Category B2 2014 Cusworth SEH 1 Category B2: Jade Cusworth Citation: for creating an inspired and motivated classroom environment by demystifying technical content into easy to understand information to create high morale in the classroom. Summary: Jade Cusworth’s student groups may be small, but they are highly diverse: she teaches on- campus Business and Communication subjects in Certificate IV Massage Practice, Diploma of Remedial Massage and the Advanced Diploma of Myotherapy, and also intensive workplace-based (traineeship) programs, in particular the Certificate IV Optical Dispensing. Teaching across all of these groups has made her realise the importance of understanding her students’ needs so that they can gain, comprehend and retain essential knowledge. 1. Individual or team Teaching and Learning Skills: Jade, Thank you so much for a wonderful experience this week. Everything has started to click and I am sure it’s from your ability to explain things in simple terms that I understand. (2014 HLTOPD404C: Dispense Atypical Prescriptions) Approximately 64 students are enrolled in the Cert IV Optical Dispensing (a program taught in intensive on- campus blocks mode) and they range in age from 19 to over 50 years. The Optical Dispensing program requires a substantial amount of mathematics and physics, and my lessons need to be flexible enough to cater for students who may not have studied mathematics for over 20 to 30 years, while at the same time, not losing the interest of those students who are confident in these disciplines. Once I have established the knowledge level within the class, we start to work through examples; I am always very careful to prepare extension activities so that those with considerable background knowledge do not get bored with the lesson (A1.1). My lessons are designed based on the revised Bloom’s Taxonomy (Krathwohl 2002), as students need to understand the basic principles and purposes before they can evaluate information or apply it practically. Also, many of my students enter the program being scared of mathematics and almost shutting themselves down before they even attempt the problems, feeling they are ‘not smart enough’: it is not uncommon to hear, “I can’t do maths”. I empathise with the students; I let them know that I am not a maths genius, and tell them that if I can get through the problems, so can they. Thus I structure my lessons to start with the basic mathematical principles, even going through how to use a calculator – students are (understandably) loathe to admit to inexperience in such basic techniques, so by making this a standard part of the class, everyone can learn without fear of ridicule and people can help each other, so building community within the class. Revision sheets on difficult concepts (A5) are designed to ensure students have grasped the essential concepts before we move to the next topic. Where individual students struggle with a concept while the rest of the class is ready to move forward, I arrange that that we meet after class or at another time to work through the concepts, or if this is not possible, I advise them to visit the Study and Learning Centre (SLC) and/or try the mathematic tutorials on our Blackboard (A2). I am very aware of the different learning styles within my classes; there are students who have rarely used a computer for learning and those who have never had to hand-write an assignment. My lessons use a mix of modern technology including PowerPoint and DVDs/videos as well as ‘good old-fashioned’ note taking, as I believe that we have to engage our whole brain to learn more effectively. I request Computer Labs for classes so that students can research information themselves as we go through the class, a much more engaging process than passively receiving the information from me. This also offers flexibility to students, catering to how they prefer to learn, either reading from hard-copy textbooks and notes or working directly on their electronic devices.
