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Classroom Management in a Concept Based Curriculum Jill Peltzer, PhD, RN, APRN-CNS.

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Presentation on theme: "Classroom Management in a Concept Based Curriculum Jill Peltzer, PhD, RN, APRN-CNS."— Presentation transcript:

1 Classroom Management in a Concept Based Curriculum Jill Peltzer, PhD, RN, APRN-CNS

2 Course Outline Background Strategies to Promote Significant Learning Small group activity Large group discussion Conclusion Questions 2

3 Background Learner Issues Content heavy vs. concept based Critical thinking/clinical reasoning Developing a reflective practice Instructor Issues Content heavy vs. concept based Managing a large number of students to optimize active learning 3

4 4 “Teaching is more difficult than learning because what teaching calls forth is this: to let learn…. If the relation between the teacher and the taught is genuine, therefore there is never a place in it for the authority of the know-it- all or the authoritative sway of the official.” (pg. 15) Heidegger, M. (1954). What Is Called Thinking? A Translation of Was Heisst Denken? HarperCollins Publishers.


6 6

7 Taxonomy of Significant Learning Experiences 7: L.D. Fink 3002

8 Creating Significant Learning Experiences: Example from Professional Development III Course Description Contemporary issues confronting the nursing profession are discussed and methods to advocate for patients and the profession are investigated. The dynamic and ever present evolution of healthcare will be explored. Professional skills, such as job interviewing, portfolio development, and examination of advanced roles in nursing, will be emphasized. Course Objectives Discuss strategies to manage the impact of economic, social, and cultural trends on the practice of the professional nurse in a dynamic healthcare environment. Develop a plan to become involved in enhancing the profession, including engagement in political processes and professional organizations. Demonstrate an appreciation of contemporary issues in nursing and the impact on current clinical nursing practice. 8

9 Integrated Course Design to Promote Significant Learning Learning Goals Feedback & Assessment Teaching & Learning Activities 9:: L.D. Fink, 2003 Situational Factors

10 Steps to Designing Courses that Promote Significant Learning 1.Evaluate Situational Factors 2.Develop Learning Goals 3.Establish Assessment Tools 4.Create Teaching and Learning Activities 5.Integrate the Key Components 10: L.D. Fink, 2003

11 Situational Factors Specific context of teaching and learning situation General context of learning Subject Learner characteristics Facilitator characteristics Learning goals 11: L.D. Finki, 2003

12 Creating Significant Learning Experiences: Example from Professional Development III Assignment: Action Coalition Group Project Each group assigned to a FON pillar: Education, Practice, or Leadership Four Learning Objectives 12

13 Assessment of Learning: Educative Assessment Forward-Looking Assessment Criteria & Standards Student Self-Assessment FIDeLity 13: L.D. Fink, 2003

14 Teaching/Learning Activities 14: L.D. Fink, 2003 Experience Reflective Dialogue Information & Ideas

15 Creating Significant Learning Experiences: Example from Professional Development III Knowledge, Skills, Attitudes Knowledge about the FON report and Action Coalitions Skills in grassroots initiatives Attitudes about broader concepts in nursing education Teaching/Learning Activities Assessment Teacher Peer Self 15

16 Small Group Activity: Creating Significant Learning Experiences We are undergraduate faculty teaching in a traditional BSN program. The didactic courses are large with approximately 100 students in the classroom. The school is implementing a concept based curriculum, using the “The Essentials of Baccalaureate Education for Professional Nursing Practice” (AACN, 2008). Faculty are developing the new courses and want to make sure they are engaging students in significant learning experiences. Each group has been working on a course; Today the group is going to create an assignment to meet one of the course objectives. The assignment must incorporate components that address knowledge, skills, and attitudes. Briefly outline the learning goals, teaching/learning activities, and grading system. 16

17 Large Group Discussion What was the significant learning experience for you? What was easy about this process? What was challenging? How was this process similar to your teaching strategies? What was unique about this process? What are other methods of implementing significant learning experiences? 17

18 Conclusion Creating significant learning experiences in a concept based curriculum Students are more engaged in their learning environment Students believe that they have a voice in their learning opportunities Active learning modalities require planning and upfront work Teachers have to develop meaningful assignments that address the values of the student 18

19 Questions? 19

20 References Fink, L.D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Fransisco, CA: Jossey-Bass. Ironside, P.M. (3003). New pedagogies for teaching thinking: The lived experiences of students and teachers enacting narrative pedagogy. Journal of Nursing Education, 42(11), 509 – 516. Ironside, P.M. (2005). Working together, creating excellence: The experiences of nursing teachers, students, and clinicians. Nursing Education Perspectives, 26(2), 78 – 85. Ironside, P.M., Scheckel, M., Wessls, C., Bailey, M.E., Powers, S., & Seeley, D.K. (2003). Experiencing chronic illness: Co-creating new understandings. Qualitative Health Research, 13(2), 171 – 183. 20

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