Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/ Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars 1 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet Applicant’s Name: _________Lynda Hill, OTD, OTR/L__ Course: ___OCCG513 Clinical Neuroscience Lecture/Lab____________________________________________ Online Category: 30% __X____ 60%_______ 100%_______ School/College: ____Allied Health_ Department: ___Occupational Therapy______________ Semester: Spring 2015 ___X_______ Summer 2015_________ Course Redesign Worksheet Lesson: _______Development of the Nervous System___________________________ Date: __1/20/15___________ Purpose and Assessment What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -explain the development of the human nervous system, including phases and the ages associated with each phase, as well as when each part of the nervous system is formed -discuss the ages within the development that the nervous system is most vulnerable to environmental toxins or genetic deformities -discuss common disorders that occur during the development of the nervous system -identify signs and symptoms of developmental disorders -identify functional deficits associated with developmental disorders -develop possible OT interventions for the functional deficits identified Lesson Selected course content that will be moved to an online environment: Tegrity lecture on the development of the nervous system. Activities to be used online: Assignment (in Blackboard) to be done online prior to classtime and turned in online using Blackboard: Lab worksheet to be completed after watching the Tegrity lecture and finishing the assigned readings.
Transcript
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
1 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Lesson: _______Development of the Nervous System___________________________ Date: __1/20/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -explain the development of the human nervous system, including phases and the ages associated with each phase, as well as when each part of the nervous system is formed -discuss the ages within the development that the nervous system is most vulnerable to environmental toxins or genetic deformities -discuss common disorders that occur during the development of the nervous system -identify signs and symptoms of developmental disorders -identify functional deficits associated with developmental disorders -develop possible OT interventions for the functional deficits identified Lesson
Selected course content that will be moved to an online environment: Tegrity lecture on the development of the nervous system.
Activities to be used online: Assignment (in Blackboard) to be done online prior to classtime and turned in online using Blackboard: Lab worksheet to be completed after watching the Tegrity lecture and finishing the assigned readings.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: There will also be an online quiz at the beginning of class to check for understanding and knowledge prior to the lab activities. Students who have not turned in the assignment will not be able to participate in the lab. Blackboard will be checked prior to class to determine who has completed the assignment or not.
Activities to be used in the classroom: Based on the knowledge learned from the Tegrity lecture and the readings, students will work in small groups to study one of the neurological developmental disorders introduced. Each group will view a video of a child with the disorder, determine the functional deficits that are likely to result from the disorder (related to the OT Practice Framework studied in the first semester) and develop a possible intervention for the child and family. Each group will share their findings with the class orally and by posting their work on Bb.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? The biggest challenge, especially at the beginning of the semester, will occur if there are some students who do not prepare for the class as expected. My thinking is that I should be tough on those who are not prepared and not let them participate in the lab in order to set a high bar and consequences – which will hopefully encourage the class to be prepared in the future. Also, working in small groups on cases that are interesting and related to OT have been the most motivating for students in the past, so making the labs fun and related to OT would be an incentive. Any suggestions or experience with this kind of class are most welcome! INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Blood Supply of the Brain - _Cerebrovascular Disorders____ Date: __2/17/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -identify and label the major arteries that provide the blood supply to the brain -discuss the common sites for occlusions in the cortex and cerebellum -discuss the different types of CVAs and their medical impacts -identify functional deficits typically associated CVAs with the occlusion sites noted -search the literature for effective OT interventions for the functional deficits identified Lesson
Selected course content that will be moved to an online environment: Tegrity lecture on the blood supply to the brain and CVAs
Activities to be used online: Assignment (in Blackboard) to be done online prior to classtime and turned in online using Blackboard: Lab worksheet to be completed after watching the Tegrity lecture and finishing the assigned readings.
Assessment Method: Blackboard will be checked prior to class to determine who has completed the assignment or not. Students who have not turned in the assignment will not be able to participate in the lab. Small group work in class will be shared with the class and posted on Blackboard. The information learned in this class will be
Activities to be used in the classroom: Based on the knowledge learned from the Tegrity lecture and the readings, students will work in small groups to study videos of patients with different levels of CVA involvement. In the next class, a local clinician will be bringing in a client of hers who is 12 months post CVA. In the small groups, the students will be given the case of the client (what type and the location of their CVA) and work together to develop a picture of what they
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
included on a subsequent quiz and the midterm/final.