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Category B2 2014 Cusworth SEH 1
Category B2: Jade Cusworth Citation: for creating an inspired and motivated classroom environment by demystifying technical content into easy to understand information to create high morale in the classroom. Summary: Jade Cusworth’s student groups may be small, but they are highly diverse: she teaches on-campus Business and Communication subjects in Certificate IV Massage Practice, Diploma of Remedial Massage and the Advanced Diploma of Myotherapy, and also intensive workplace-based (traineeship) programs, in particular the Certificate IV Optical Dispensing. Teaching across all of these groups has made her realise the importance of understanding her students’ needs so that they can gain, comprehend and retain essential knowledge. 1. Individual or team Teaching and Learning Skills:
Jade, Thank you so much for a wonderful experience this week. Everything has started to click and I am sure it’s from your ability to explain things in simple terms that I understand. (2014 HLTOPD404C: Dispense Atypical Prescriptions)
Approximately 64 students are enrolled in the Cert IV Optical Dispensing (a program taught in intensive on-campus blocks mode) and they range in age from 19 to over 50 years. The Optical Dispensing program requires a substantial amount of mathematics and physics, and my lessons need to be flexible enough to cater for students who may not have studied mathematics for over 20 to 30 years, while at the same time, not losing the interest of those students who are confident in these disciplines. Once I have established the knowledge level within the class, we start to work through examples; I am always very careful to prepare extension activities so that those with considerable background knowledge do not get bored with the lesson (A1.1). My lessons are designed based on the revised Bloom’s Taxonomy (Krathwohl 2002), as students need to understand the basic principles and purposes before they can evaluate information or apply it practically. Also, many of my students enter the program being scared of mathematics and almost shutting themselves down before they even attempt the problems, feeling they are ‘not smart enough’: it is not uncommon to hear, “I can’t do maths”. I empathise with the students; I let them know that I am not a maths genius, and tell them that if I can get through the problems, so can they. Thus I structure my lessons to start with the basic mathematical principles, even going through how to use a calculator – students are (understandably) loathe to admit to inexperience in such basic techniques, so by making this a standard part of the class, everyone can learn without fear of ridicule and people can help each other, so building community within the class. Revision sheets on difficult concepts (A5) are designed to ensure students have grasped the essential concepts before we move to the next topic. Where individual students struggle with a concept while the rest of the class is ready to move forward, I arrange that that we meet after class or at another time to work through the concepts, or if this is not possible, I advise them to visit the Study and Learning Centre (SLC) and/or try the mathematic tutorials on our Blackboard (A2). I am very aware of the different learning styles within my classes; there are students who have rarely used a computer for learning and those who have never had to hand-write an assignment. My lessons use a mix of modern technology including PowerPoint and DVDs/videos as well as ‘good old-fashioned’ note taking, as I believe that we have to engage our whole brain to learn more effectively. I request Computer Labs for classes so that students can research information themselves as we go through the class, a much more engaging process than passively receiving the information from me. This also offers flexibility to students, catering to how they prefer to learn, either reading from hard-copy textbooks and notes or working directly on their electronic devices.
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My students know that many of my lessons will be designed with their input so that we can meet our learning objectives: I am there to help them learn and retain what I am teaching, not to just give information. Flexibility is the key to this, so my lessons are like a ‘choose your own adventure/pick a path’ book. Each lesson may have a different way of achieving the desired outcome, so I use SMART goals and SWOT analysis with the class to establish how we get there (A3). By creating sense of belonging and community in the class (a ‘safe’ classroom), students get to know each other and me, and can feel comfortable and not afraid to ask questions (A1.2)
You have the ability to relate to each level of experience your students have, always ensuring the entire class fully comprehends the subject, always willing to re-cap on a topic if one or more does not grasp the concept. Each student from our group felt comfortable in approaching you for additional mentoring, which you were always willing to make yourself available. (2014 Clustered Courses HLTOPD403C, HLTOPD404C.
The majority of my Optical Dispensing students are from regional Victoria and interstate, so it is vital that they feel confident with using Blackboard when they leave RMIT after their first block of learning; to facilitate this, I run a session in a computer lab as part of the (on-campus) student induction, where the students log onto the RMIT Website and Blackboard to access the relevant learning materials. This early introduction to Blackboard and working with them as they to navigate the site means that students now access Blackboard more readily. Students who were not expert in using technology have felt more comfortable with their distance learning experience at RMIT (A4). NB: small class sizes and low (online) response rates mean no reliable CES data is available. Information is best absorbed when it is logical, sequential and of manageable size (following Bloom). For example, particular mathematical concepts and the behavior of light are fundamental to an understanding of how the eye functions, and thus of how optical devices are made and used. To help students appreciate their importance, and why they are learning this, we discuss real-world examples from my industry experience. Breaking complex content into more manageable chunks and explaining it at a level that the students can understand, and tying the theory to a practical application in lessons helps to gain the students’ trust (in both me and the content). ‘Prism’ is an optical concept that students find difficult to grasp, so breaking it into smaller parts helps them build on their existing knowledge and create deeper understanding (Prism Learning Activity is in A6). 2. Level of personal commitment to quality teaching and learning in vocational settings:
Jade is always brilliant! Particularly in an in depth course like this is hard to keep everyone engaged (ProVision Advanced Optics course participant, 2013).
