1. Preparing Future Faculty Workshop
Neva J. Kirk-Sanchez, PhD, PT
Associate Professor, Department of Physical Therapy
University of Miami Miller School of Medicine

2. Faculty Development Workshop
Syllabus Development
Writing Objectives
Method of examination

3. Faculty Development Workshop: Syllabus Development
KNOW YOUR AUDIENCE!

4. Faculty Development Workshop: Syllabus Development
GATHER YOUR RESOURCES…

5. Faculty Development Workshop: Syllabus Development
Start with a shell or outline

6. Faculty Development Workshop: Syllabus Development
Heading:
University of Miami Miller School of Medicine
Department of Physical Therapy

7. Faculty Development Workshop: Syllabus Development
Course Title and Number (PTS 575 Clinical Decision Making in Physical Therapy)
Semester (Spring, 2009)
Contact Hrs (Lec. & Lab) 4 Hours lecture per week

8. Faculty Development Workshop: Syllabus Development
Course Description: This is a description of the course content
Prerequisite Courses (if applicable)
Course Coordinator (Course master)
Course Instructors (teaching assistants, guest lecturers, or other people assisting with the course)

9. Faculty Development Workshop: Syllabus Development
Course Time/Place (i.e. Monday/ Wednesday 10:15-12:15, Plumer Building, 3 rd floor, blue classroom)
Course Objectives (more to come)
Required/Recommended Texts (list of textbooks, or journal articles if applicable)

10. Faculty Development Workshop: Syllabus Development
Core Requirements: if any specific requirements not covered in pre-requisites
Instructional Strategies – (i.e. lecture, experiential lab, group discussion, presentations, etc.)
Method of Evaluation* (more to come)

11. Faculty Development Workshop: Syllabus Development
Course Schedule/Outline – a day by day listing of what content will be covered

12. Faculty Development Workshop: Syllabus Development
Method of Evaluation*
Explicitly outline/define:
Efforts for remediation
Min. grade/competency level for each activity (graded/ungraded)
Attendance/Professional behaviors

13. Faculty Development Workshop: Syllabus Development
VI. Evaluation Procedures:
Examination %
Examination %
Final examination %
Online quizzes and lab activities 15%
Decision tree %
You must pass the final comprehensive exam with a 75% or higher in order to pass the course.

14. ….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain ....

15. Writing Instructional Objectives
Instructional objectives, including behavioral objectives, can be written for any of the domains of instruction
Cognitive
Affective
Psychomotor

16. The Cognitive Domain
Bloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing.
The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).

17. The Cognitive Domain
The major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex.
The taxonomy contains six levels, with sublevels identified for each.

18. The Cognitive Domain Knowledge Comprehension Application Analysis
Synthesis
Evaluation

19. The Cognitive Domain
The ability to know specific facts, common terms, basic concepts and principles.
Knowledge

20. Write List Label Name State
The Cognitive Domain
Write List Label Name State
Define
Knowledge

21. The Cognitive Domain
The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.
Knowledge

22. The Cognitive Domain
The ability to understand, to interpret, to compare and contrast, to translate, to estimate, and to explain.
Comprehension

23. The Cognitive Domain Explain Summarize Paraphrase Describe
Illustrate
Comprehension

24. The Cognitive Domain
The student will explain the purpose of Bloom's taxonomy of the cognitive domain.
Comprehension

25. The Cognitive Domain
The ability to apply previously learned facts and concepts to new situations, to solve problems, and to construct charts and figures.
Application

26. Demonstrate Apply Construct
The Cognitive Domain
Use
Compute
Solve
Demonstrate Apply Construct
Application

27. The Cognitive Domain
The student will write an instructional objective for each level of Bloom's taxonomy.
Application

28. The Cognitive Domain
The ability to distinguish between facts and inferences, to recognize faulty assumptions in an argument, and to identify the organizational structure of something (art, music, writing).
Analysis

29. The Cognitive Domain Analyze Categorize Compare Contrast Separate
Analysis

30. The Cognitive Domain
The student will compare and contrast the cognitive and affective domains.
Analysis

31. The Cognitive Domain
The ability to create something like a well-written essay or a beautiful piece of art, to propose an action plan, to formulate a new scheme for classifying objects, and to integrate many ideas into one solution.
Synthesis

32. The Cognitive Domain Create Design Hypothesize Invent Synthesis
Develop
Synthesis

33. The Cognitive Domain
The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.
Synthesis

34. The Cognitive Domain
The ability to judge the quality of something based on its adequacy, value, logic, or use..
Evaluation

35. The Cognitive Domain
Judge
Recommend
Critique
Justify
Evaluation

36. The Cognitive Domain
The student will judge the effectiveness of writing
objectives using Bloom's taxonomy.
Evaluation

37. The Cognitive Domain
In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels.
It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.

