Wednesday 8:00 - 1:00
Participants in this course will have the opportunity to:
Discuss selected theoretical and philosophical foundations of education;
Develop explicit awareness of assumptions about the student’s own and other’s learning;
Integrate understanding of learning styles, modes, and preferences in planning educational programs;
Demonstrate use of selected teaching-learning strategies relevant to desired educational outcomes;
Compose elements of educational programs including needs assessment, objectives, content, teaching methods and evaluation strategies;
Analyze effectiveness of selected teaching-learning strategies in light of specific patient’s or professional student’s learning needs.
All assignments must follow proper language rules. Otherwise, papers will not be accepted.
Educational Philosophy: Examination of one's philosophy of education is primary to beginning either patient or staff education. This paper should be 5 pages in length (excluding cover page and references) using APA guidelines. An abstract will not be required. The APA (American Psychological Association) Publications Manual, Fifth Addition may be purchased from the bookstore or checked out of the library. This manual is a necessary tool if you are considering graduate work. Questions to be answered in this paper include Part I) your view of education, your experiences which have formed that view, and the impact on teaching and learning your views will have or have had, and Part II) choose an educational theorists with whom you identify and briefly discuss his/her theory. This paper will constitute 25% of your grade. See Appendix A for grading specifics.
Criteria for Grading of Educational Philosophy
Philosophy of education is clearly stated
Examples of personal philosophy are discussed
Educational theorist is identified
Key concepts of theorist is discussed
Paper length meets required criteria (5 pages, less the title page and refs)
APA format is followed
Teaching Practicum: Students must work individually. Students will select a specific topic from those provided; illustrate the need for the program; write objectives, design a relevant learning activity, conduct the learning activity, and use an appropriate evaluation process to demonstrate effectiveness. Each individual will prepare a learning activity using a Power Point presentation. Other creative formats will be considered. Please refer to the grading criteria in Appendix A. 35% of your grade will depend on your presentation as it will bring together all the concepts we will be discussing throughout the semester.
Power Point Presentation: Construct a power point project on your topic. The project should include indications, contraindications, hazards, and desired outcomes. You must cite your references at the end of your project. The project must have 2 references which are current (within last 5 years). Use scholarly sources; cite according to APA style. The following should be included in your presentation:
Title Slide: Title of project, your name, course name and number, instructor’s name, and date.
Introduction: This section introduces background information about the topic being presented.
Description: This section allows for in-depth description of topic.
Indications: List indications associated with utilization of topic selected.
Contraindications/Hazards: List contraindications associated with utilization.
Desired Outcomes: This section provides detailed information in reference to outcomes associated with utilization of topic.
Reference slide: References should be in alphabetical order and conform to the APA format.
Criteria for Evaluation of Teaching Practicum
Professional appearance of the presentation
Logical organization of material presented
Critical thinking in the analysis and synthesis of the research
Accuracy of information reflected
Well focused (Not too broadly conceived)
Actively engages learners in the process
Facilitates a well organized process
Constructive, nonjudgmental response to learners’ comments and questions
Closes the lesson by effectively summarizing major points
Percentage of Course Grade
Unit Self-Assessments (Multiple Choice)
15% Will be deducted for each day assignment is late