I believe that as our student cohort changes, so must I as a teacher; it is imperative that I stay up to date with both industry advancements and developments in education and teaching methods. I stay current by attending Professional Development in the relevant fields - for example, I recently attended an Engaging Pedagogies PD (at RMIT) that included a lot of practical teaching methods for engaging students in learning. From this PD I have introduced the 10-2 lesson plan, 10 minutes of teaching followed by 2 minutes of reflection, and am also using the Socratic seminar and content experts activities (A7). These latter activities involve students finding and presenting information on a given topic to the rest of the group. I am currently enrolled in the Diploma of Vocational Education and Training (Assessment and Evaluation) as a way of ensuring I am going to be the best teacher I can. To maintain currency in industry, I have attended multiple Optical PDs this year held by the Australian Dispensing Opticians Association and Master Classes held at ODMA Fair in Queensland. ODMA fair is the largest Optical Industry Trade Fair in Australia, and was attended by a large number of Optometrists and their practice staff from all over Australia.
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The Student Mobility venture I am currently working on demonstrates my commitment to teaching and learning in a vocational setting and supports RMIT’s stated objective that its graduates be global in outlook. Optical Dispensing students who travel to a less developed country to see the optical-related issues faced outside of Australia will, I hope, learn an immense amount that they can relate to their future practice. I have initiated a proposed tour to Vietnam, where the Ho Chi Minh City Eye Hospital has agreed to take our students on an ‘externship’. During this period, students will also visit the regional areas of Vietnam and help in the Optometry Practices and visit an orphanage to help the children with their visual needs. I am working with the relevant RMIT divisions to access funding and agreements to make this a viable trip for the students. This venture aligns well with the RMIT Strategic Plan of being Global in attitude, action and presence, offering students a global passport to learning and work. It aligns particularly well with Priorities 2 and 3, which include student and staff mobility and industry-partnered activity, and also expands opportunities for work integrated learning in international and cross-cultural settings. This venture may potentially lead to RMIT offering the Certificate IV Optical Dispensing in partnership with agencies in Vietnam, as currently neither the Ho Chi Minh City Eye Hospital nor Brien Holden Institute Optical Dispensers are qualified to offer such training. 3. Exemplary standard of professionalism
Jade impresses me with her professionalism and great presentation skills. She is able to relate the training to the work environment which makes it very easy for the course participants to put in place the learning outcomes when they return to work (Provision HR and Education Manager, 2014).
My class notes, PowerPoints and detailed lesson plans are designed to ensure that classes run professionally and students can have confidence in what I am teaching them (A3). My students’ needs are best served when the content of my lessons is up to date and founded on best practice standards within the industry, and I work to achieve this through constant research of relevant topics and engagement with industry, including Program Advisory Committee Meetings, attending new optical product launches and negotiating placement for our full-time students with the optical industry. Additionally, ProVision Eyecare, a major player in the industry, has invited me to present their Introductory Optics and Advanced Optics training courses for the past four years, and to facilitate their Executive Management Leadership Development (A8). 4. Positive outcomes achieved by students or industry-based trainees, attributed to candidate’s
contribution. Feeling part of the RMIT community is something that I work to foster, especially amongst my off-campus cohorts. Getting to know my students and understanding the type of Optometry Practice that they work in allows me to build a strong sense of belonging that encourages retention within the program. The environment I work to create makes students feel safe and welcome; they know that they can contact me if they feel isolated or unsupported. I tell the students that my door is always open; I am only a phone call away and will always answer emails and do my best to help with anything to do with their RMIT experience. Recently a student wanted to withdraw from the program; she called me in tears feeling very overwhelmed. I knew from the work already submitted that she had everything she needed to complete the course. This student was putting an enormous amount of pressure on herself, completing assignments that went well beyond what we were asking of her. Instead of concentrating on getting all of her assessments items done she was spending time on things that were not required. During our discussion we defined (together) what she needed to do to complete units of competency she still required. She has
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remained in the program and knows she can call me when she needs to. Once she realized that our assessments are fair, reliable and valid, and that we are human and not monsters who get a buzz out of failing students, she felt much safer and less overwhelmed. When I joined RMIT University one of our programs lacked substantial learning materials for the students. I have now developed comprehensive resources that students value:
Learning about things that I haven't considered before and realising that there is lots of help on the internet and where to get the information. (Best things about the course, 2013 OFFC5273C.)
