At the completion of this course, I have taken a great deal of ideas away from the book I chose. Nelson's Cultivating Judgement was helpful in offering specific activities and actions to engage students in critical thinking skills. Many of the ideas can be adapted to many areas of study and, to my benefit, this book had college age students as a target population which is my primary audience.
Through discussion and reviewing the ideas of my peers I have gained ideas to include more technology resources in my classroom. It is my goal that I will include one or more of these ideas in each project I assign as I feel that they are beneficial.
The course material revealed a great deal of resources and a variety of perspectives to engage students in learning. I enjoyed the activity that partnered with other educators to benefit from their skill set to enhance the learning in my classroom. I plan to spend more time looking around my school and community for educators who may want to swap as guest speakers or co-teach selected unit plans.
Overall, I enjoyed the freedom this course offered to explore areas of interest specific to my setting. The ability to select a text from a list of choices was of huge benefit to me. I will take many of the ideas and concepts I learned in this course into my classroom.
Saturday, July 16, 2011
Saturday, July 9, 2011
Instructional Plan- Website Project
Title: Orthopedic Injury Assessment Website Project
Description of instructional plan: Athletic Training students will develop a website over the course of the semester in their injury evaluation and rehabilitation courses. They will use previous knowledge in athletic training as well as their clinical experiences to develop an instructional resource for their portfolios and future reference. Students at this level of the program have been formally accepted into the Athletic Training Education Program and have begun their clinical rotations at area high schools, clinics, colleges and hospitals. Websites will be developed and presented as a final project for the course.
Concepts Addressed/Student Learning Outcomes:
1) Students will have contact with formal research using all avenues available to them- internet, library, textbook, athletic training and other sports medicine professionals. Effectively and appropriately citing these sources will be a large part of the rubric/grading process.
2) Students will learn how to effectively work in a group to develop an in-depth project related to their field of study. Students will evaluate the contributions of other group members in their final course evaluations.
3) Students will use Microsoft Front Page to create a website design and learn how to publish this information to the internet. Professional design and the usability of the website will be evaluated.
4) Students will learn time/project management as they complete website project over 12 weeks. Students will be held accountable to a final deadline; work that appears hasty will receive deduction of points.
5) Students will learn how to develop and present information in a professional and credible manner. Professionals in the field of athletic training and sports medicine will be invited to the final presentations and will have the opportunity to provide feedback.
Assessment/Rubrics:
1) Students will select a topic/injury/condition, of their choice, related to the upper/lower extremity or rehabilitation framework of the course. Topic will be approved by instructor.
2) Students will begin initial research to determine availability of credible resources and scholarly articles. A literature review will be completed to demonstrate effective progress in this area.
3) Students will be provided with a tutorial on the use of Microsoft Front Page and its intricacies. Students have access to this program at all on-campus computer labs.
4) Students will be given a rubric of the project to outline the areas that are expected to be covered and the weight of each component.
5) Students will be assigned presentation dates near the end of the semester and will provide the instructor with a digital copy of the project.
Use of Technology:
Students will use Microsoft Front Page as well as other resources made available to them in the campus library. Students will be encouraged to seek the help of research assistants and technology assistants as well as that of the instructor throughout the project.
Actions of Learners:
This project relies heavily on the student’s use of time outside of the classroom to research, develop and prepare the website and presentation. The student will be made aware of the time consuming nature of this project early in the semester as well as the expectations for its completion. Basic format will be reviewed in class as well as periodic time for questions/discussion related to website projects. Student selected topics may also be covered in course lectures however the student is expected to research much more in depth information than what is covered in the lecture.
Plans to involve the community:
The community of sports medicine professionals may act as consultants for the website project. They will also be invited to take part in the presentation and evaluation component of these projects. The instructor will include on-campus colleagues in this process to encourage and promote the professional nature and expectations.
Friday, July 1, 2011
Instructional Plan
Instructional Plan
Professional Educator
Molly Huston/Frank Shipley (approval pending)
Head Athletic Trainer/Associate Athletic Trainer
Northern Kentucky University Sports Medicine
Both Molly and Frank have many years of experience in the profession of sports medicine. Molly has had a great deal of administrative duties in this field as well as practical, hands-on experience. Frank brings a variety of experiences from areas outside of the Northern Kentucky area. The greatest thing they have to offer to my students is the experiences they have had as they were once students in this area of concentration and have completed their education and entered the profession.