expect the patient’s clinical picture and functional implications were at the time of the stroke and what they will be on Thursday, 12 months after the stroke. The predictions will be posted on Bb. The students will prepare questions to ask the client. After the visit, the students will compare their expectations of the clinical picture and impacts with what they learn from the client.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? I am hoping that the experience with the first Tegrity lecture, along with the excitement of seeing a “real life” situation will be motivating enough for the students to be prepared for and participate enthusiastically in class. One challenge is the amount of information to cover in a short time – the lecture and readings need to focus on the most common types/locations of CVA and impacts so the students are not overwhelmed. I also hope the client will not be overwhelmed by being on stage for such a large number of people – I will have to discuss the client with the clinician to make sure they can handle the situation and not get upset. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Spinal Cord_Injuries and Disease___ Date: _3/10/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -explain the difference between complete and incomplete spinal cord injuries, and common causes of SCIs -discuss the differences between upper and lower motor neuron lesions -discuss the relationship between the lesion location with the sensory and motor impacts, focusing on the tracts affected -identify functional deficits typically associated with SCIs with the lesion sites and tracts noted -develop OT interventions, including the use of assistive and/or adaptive equipment for a client with a particular type of SCI Lesson
Selected course content that will be moved to an online environment: Tegrity lecture on the blood supply to the brain and CVAs
Activities to be used online: Viewing the Tegrity lecture prior to class. Assignment (in Blackboard) to be done online prior to classtime and turned in online using Blackboard: Lab worksheet to be completed after watching the Tegrity lecture and finishing the assigned readings.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: Blackboard will be checked prior to class to determine who has completed the assignment or not. Students who have not turned in the assignment will not be able to participate in the lab. Small group work in class will be shared with the class and posted on Blackboard. The information from this class will be assessed for understanding on a subsequent quiz and the midterm/final.
Activities to be used in the classroom: Based on the knowledge learned from the Tegrity lecture and the readings, students will work in small groups to study videos of patients with different levels of SCI involvement. In the next class, a local clinician will be bringing in a client of hers who had an SCI. In the small groups, the students will be given the case of the client (what type and the location of their SCI) and work together to develop a picture of what they expect the patient’s clinical picture and functional implications were at the time of the injury and what they will be on Thursday, 12 months after the injury. The predictions will be posted on Bb. The students will prepare questions to ask the client. After the visit, the students will compare their expectations of the clinical picture and impacts with what they learn from the client.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? As with the previous Tegrity lesson, I am hoping that the experience with the other 2 Tegrity lectures, along with the excitement of seeing a “real life” situation will be motivating enough for the students to be prepared for and participate enthusiastically in class. Again, the challenge is the amount of information to cover in a short time – the lecture and readings need to focus on the most common types/locations of SCI and impacts so the students are not overwhelmed. If there were issues that arose in the first 2 flipped classes, that will give me an indication of things that worked well or didn’t work well and need to be changed. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Autonomic Nervous System___ Date: _3/31/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -explain the structures and function of the Autonomic Nervous System (ANS) -discuss the structures and characteristics of the sympathetic and parasympathetic nervous systems -discuss the functions of the sympathetic and parasympathetic systems -discuss how OT interventions can utilize and/or affect the ANS, and give examples of types of clients who would benefit from these interventions (and why) Lesson
Selected course content that will be moved to an online environment: Tegrity lecture on the blood supply to the brain and CVAs
Activities to be used online: Viewing the Tegrity lecture prior to class. Assignment (in Blackboard) to be done online prior to classtime and turned in online using Blackboard: Lab worksheet to be completed after watching the Tegrity lecture and finishing the assigned readings.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: Blackboard will be checked prior to class to determine who has completed the assignment or not. Students who have not turned in the assignment will not be able to participate in the lab. Small group work in class will be shared with the class and posted on Blackboard. The material will be included on a quiz and the midterm or final.
Activities to be used in the classroom: Students will watch a Brain Game video that discusses how stress can affect people mentally and physically, and how environment can be a factor in their responses. Based on the knowledge learned from the Tegrity lecture, the videos, and the readings, students will work in small groups to answer structured questions regarding the ANS and why it is important for OTs to understand and use or affect this system in treatment. Students will be asked to discuss personal experiences or observations and relate them to the sympathetic and/or parasympathetic systems. Once the questions are answered in small groups the whole class will come together to discuss the questions and responses. In the next class (Thursday), we’ll do some experiments with games and competition to learn about stress, how it affects performance, and ways to decrease or mitigate it.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? As with the previous flipped lessons, the challenges will be with motivation and completion of the work. At the end of the semester there are many stressors from several different sources, plus the fatigue of a long semester with finals looming in a few weeks. That is why I thought it would be fun to experiment with games in the next class and how competition in various novel tasks affects their autonomic nervous systems. The students will reflect upon their experiences and relate how they felt during the class to what they learned about the ANS – and how they cope with stress. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: _______Development of the Nervous System Lab_______________________ Date: __1/22/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: (Contiuation/Application of lesson on 1/20/15 ) -explain the development of the human nervous system, including phases and the ages associated with each phase, as well as when each part of the nervous system is formed -discuss the ages within the development that the nervous system is most vulnerable to environmental toxins or genetic deformities -discuss common disorders that occur during the development of the nervous system -identify signs and symptoms of developmental disorders -identify functional deficits associated with developmental disorders -develop possible OT interventions for the functional deficits identified Lesson
Selected course content that will be moved to an online environment: Each small group from the 1/20 lesson will have posted the functional deficits findings for their diagnosis on Bb. The lab will continue the lesson by researching intervention strategies for 3 of the functional deficits noted.