To allow concepts to be covered in greater depth, I increased the face-to-face class time with students Having worked in both large and small business within a variety of industries, I use actual workplace situations rather than textbook examples, and can explain what certain concepts and principles will mean for them in their type of business. In Vocational Education our students need to leave us “work ready”. Employees expect certain skills and described above are some of the methods I use to ensure that my students have every opportunity to develop them. 5. Knowledge and standing in relation to the industry or community covered by their area of expertise. I have held highly regarded positions within the Optical Industry over the past 12 years, including Learning Consultant at Luxottica (the company that owns OPSM), Budget Eyewear and Sunglass Hut. My most recent role outside of RMIT University was the Education Manager for Independent Optometry leaders ProVision Eyecare, and as mentioned above, ProVision continues to invite me to present their Optical Programs and run the Leadership courses for their Executive Management Team.
Having worked directly with Jade for over a year whilst she was at ProVision and then indirectly with her since she has been at RMIT, I have only ever known Jade to be positive, enthusiastic and happy about what she is doing. This translates into effective course delivery because she always brings energy and passion to what she teaches, which rubs off on her students. Her preparation is meticulous which means that courses are delivered with structure and to schedule. She has ProVision’s endorsement as a fantastic educator. (Steven Johnston CEO ProVision Eyecare, 2014)
I am also about to embark on the national delivery of an Advanced Optics program for this company. As well as allowing me to stay current with the needs of Independent Optometrists, this provides the valuable opportunity to co-present with the national Training and Development Manager for Hoya, one of the largest spectacle lens manufacturers in the world (Craig Johnston) and learn about new advancements in lens technology and the impact of this, in Optometry Practices and thus for my students. I care deeply about my profession and those with whom I am working to inspire, enthuse and enculturate in its myriad complexity. Maintaining both industry and educational currency is not only important to me personally, in my growth as a passionate and committed educator, it is the most effective and natural way for me to model both the practice and the joys and benefits of lifelong learning for my students.
Thanks for a wonderful learning experience…and for keeping it fun as well! (2014 HLTOPD404C: Dispense Atypical Prescriptions)
Reference:
Krathwohl, David R. (2002). A Revision of Bloom's Taxonomy: An Overview. THEORY INTO PRACTICE, Volume 41, Number 4, Autumn 2002. College of Education, The Ohio State University.
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Supporting Materials
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Appendix 1: Class activities – extension activities and belonging 1
Appendix 2: Blackboard tutorials and learning activities 2
Appendix 3: SMART and SWOT activities 4
Appendix 4: Email from off-site student, Port Lincoln, South Australia 5
Appendix 5: Revision sheet examples 6
Appendix 6: Lesson plan and activities - Prism 7
Appendix 7: Class activities Socratic seminar 9
Appendix 8: Evidence of Professionalism and Industry Standing 10
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Appendix 1: Class activities – extension activities (1.1) and belonging (1.2)
Sample of Day 1 Certificate IV in Optical Dispensing Cluster 2. Version
4
9:00- 9:15am
Welcome Housekeeping rules Overview of the next 3 days
Ice breaker: Name Tents
Use name tents from Cluster 1 to refresh student’s memory about each other (1.2).
