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Teaching & Active Learning Strategies-Part 3
Create a 5 page report on teaching
Teaching & Active Learning Strategies-Part 3
Create a 5 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.
Introduction
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
o Explain how selected strategies will help to maintain diverse learners’ motivation.
o Explain how selected strategies will help overcome learning barriers in the anticipated audience.
· Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
o Evaluate appropriate teaching strategies for an educational topic and audience.
· Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
o Describe learning outcomes for a course.
· Competency 4: Integrate best practices for classroom management
o Describe evidence-based strategies for managing potential barriers to learning in a classroom.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Optional Preparation
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 5 page report on teaching strategies you can apply in the course you are designing.
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
· How will you, as an instructor, determine what content should be included in a course and what should be left out?
· Which teaching strategies best fit your own philosophy of teaching within the confines of the environment you are most likely going to be teaching in?
· What are some of the current best instructional practices in both a traditional environment and an online environment? Which best practices apply to both environments? Which practices are unique to their specific area?
Instructions
· Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
· Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
· Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
· Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
· Length: 5 pages, plus a title page and a references page.
· Use correct APA format, including running head, page numbers, and a title page.
· Use and cite at least 2-3 scholarly articles in your plan.
· Writing should be free of grammar and spelling errors that distract from content.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
o Explain how selected strategies will help to maintain diverse learners’ motivation.
o Explain how selected strategies will help overcome learning barriers in the anticipated audience.
· Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
o Evaluate appropriate teaching strategies for an educational topic and audience.
· Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
o Describe learning outcomes for a course.
· Competency 4: Integrate best practices for classroom management
o Describe evidence-based strategies for managing potential barriers to learning in a classroom.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Resources to help..
Innovating Teaching Strategies
· Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. ed). Jossey-Bass.
o Chapter 3, “Designing Significant Learning Experiences I: Getting Started.”
o Chapter 4, “Designing Significant Learning Experiences II: Shaping the Learning Experience.”
· Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456.
· Pardue, K. T., Tagliareni, M. E., Valiga, T., Davison-Price, M., & Orehowsky, S. (2005). Substantive innovation in nursing education: Shifting the emphasis from content coverage to student learning. Nursing Education Perspectives, 26(1), 55–57.
· Price, B. (2010). Disseminating best practices through teaching. Nursing Standard, 24(27), 35–41.
Objectives and Outcomes
· Glennon, C. D. (2006). Reconceptualizing program outcomes. Journal of Nursing Education, 45(2), 55–58.
· Wittman-Price, R. A., & Fasolka, B. J. (2010). Objectives and outcomes: The fundamental difference. Nursing Education Perspectives, 31(4), 233–236.
Scoring Guide
Criterion 1
Describe learning outcomes for a course.
Distinguished
Describes learning outcomes for a course; identifies assumption upon which the creation of the objectives are based.
Proficient
Describes learning outcomes for a course.
Basic
Incompletely describes learning outcomes for a course.
Non Performance
Does not describe learning outcomes for a course.
Criterion 2
Evaluate appropriate teaching strategies for an educational topic and audience.
Distinguished
Evaluates appropriate teaching strategies for an educational topic and audience; identifies areas of uncertainty, knowledge gaps, and/or additional information that would provide additional clarity to the evaluation.
Proficient
Evaluates appropriate teaching strategies for an educational topic and audience.
Basic
Identifies inappropriate teaching strategies for an educational topic and audience.
Non Performance
Does not evaluate appropriate teaching strategies for an educational topic and audience.
Criterion 3
Describe evidence-based strategies for managing potential barriers to learning in a classroom.
Distinguished
Describes evidence-based strategies for managing potential barriers to learning in a classroom; identifies assumptions by which those strategies were selected.
Proficient
Describes evidence-based strategies for managing potential barriers to learning in a classroom.
Basic
Incompletely describes evidence-based strategies for managing potential barriers to learning in a classroom.
Non Performance
Does not describe evidence-based strategies for managing potential barriers to learning in a classroom.
Criterion 4
Explain how selected strategies will help overcome learning barriers in the anticipated audience.
Distinguished
Explains how selected strategies will help overcome learning barriers in the anticipated audience; bases explanation on current peer-reviewed literature.
Proficient
Explains how selected strategies will help overcome learning barriers in the anticipated audience.
Basic
Incorrectly explains how selected strategies will help overcome learning barriers in the anticipated audience.
Non Performance
Does not explain how selected strategies will help overcome learning barriers in the anticipated audience.
Criterion 5
Explain how selected strategies will help to maintain diverse learners’ motivation.
Distinguished
Explains how selected strategies will help to maintain diverse learners’ motivation; bases explanation on current peer-reviewed literature.
Proficient
Explains how selected strategies will help to maintain diverse learners’ motivation.
Basic
Incorrectly explains how selected strategies will help to maintain diverse learners’ motivation.
Non Performance
Does not explain how selected strategies will help to maintain diverse learners’ motivation.
Criterion 6
Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Distinguished
Supports a position with effective, professional-quality written communication; uses correct spelling, grammar, punctuation and mechanics, and APA style and formatting, free of errors.
Proficient
Supports a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Basic
Supports a position with ineffective written communication, with incorrect spelling, grammar, punctuation and mechanics, or APA style and formatting.
Non Performance
Does not support a position with effective written communication; uses incorrect spelling, grammar, punctuation and mechanics, and APA style and formatting.
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