Activities to be used online: Each group will post their intervention strategies for the functional deficits noted online on Bb.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: Postings for the groups will be graded using the posting rubric. A group self assessment survey will be developed and administered to help determine if everyone participated fully.
Activities to be used in the classroom: Based on the knowledge learned from the Tegrity lecture and the readings, students will work in small groups to study one of the neurological developmental disorders introduced. Each group will view a video of a child with the disorder, determine the functional deficits that are likely to result from the disorder (related to the OT Practice Framework studied in the first semester) and develop a possible intervention for the child and family. Each group will share their findings with the class orally and by posting their work on Bb.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? Since this lesson is a continuation of the previous class, my assumption is that the students will have the incentive to follow through with their assignment to develop intervention strategies for their diagnosis and the functional deficits they noted – they usually find the application piece the most interesting. Because it is group work, the biggest challenge would be to ensure that each group member participates fully in the process. Perhaps a short survey for the students to assess how their group worked together would be a good way to address and assess the possible issues. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Somatosensory System Lab______ Date: _2/12/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -identify instruments used to assess a client’s somatosensory system status : Romberg Test; Sharp/Dull Test; Two point Discrimination Test; Stereognosis and Graphesthesia Tests; Temperature Test; Position Sense Test - compare the instruments listed above, and identify the procedures used, type of client the instrument is appropriate for, and the method/implications of the scoring system for each one - administer and score the instruments listed - identify the sensory pathways that correspond to the instruments Lesson
Selected course content that will be moved to an online environment: The somatosensory lab instructions will be posted on Bb prior to the lab. Students must review and become familiar with the instruments and procedures in preparation for the lab. They will record results from each assessment digitally and post their completed lab worksheets after class.
Activities to be used online: Review of the Pp lecture on the Somatosensory System prior to class. Students are to preview the assessments posted in Bb to become familiar with them prior to class.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: Students will turn in scored assessments as an assignment in Bb. The material will be included on a quiz and the midterm or final.
Activities to be used in the classroom: Students will participate in classroom discussion about the instruments as a review, and ask any questions prior to the administration practice lab. Assessment protocols will be demonstrated at each test station by the instructor. Students will work in pairs to practice administering and scoring each instrument.
What are some things that might be challenging, and how will you address them? The biggest challenge in this lesson is the number of instruments to cover and for the students to have enough time to administer/score each one. I hope to begin the assessments lab on 2/10 with at least the demos of each test and for the students to become familiar with the location and set-up of each test. There will be a schedule with times for each group of students to spend at each testing station to help keep things organized and moving smoothly. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Blood Supply of the Brain - _Cerebrovascular Disorders____ Date: __2/19/15___________ Purpose and Assessment
Continuation of 2/17 Lesson What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -identify and label the major arteries that provide the blood supply to the brain -discuss the common sites for occlusions in the cortex and cerebellum -discuss the different types of CVAs and their medical impacts -identify functional deficits typically associated CVAs with the occlusion sites noted -search the literature for effective OT interventions for the functional deficits identified Lesson
Selected course content that will be moved to an online environment: 2/17 Lesson: Tegrity lecture on the blood supply to the brain and CVAs 2/19 Lesson: Students will post responses to questions regarding the guest speaker on the Discussion Board both before and after the face-to-face interaction in the classroom.
Activities to be used online for 2/19 lesson: Assignment (in Blackboard) to be done online prior to classtime: students will be given background information regarding the guest speaker’s CVA location and current roles/occupations. Students will post on Bb their prediction of the guest speaker’s clinical picture (what they expect to see) and impacts on functional capabilities. After the classroom session with the guest speaker, students post online the comparison of their prediction to the actual functional impacts learned during the session. They will also indicate typical interventions for the type of CVA the guest speaker had compared to what the speaker reported they had in OT.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: Blackboard postings both pre and post classroom session will be assessed using the Bb posting rubric. The information learned in this class will be included on a subsequent quiz and the midterm/final.