9.15- 10.30
am
HLTOPD403C Dispense optical appliances and services (2.2) HLTOPD404C Dispense atypical prescriptions (2.1-2.3) HLTOPD402C Perform edging and fitting (6.1-6.2)
Topic 1 – Power Meridians o Transposition o Optical Cross o Calculating Oblique
Astigmatisn
Learning project; Transposition and optical cross worksheets (basic and extended)
Assessment activity; End of Course Assignment
10:30-11.00 am
MORNING TEA
11.00 am-1:00
pm
Topic 3 – Ophthalmic Prism (Basic)
o Effects of ophthalmic prism upon the eyes, and the need for ophthalmic prism in prescription
o Solving by both calculation and graphical methods, a variety of prism problems
Prism Revision Sheet Discussion in Class and Examples to Complete
o Online Quiz o Lag Items o End of cluster
quiz o WBA
5:00-5:30pm
Outline the next day classes
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Appendix 2: Blackboard tutorials and learning activities
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Appendix 3: SMART and SWOT activities
Lesson Plan Week 2
LESSON OBJECTIVES:
SAMPLE OF LESSON STRUCTURE:
Time Main Content: Teaching Approaches
1.40pm 1.55pm 2.30pm
Goal Setting
Individual Goals
Agreed Team Goals
Organisational Goals Short term goals versus long term goals Strategic Planning
Example of the process I have been involved in How far did you get? Who is responsible for what and by when? Higher level questions
- What are you responsible for? - Compare your role/responsibility to another
student’s role/ responsibility - Predict what will happen if you do not meet your
deadline, how ill this impact the group?
Teacher lead discussion With PowerPoint Goal setting activity / Reflection Teacher lead discussion Strategic Planning activity p4 of notes
2.45pm 3.00pm 3.10pm
Break What is your goal to develop your skills?
- How can you develop your skills? - What skills do you want to develop? - What resources / help do you need to develop
your skills? Personal SWOT Analysis Ways to enhance your career options Socratic Seminar (explain the activity)
Teacher lead discussion PowerPoint Slides Reflection on own skills Teacher Lead Discussion Socratic Seminar - Activity Sheet
SMART Goals
Strategic Planning
What is your goal to develop your skills?
Ways to enhance your career options
Unit/Topic: Introduction Course / Professional Development Lesson #2 Level: Diploma Outcomes: Students will have a clear understanding of Goal Setting and Planning
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Appendix 4: Email from off-site student, Port Lincoln, South Australia 15th June 2014 Dear Jade, I would like to express my gratitude and appreciation to you for your brilliant teaching and mentoring throughout my Optical Dispensing Course. Now the course is completed, I have acquired the confidence and skills to undertake the position as a successful and professional Optical Dispenser. You have the ability to relate to each level of experience your students have, always ensuring the entire class fully comprehends the subject, always willing to re-cap on a topic if one or more does not grasp the concept. Each student from our group felt comfortable in approaching you for additional mentoring, of which you were always willing to make yourself available. Your class is always positive, where you allow the interaction between students but have the respect and ability to draw our attention back to the related subject, whilst also providing time for discussion and a laugh. I appreciated that nothing was an effort no matter how busy you were, it is evident that you take your position seriously with the main focus on providing the best outcome for each and every student you teach. Your encouragement and positive approachable personality made our blocks enjoyable, lessened the stress of the enormity of the course and provided the support and encouragement all students require at some stage throughout their study. Jade you have provided me with enthusiasm, knowledge and skills that I draw upon every day, which in turn gives me enormous job satisfaction and enjoyment. Thank you for a truly wonderful learning experience, I feel fortunate to have had your support and teaching throughout this study. Wishing you all the best in your role as Co-Ordinator/lecturer; future students will all benefit from your teaching/mentoring. Kind Regards (Student Name)
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Appendix 5: Revision sheet examples
TRANSPOSITION OF PRESCRIPTION – Revision Sheet
Please transpose the following prescriptions from minus cyl for to plus cyl form: 1. +3.50 / -1.25 x 90 2. -2.50/ -1.50 x 180 3. -9.75 / -2.50 x 35 4. +6.50 / -3.50 x 60 5. +1.50 / -1.50 x 120
CALCULATING OBLIQUE ASTIGMATISM
Please calculate the power of the cyl at the oblique meridian:
1. +2.50 DC X 45: What is the power in the 180 meridian?