I plan to have Molly address administrative topics related to sports medicine such as appropriate interview techniques, specific to the profession of sports medicine. I plan to have students develop a professional portfolio to present to the class and complete mock interviews with other athletic trainers using Skype. Both Molly and Frank as well as myself have strong professional relationships with area athletic trainers that would be willing to assist in this learning project. Skype is quickly becoming a resource during interview processes as a means of meeting face to face and saving on travel costs. This practice is enriching the ability of companies/universities/organizations to make effective hires.
Frank would address the process of inventory and creating bids to sports medicine supply companies to stock the needs of a functional athletic training room for a school year. The students would have to create a system of inventory and create a bid, given a specific situation and budget they may encounter in their professional careers. Using Internet resources to contact supply companies and create organizational documents using Excel will help them to be successful in this project. Furthermore, contacting professionals in the sports medicine (possibly even sales representatives) profession using Twitter or Yahoo Groups to interview them about their experiences with inventory and bid processes will be another way to engage students in the use of technology.
Standards that will be addressed in this instructional plan include:
Kentucky-
To assess what my students have learned we will participate actively in group discussion regarding the two areas addressed in the instructional plan. Students will have an opportunity to assess other groups/students projects and make recommendations for improving their professional portfolio or inventory/bid plan. Long-term the success of students as they enter the profession will be linked to their experiences in the classroom with this actively engaging learning plan.
Professional Educator
Molly Huston/Frank Shipley (approval pending)
Head Athletic Trainer/Associate Athletic Trainer
Northern Kentucky University Sports Medicine
Both Molly and Frank have many years of experience in the profession of sports medicine. Molly has had a great deal of administrative duties in this field as well as practical, hands-on experience. Frank brings a variety of experiences from areas outside of the Northern Kentucky area. The greatest thing they have to offer to my students is the experiences they have had as they were once students in this area of concentration and have completed their education and entered the profession.
I plan to have Molly address administrative topics related to sports medicine such as appropriate interview techniques, specific to the profession of sports medicine. I plan to have students develop a professional portfolio to present to the class and complete mock interviews with other athletic trainers using Skype. Both Molly and Frank as well as myself have strong professional relationships with area athletic trainers that would be willing to assist in this learning project. Skype is quickly becoming a resource during interview processes as a means of meeting face to face and saving on travel costs. This practice is enriching the ability of companies/universities/organizations to make effective hires.
Frank would address the process of inventory and creating bids to sports medicine supply companies to stock the needs of a functional athletic training room for a school year. The students would have to create a system of inventory and create a bid, given a specific situation and budget they may encounter in their professional careers. Using Internet resources to contact supply companies and create organizational documents using Excel will help them to be successful in this project. Furthermore, contacting professionals in the sports medicine (possibly even sales representatives) profession using Twitter or Yahoo Groups to interview them about their experiences with inventory and bid processes will be another way to engage students in the use of technology.
Standards that will be addressed in this instructional plan include:
Kentucky-
PL-HS-1.1.3
Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting realistic goals, time and task management, planning, decision- making process, perseverance). PL-HS-4.1.3
Students will describe academic and non-academic benefits (e.g., communication skills, computer/technical skills, mathematical skills, scientific observation and inquiry skills, teamwork skills, work experience, professional references, insight into tasks and work environments) acquired from a range of education and training options (e.g., college, apprenticeships, internships, on-the-job training military) and interpret ways education and training can impact life-long earning potential and future career opportunities.
PL-HS-4.1.6
Students will identify and describe supporting documentation that would be needed for the career portfolio/Individual Learning Plan (ILP):
· business letters (application, recommendation, follow-up)
· assessment data (e.g., interest, learning styles, aptitudes and abilities)
· résumé
· certifications/awards
· samples of work (e.g., videos, artwork, portfolio entries)
· records of work experiences
transcriptsPL-HS-4.3.3
Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities:
· conducting a job search
· writing letters
· networking
· completing an application
· securing a letter of reference
· preparing a résumé
· applying interview techniques (e.g., learn about employer/job, questions to ask, materials to take, answers to questions you may be asked, verbal and nonverbal communication)
· using proper procedures when changing jobs (e.g., give advance notice, write a letter of resignation)
To assess what my students have learned we will participate actively in group discussion regarding the two areas addressed in the instructional plan. Students will have an opportunity to assess other groups/students projects and make recommendations for improving their professional portfolio or inventory/bid plan. Long-term the success of students as they enter the profession will be linked to their experiences in the classroom with this actively engaging learning plan.
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