Activities to be used in the classroom: Based on the knowledge learned from the Tegrity lecture and the readings, students will work in small groups to study videos of patients with different levels of CVA involvement. In the next class, a local clinician will be bringing in a client of hers who is 12 months post CVA. In the small groups, the students will be given the case of the client (what type and the location of their CVA) and work together to develop a picture of what they expect the patient’s clinical picture and functional implications were at the time of the stroke and what they will be on Thursday, 12 months after the stroke. The predictions will be posted on Bb. The students will prepare questions to ask the client. After the visit, the students will compare their expectations of the clinical picture and impacts with what they learn from the client.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? As noted in the 2/17 lesson, I am hoping that the experience with the first Tegrity lecture, along with the excitement of seeing a “real life” situation will be motivating enough for the students to be prepared for and participate enthusiastically in class. One challenge is the amount of information to cover in a short time – the lecture and readings need to focus on the most common types/locations of CVA and impacts so the students are not overwhelmed. I also hope the client will not be overwhelmed by being on stage for such a large number of people – I will have to discuss the client with the clinician to make sure they can handle the situation and not get upset. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Spinal Cord_Injuries and Disease___ Date: _3/12/15___________ Purpose and Assessment
(Continuation of 3/10 Lesson) What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -explain the difference between complete and incomplete spinal cord injuries, and common causes of SCIs -discuss the differences between upper and lower motor neuron lesions -discuss the relationship between the lesion location with the sensory and motor impacts, focusing on the tracts affected -identify functional deficits typically associated with SCIs with the lesion sites and tracts noted -develop OT interventions, including the use of assistive and/or adaptive equipment for a client with a particular type of SCI Lesson
Selected course content that will be moved to an online environment: 3/10 Lesson:Tegrity lecture on spinal cord injuries 3/12 Lesson: Students will post responses to questions regarding the guest speaker on the Discussion Board both before and after the face-to-face interaction in the classroom.
Activities to be used online for 3/12 lesson: Assignment (in Blackboard) to be done online prior to classtime: students will be given background information regarding the guest speaker’s SCI and current roles/occupations. Students will predict the guest speaker’s clinical picture (what they expect to see) and impacts on functional capabilities. After the classroom session with the guest speaker, students post online the comparison of their prediction to the actual functional impacts learned during the session. They will also indicate typical interventions and assistive/adaptive technologies used for the type of SCI the guest speaker had compared to what the speaker reported they had in OT.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
Assessment Method: Blackboard postings both pre and post classroom session will be assessed using the Bb posting rubric. The information learned in this class will be included on a subsequent quiz and the midterm/final.
Activities to be used in the classroom: Based on the knowledge learned from the Tegrity lecture and the readings, students will work in small groups to study videos of patients with different levels of SCI involvement. In the next class, a local clinician will be bringing in a client of hers who had an SCI. In the small groups, the students will be given the case of the client (what type and the location of their SCI) and work together to develop a picture of what they expect the patient’s clinical picture and functional implications were at the time of the injury and what they will be on Thursday, 12 months after the injury. The predictions will be posted on Bb. The students will prepare questions to ask the client. After the visit, the students will compare their expectations of the clinical picture and impacts with what they learn from the client.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
3 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? As with the previous Tegrity lesson, I am hoping that the experience with the other 2 Tegrity lectures and classroom activities, along with the excitement of seeing a “real life” situation will be motivating enough for the students to be prepared for and participate enthusiastically in class. Again, the challenge is the amount of information to cover in a short time – the lecture and readings need to focus on the most common types/locations of SCI and impacts so the students are not overwhelmed. If there were issues that arose in the first 2 flipped classes, that will give me an indication of things that worked well or didn’t work well and need to be changed. INSTRUCTOR ASSESSMENT & REFLECTION
Lesson: ___Neurological Assessments___ Date: _4/21/15___________ Purpose and Assessment
What will students be able to do at the end of the lesson? At the end of this lesson, the students will be able to: -identify instruments used to assess a client’s neurological status : mini-mental exam, Glasgow Coma Scale, Rancho Los Amigos Level of Cognitive Functioning - compare the instruments listed above, and identify the procedures used, type of client the instrument is appropriate for, and the method/implications of the scoring system for each one - administer and score the instruments listed Lesson
Selected course content that will be moved to an online environment: Tegrity lecture on neurological assessments
Activities to be used online: Viewing the Tegrity lecture prior to class. Students are to preview the assessments posted in Bb to become familiar with them prior to class.
Assessment Method: Students will turn in scored assessments as an assignment in Bb. The material will be included on a quiz and the midterm or final.
Activities to be used in the classroom: Students will participate in classroom discussion about the instruments as a review, and ask any questions prior to the administration practice lab. Students will work in pairs to practice administering and scoring each instrument.
Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/
Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars
2 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet
What are some things that might be challenging, and how will you address them? As with the previous flipped lessons, the challenges will be with motivation and completion of the work. At the end of the semester there are many stressors from several different sources, plus the fatigue of a long semester with the diagnosis presentations and finals looming in a few weeks. INSTRUCTOR ASSESSMENT & REFLECTION
