be creative and critical thinkers Prepare for competency with practical application to mental health field Evidence from research reveals several theoretical frameworks linked to effective teaching/training best practice 6

7 EB Workforce Development Report Constructivist theory Experiential/Situated Cognition Learning Adult Learning theories New Economy theories Organizational/Systems theories Social Equity theories Social Marketing/Academic Detailing 7

8 “Training-As Usual” (Leff et al, 2007)” Ineffective in changing practitioner behavior or consumer outcomes (Sholomskas et al., 2005) Effective in knowledge acquisition (Cook, Horton-O’Connell, Fitzgibbon, & Steigman, 1998; Sholomskas et al., 2005) Bloom’s Taxonomy: Evaluation Synthesis Analysis Application Comprehension Knowledge 8

9 Bloom’s Taxonomy EVALUATION (evaluating) Description: Justifying a decision or course of action. Actions: hypothesizing/critiquing/experimenting/judging efficacy SYNTHESIS (creating) Description: Generating new ideas/products/ways of viewing things. Actions: designing/constructing/planning/producing/inventing ANALYSIS (analysing) Description : Breaking information into parts to study relationships. Actions: comparing/organizing/deconstructing/interrogating/finding APPLICATION (applying) Description : Using information in another familiar situation. Actions : implementing/carrying out/using/executing COMPREHENSION (understanding) Description : Explaining ideas or concepts. Actions: interpreting/summarizing/paraphrasing/classifying/explaining KNOWLEDGE (remembering) Description : Recalling information. Actions: recognizing, listing, describing, retrieving, naming, finding 9

10 EBP Training Strategies- 1.Train participants with competency-based materials developed by stakeholders Consumer and provider input/advisory board input re: competencies Ensuring curriculum/syllabi reflect competency areas Student portfolios reflecting all competency areas 10

11 EBP Training Strategies- 2.Use of facilitative educational materials for individualizing the training Self-Assessments Internships based on individual needs and goals (as derived from self- assessments) Assignment choices within courses 11

12 EBP Training Strategies- 3.Training is conducted by credible instructors Instructors who have some applied field experience Guest speakers with expertise in particular areas Consumers or family members as instructors/guest speakers/panelists 12

13 EBP Training Strategies- 4.Training curriculum integrates academic concepts and technical competencies Applied assignments/reflective paper/journals Papers that ask students to apply real life experiences to theories Video taping of doing the work in "real settings" and then discuss in class how theory applies Practicum/internships/job shadowing 13

14 EBP Training Strategies- 5.Prepare learners to use active inquiry & to develop/apply knowledge to real life problems Use of case examples generated by students for in-class activities Assignments using analysis/problem solving Practicing the skills in real settings or role plays (eg diagnostic intakes, practicing clinical skills) Considering how to make systems change in current or previous work settings 14

15 EBP Training Strategies- 6.Instructional methods involves training in teams and groups In-class activities: group problem-solving, group diagnostic decision-making, team debates, group discussions Use of reflecting team models Group assignments 15

16 EBP Training Strategies- 7.Participants are trained in skills for life-long learning Learning how to find needed resources (eg developing a handbook or website of community resources; learning how to use databases, the library) Seeking out mentors/supervision; supervision groups 16

17 EBP Training Strategies- 8.Delivery of workforce training through educational outreach in community and at work Trainings that involve supervisors Involving work supervisors as mentors Providing training at the worksite Team projects that involve the student AND co-workers 17

18 EBP Training Strategies- 9.Flexible learning formats and schedules are used to train participants Distance learning/education platforms Hybrid courses (online venues, video- conferencing and face-face instruction) Weekend instruction (e.g., PCMH-one weekend per month) Evening instruction; on-site training Summer/holiday week long institutes 18

19 EBP Training Strategies- 10.Trainers use multifaceted strategies involving two or more individual training strategies Mix of face to face instruction with distance learning strategies (listserves, Blackboard, email, skype) Workshop followed by ongoing technical assistance, consultation, or mentoring Videotaping of applied activities and then use during classroom discussion 19

20 Small Group Activity Apply checklist to individual learning activity Group into Pre-/In-/Admin small groups Identify which learning activity to examine in their group; person shares thoughts on checklist criteria and implications for activity Group provides warm/cold feedback in response to individual’s focus; group brainstorms to enrich the activity respective of the criteria and shares 20

21 References: Cook, Horton-O’Connell, Fitzgibbon, & Steigman, (1998) Leff, H.S. et al. (2007). Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health, Human Services Research Institute:Cambridge, MA, funded by SAMHSA. Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Bloom’s Multiple Intelligences Themes and Activities. Sholomskas et al., (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106-115. Martin, J. (2001). Bloom's learning domains. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved June 11, 2008, from 21

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