38. The Cognitive Domain Creative Thinking Critical Thinking Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge

39. The Affective Domain
Being aware of or attending to something in the environment
Receiving
Showing some new behaviors as a result of experience
Responding
Showing some definite involvement or commitment
Valuing
Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

40. The Affective Domain
Integrating a new value into one's general set of values, giving it some ranking among one's general priorities.
Organization
Characterization by Value
Acting consistently with the new value; person is known by the value.

41. The Psychomotor Domain
Process of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity.
Perception
Readiness for a particular kind of action or experience; may be mental, physical or emotional.
Set
Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No Urbana, IL: University of Illinois.

42. The Psychomotor Domain
Overt behavioral act under guidance of an instructor, or following model or set criteria.
Guided Response
Learned response becomes habitual; learner has achieved certain confidence and proficiency or performance.
Mechanism

43. The Psychomotor Domain
Complex Overt Response
Performance of motor act considered complex because of movement pattern required.
Altering motor activities to meet demands of problematic situations.
Adaptation

44. The Psychomotor Domain
Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area.
Origination

45. Writing Instructional Objectives
While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain.
The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.

46. Developing Measurable Performance Objectives
As an instructor you can observe and evaluate the students’:
Knowledge and understanding of the subject matter (cognitive domain)
Physical action and motor skills (psychomotor domain)
Feelings and attitudes (affective domain)

47. Developing Measurable Performance Objectives
Measurable performance objectives are the “goals” which are to be achieved by the student during the course of instruction
They are statements which set the direction for instruction
These are useful in pointing to the content & procedures that will lead to successful instruction, helping to manage the instructional process, and in helping to find out whether the instruction has been successful

48. Developing Measurable Performance Objectives
Without measurable performance objectives, learning cannot be successfully planned or evaluated

49. Writing learning objectives:
Measurable Performance Objectives
A = audience
B = behavior
C = condition
D = degree

50. Measurable Performance Objectives
At the completion of this lecture/ laboratory session the student will be able to…..

51. Measurable Performance Objectives
Without the use of references, the student will identify five (5) of the bones of the foot.
Using a model, the student will demonstrate application of ultra sound treatment within 10 minutes.

52. Evaluation
Course objectives
Teaching
Testing
Cycle of agreement among course, objectives, teaching, and testing

53. Evaluation In- class testing Take home exams
Essays and synthesis papers
Presentations
Homework

54. Developing a test (evaluation) plan
What is the purpose of the exam?
How difficulty should you make the test?
Who is taking the exam?
How many students are taking the test?
How much time has been provided for the test?
What type of test (multiple choice, essay, true-false, etc.) is desirable?

55. Type of objective test items
Multiple choice
True-false
Matching

56. Type of objective test items
Versatility in measuring all levels of cognitive ability
Reliable test scores
Scoring efficiency and accuracy
Wide sampling of content
Objective measurement
Different response alternatives that can provide diagnostic feedback
Difficult and time-consuming to construct
Lead an instructor a simple recall of facts
Dependence on student’s reading ability and instructor’s writing ability
Subject to clueing (deducing the item)

57. Type of constructed test items
Completion
Essay
Problem solving

58. Constructed test items- completion
Wide sampling of content
Efficiently measure lower levels of cognitive ability
Minimize guessing compared with MC and TF items
Objective measure of student achievement or ability
Difficult to construct so that the desired response is clearly indicated
Difficulty measuring more advanced learning objectives
Can include irrelevant clues
Can be more difficulty to score (more than one item can be considered correct

59. Constructed test items - essay
Easier and less time consuming to construct
Provide a means for testing a student’s ability to compose an answer and present in in a logical manner
Can test higher order cognitive objectives (analysis, synthesis, and evaluation
Cannot measure a large amount of content or objectives
Provide lower test and scorer reliability than do objective tests
Require an extensive amount of time to read and grade
Do not provide an objective measure of students achievement or ability (bias on the part of the grader)

60. Grading – the conundrum…
Necessary but difficult
“Appreciate the complexity of grading and use it as a tool for learning”
Some principles to consider:
Spend time wisely
The meaning students attach to grades affects their learning
Seize teachable moments around grading issues
Learning is the primary goal

61. The “3 G’s” Guide or Gatekeeper? Giving Guiding Grading
In prof educ, gatekeeper at end of program - or gatekeeper at beginning of program? – What do you think?
Giving
Guiding
Grading

62. People want different things from grades…
Student – affirmation of knowledge
Teacher – one of roles, information as to how students are doing
Employer – use of one factor in hiring
Depends on values

63. General guidelines for grading:
Avoid competition among students
Limiting # of high grades by:
Grading on curve, or Norm-referenced
Keep students aware of progress
Emphasize learning, not grades
Consider flexibility (choices)
Deal directly with students (listen, consider, think)
Keep accurate records

64. Pedagogical Truths Remember goals from teaching objectives and grid
The better students perform on tests, the better the teacher has organized materials and enhanced learning
Testing measures success of teachers as well as learners