2. -3.00 DC X 30: What is the power in the 180 meridian? Calculate the power in the horizontal and vertical meridians of the following oblique cylinder lenses:
1. -3.75 DC X 41
2. +4.50 DC X 155 Calculate the power in the horizontal and vertical meridians of the following oblique cylinder lenses:
1. -3.75 DC X 41
2. +4.50 DC X 15
3. +1.00 DC X 45
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Appendix 6: Lesson plan and activities - Prism
Lesson Plan Example
LESSON OBJECTIVES:
SAMPLE FROM LESSON STRUCTURE:
Time Main Content: Teaching Approaches
11.40am – 12.10pm 12.50 – 1.00pm
Why is prism used in ophthalmic optics?
To create the illusion that an image has been displaced
What is a prism?
Refraction through a prism
Image Displacement
Direction of image displacement
Two rules for prism Learning activity
Class discuss what they have used prism for in practice Use the blue book. Diagram on p9 and 10 and label. Draw on board diag 2 p 10 Teacher lead discussion Teacher lead discussion Teacher lead discussion Learning activity worksheet
Prism Learning Activity (sample questions)
1. Describe what the base of a prism is:
2. What are the two important rules that always apply to how light refracts through a prism and which way the image always appears to be displaced?
3. Describe in non technical terms what the difference is between a tropia and a
phoria?
1. Explain the effect of ophthalmic prism upon both eyes, and the need for ophthalmic prism in prescriptions
2. Demonstrate the construction and use a tangent scale to measure ophthalmic prism 3. Demonstrate the relationship between lens power, decentration and prism 4. Solve by both calculations
Unit/Topic: Basic Introduction to Ophthalmic Prism Level: Cert IV Outcomes: Define Ophthalmic prism, Calculate prism power, Link lens power, decentration and prism, Measuring Ophthalmic prism
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4. In your own words, define the unit of measurement of ophthalmic prism:
5. Rx required RE: +1.75D LE: -2.50D PD:65 Optical Centres to be fitted 2mm above the datum of the frame.
When fitted the monocular PD for each lens is: RE: 31.5 LE: 30 The optical centres are both fitted on datum
7a) How much prism would be produced in each eye both vertically and horizontally based on the information provided above? 7b) What would be the total amount of horizontal prism for the lens pair? 7c) What would be the total amount of horizontal prism for the lens pair?
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Appendix 7: Class activities Socratic seminar
Career Development Activity-Socratic Seminar
1. Break students into 9 even groups or pairs
2. Each Group is given a topic:
- Get work experience early - Start readying job ads and keeping a job seek profile early - Join professional associations - Attend relevant seminars and workshops - Get good results during your studies - Make sure you gather commendations and references - Revise resume and portfolio well in advance of job seeking activities - Attend job seeking seminars and courses - Keep focused on your career
3. Group is given 15 minutes to discus why their topic is the best way to develop
your career. They will have to debate and defend their reasons
4. Group reforms. Go through the Rules of Engagement. Have 1 student from each of the groups sit on a chair in a circle. Have the rest of the group sit behind them, the support team are there to think of other ideas and statements.
5. Each person presents their case as to why theirs is the best way to enhance
your career.
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Appendix 8 : Evidence of Professionalism and Industry Standing Jade has been running our “Advanced Optics” training course to our members for several years now and the feedback from the participants has been fantastic with a rating of 8.8 and 9 out of 10. Feedback from participants has been:
“Relaxed and casual yet professional” “Very approachable and informative” “Jade is wonderful, covers everything and is great to understand. Very clear and helpful” “Really professional, but fun 'hands on' stories” “Course was smoothly presented” “Jade is always brilliant! Particularly in an in depth course like this is hard to keep everyone engaged” “Jade was wonderful, friendly and very fun to listen to and watch”
Jade impresses me with her professionalism and great presentation skills. She is able to relate the training to the work environment which makes it very easy for the course participants to put in place the learning outcomes when they return to work. We will continue to use Jade to deliver not only our Advanced Optics course but also our Life Styles Inventory to our senior management team. I fully endorse Jade for Teacher of the Year Nomination. Regards Reny Reny Frighetto Human Resources & Education Manager
