A Curriculum Overview for the ORIENTATION TO TEACHING FOR NEW HEALTH CARE ADJUNCT FACULTY, LABORATORY INSTRUCTORS AND CLINICAL INSTRUCTORS “This product was funded by a grant awarded under the President’s Community-Based Job Training Grant Initiative, as implemented by the U.S. Department of Labor’s Employment and Training Administration. The grant award of $1,863,833 is 27 percent of the entire three-year project budget. The information contained in this product was created by a grantee organization and does not necessarily reflect the official position of the U.S. Department of Labor. All references to non-government companies or organizations, their services, products or resources are offered for informational purposes and should not be construed as an endorsement by the Department of Labor. This product is copyrighted by the institution that created it and is intended for individual organizational, non-commercial use only.”

2 COURSE TITLE Orientation to Teaching for New Health Care Adjunct Faculty, Laboratory Instructors and Clinical Instructors COURSE DESCRIPTION The purpose of this 7.5 hour program is to provide an orientation and training program for Cleveland Clinic Health System employees who have been newly recruited to serve as part- time/adjunct faculty and/or clinical instructors for the Associate Degree Nursing Program at Cuyahoga Community College. This program will provide the participants with an orientation to teaching and learning so that they can be successful as instructors.

3 COURSE OBJECTIVES 1. New health care faculty will participate in an orientation program focused on learning how to teach adults. 2. New health care faculty will become comfortable with their new role as teachers. 3. New health care faculty will gain an overview of the Healthcare Careers Initiative, funded by the U.S. Department of Labor grant. 4. New health care faculty will understand the particular requirements and procedures for teaching at Cuyahoga Community College.

4 KEY TOPICS TOPIC 1:Understanding Adult Learning TOPIC 2:Understanding the Nursing Curriculum TOPIC 3:Planning for Learning (Planning for Instruction) TOPIC 4:Delivering Instruction TOPIC 5:Assessment of Learning TOPIC 6:Applying the Information in a Clinical Setting

5 A Teacher is a: Reflector Creator Collaborator Planner Manager Facilitator Organizer Idea Giver Learner

6 Pig Four  Exploring new possibilities  Embracing a different approach  Recognizing “what if” possibilities Pig One  Relationships  Trying to talk with the wolf  Focusing on why we are not getting along Pig Three  Doing  Getting the materials and getting the job done  Knowing how to do it Pig Two  Planning  Making a plan and schedule  Knowing what needs to be done

7 ADULT LEARNERS Need control over learning process to commit Have to link to past experience Have to link to today’s opportunities Need balanced feedback

8 What is curriculum? Definition: a structured series of intended learner outcomes. Mauritz Johnson

9 Curriculum is An act of commitment by the teacher A contract between the instructor and the learner A tool of communication regarding what is happening

10 Curriculum provides the results of instruction and not the approach.

Fenwick English 11 Curriculum (Written) Instruction (Taught) Assessment (Tested)

12 WHAT WAS MY CLINICAL EXPERIENCE LIKE?  What did the instructor do that worked for me?  What did the instructor do that didn’t work for me ?

13 Think First About Learning, Then About Teaching. David Sousa

continued 14 Principles of Learning 1. Attitudes and Perceptions Affect Learning MOTIVATION 2. Learning Involves Acquisition of Two Kinds of Information Declarative Knowledge Procedural Knowledge

15 Principles of Learning 3. Once Acquired, Knowledge Undergoes Changes 4. Effective Learners Exhibit Dispositions Associated with Critical, Creative, and Self-Regulated Thinking

16 “The secret of education lies in respecting the pupil.” Ralph Waldo Emerson

17 We Tend To Learn…..  10% of what we read  20% of what we hear  30% of what we see  50% of what we see and hear

% of what we discuss - 80% of what we experience - 95% of what we teach others

19 Teaching is Assuring Learning

20 Questioning A powerful way of increasing student interest and participation is through the use of effective questioning techniques. Questions can be devised to address the desired levels of cognitive abilities of the students and the learning outcomes of any particular unit of instruction.

21 Low-level questioning Knowledge - To review and/or summarize the information given Comprehension – To evaluate the level of students’ understanding Simple application – To permit diagnosis of strengths and weaknesses

22 High-level questioning Complex application - To encourage critical thinking and problem solving Analysis/synthesis - To enhance problem- solving ability, stimulate discussion, maintain interest and encourage creativity Evaluation – To stimulate research activity

23 Closed vs. Open questioning Closed: A question to which there are limited responses which can usually be anticipated by the listener. Open:A question to which there are many responses which may or may not be anticipated by the listener.

24 Feedback provides the direction and the desire for moving forward.

25 Twelve Ingredients Of A Well-Managed and Well-Taught Class 1. Clarify what will be the outcome of the material learned 2. Describe how the material will be assessed 3. Build on the student’s existing knowledge when the student comes into the course 4. Offer choices where possible to achieve objectives

26 5. Offer a range of experiences and materials 6. Provide enough time for any qualified student to finish 7. Provide a map to let the student know where he is 8. Allow time to practice the skill

27 9. Provide feedback to the student on this practice 10. Assess frequently in a non-threatening way 11. Accept feedback from the student for self- correction of the course 12. Compare student to objective

28 Assessment of Learning Assessment for Learning

29 Key Beliefs About Assessment 1. Assessment must be congruent with significant instructional goals. 2. Assessment must involve the examination of the processes as well as the products of learning. 3. Performance-based activities do not constitute assessment per se.

30 Key Beliefs About Assessment continued 4. Assessment design is dependent on assessment purpose; grading and monitoring student progress are distinct from diagnosis and improvement. 5. The to effective assessment is the match between the task and the intended student outcome. 6. Quality assessment provides substantive data for making informed decisions about student learning.

31 Formative Assessment – Gathering information about the process and progress of teaching and learning and applying it to ensure ongoing quality control. It is the act of forming and reforming teaching and learning. Summative Assessment - Gathering information about the end of a process and/or unit. It is the act of summing up what has been learned.

32 Assessment – Seeks to gather data about the instructional process (teaching and learning). Takes place during the teaching/learning experience. Focuses on process. Evaluation – Rates the performance of the teacher and the learner. Takes place at the end of the teaching/learning experience. Focuses on product.

33 “A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes.” Marcel Proust