Pennsylvania Higher Education Assistance Agency
Course Information HLST 320 Assignment Structure In addition to the course assignment instructions, this outline will serve as addition information to guide you through the assignments. Assignment One The focus of this assignment is one of understanding your personal learning style, developing a personal teaching philosophy and expressing your own values and beliefs based on the literature provided in the units. Completion of Units one through three is essential to the development of this assignment. Title of the Paper The paper must be structured with a clear introduction that provides a background to the topic (for this assignment developing a philosophy) and identifies all objectives of the paper as outlined in the assignment guide. These objectives then become the headings throughout the paper. Using headings assists you in staying on topic and achieving each of the assignment objectives and provides the reader (in this case me) with a clear “map” of the paper. Personal Learning Style It is expected in your philosophy paper that you address your style learning – you should have completed the online quiz ( below) that identifies your personal preferred learning style. With this information clearly define your learning style and how you established the style with clear reference to the tool. You may wish to expand on this information as to how you can now see how you have worked within this style throughout your learning. It is okay and normal to work within more than one style. Pennsylvania Higher Education Assistance Agency [PHEAA], (2011). What’s Your Learning Style? [unique_solution]The Results. Retrieved January 10, 2017 from http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml?event＝results&A＝8&V＝10&T＝2 Consider your learning style and the impact has on your teaching style – if you are a visual learner do you always teach in this way? What if the learner learns best from an auditory mode? How do you/will you manage this? Relate the theoretical literature to your explanation. Provide an example of a real teaching scenario where you presented all learning styles. Teaching and Learning Philosophy Understanding the theory behind the way you teach and learn is imperative in developing your philosophy. There is a great ppt on the three primary theories of learning in Unit Two. Closely review the ppt to identify which of these theories (behaviourism; cognitivism; social constructivism) works best with your understanding of teaching and learning. Integrate your theory with your philosophy and validate your philosophy using the literature. Outline the key principle and key concepts of your theory. An additional alternate link if you find the theory link above broken is: https://oer.galileo.usg.edu/education-textbooks/1/ ″Educational Learning Theories″ by Molly Zhou and David Brown oer.galileo.usg.edu This open textbook was the result of a remix of pre-existing open materials collected and reviewed by Molly Zhou and David Brown. To further demonstrate your understanding of theories and using the information from the above present the key principle and primary concepts and provide an overview of your understanding of your theory and the key concepts while providing a specific example of a teaching situation that demonstrates your theoretical beliefs and values of teaching and learning integrating and applying the literature. There should also be a clearly stated teaching and learning philosophy statement ( remember to incorporate the literature to validate your beliefs): Example As a teacher, I value each student and their previous knowledge and experience. Transfer of knowledge using all learning styles is imperative to reach my audience. I closely resonate with the social cognitivism theory which supports past knowledge that can be expanded upon and modeled through each new learning experience. I believe that each individual must be willing and motivated to learn to gain the most from the educational session and I as the teacher must come prepared to share my knowledge in a positive environment. Discussion of Values and Beliefs Review the World Health Organization (2012) document and relate one of the behavioural teaching models/theories that reflect and align with your philosophy; theoretical underpinning and provide an example of how you would apply the key concepts from the model/theory in a teaching scenario. Make sure you look at the end of the document to find the Number that correlates to the stated author of the model you are citing from the WHO, 2012 document as these theories are cited in this document. Conclusion The paper should conclude with a conclusion. The purpose of the conclusion is to summarize the main point(s), these are the headings, and indicate if the objectives set out in the introduction were met. No new information should be presented in this section. Assignment Two Instructions for Assignment Two – Learning objectives This assignment is a formal APA submission as well and must have an introduction that outlines what you will be discussing in the body of your paper and a conclusion at the end of your paper. Articulate three objectives, one for each domain. Each objective is: learner-centered and discrete; written in clear, measurable terms; reflective of your assigned case study; reasonable for a three minute teaching session Cognitive (4 marks) Affective (4 marks) Psychomotor (4 marks) Provide a rationale including integration of theoretical knowledge that is, evidence-based practice to support each objective (4 marks) To demonstrate integration of theoretical knowledge for each of the objectives (that is each domain) review and cite the revised version of Learning domains of Bloom’s taxonomy for all of the domains. This link is in the Work Out section of Unit five. ( Remember each domain has its own specific level of knowledge categories ( Clark , 2015)) Clark, Donald. (2015). Bloom’s Taxonomy of Learning Domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html. Once you have written the learning objective a discussion of the knowledge level learning category for each domain specific only to the objective action presented (EG: Cognitive Domain: remembering, understanding, Apply etc.) to demonstrate your understanding of the theoretical knowledge for each of the domains of learning. This must relate to the objective’s measurable action outcome. Each domain has its own level of knowledge categories ( Clark 2015) Provide the learning theory of influence ( review the WHO (2012) document) and present which behavioural teaching model/theory and the concepts that best relates to the objective action and why. Consider for each objective (domains): • Your personal learning and teaching philosophy with the appropriate learning theory of influence eg: social learning theory as it relates to the objective. • Patients learning style (optional you may not have any idea) • Resources/strategies that will be used • Motivation of learner and how this affects your dominant teaching style Summary of what each domain objective must contain: 1. Clearly stated objective ( identify the domain) and make sure the objective has an action that clearly identifies the measurable outcome. Use the SMART principles. 2. Identify and explain the Level of knowledge category for the objective action for each domain. ( Clark, 2015) 3. The behavioural teaching model or learning theory that influences and relates to this objective action.( WHO, 2012 documents). 4. Present teaching strategies you may use to present and teach this objective. Remember: APA 6th ed. & Scholarly Format is required for this paper For assistance with APA 6th ed. please visit OWL@purdue.com Research Research writing “SMART learning objectives” for example: Using the SMART tool provides a clear understanding of developing objectives. Information regarding SMART objectives can be located in the CNA document http://www.cno.org/globalassets/docs/qa/developingsmartgoals.pdf Conclusion Finally a conclusion is needed for the paper. The conclusion is a brief review of the contents of the paper without providing any new information. Assignment Three This is a video presentation of ONE of the objectives from one domain that has been marked in Assignment 2. You do not have free will to create your own teaching session you must use only ONE objective from your marked assignment 2. Introduction- Title of Paper An introduction is required for this assignment. The introduction should include your scenario and what objective and domain you have chosen to develop. Part A: Complete the following table Learning Objective Teaching Strategies Rationale For Selection of Teaching Strategy Domain: cognitive, psychomotor or affective. State the objective previously marked from assignment 2 List strategies you have chosen to utilize that are relevant for the domain chosen. Provide rationale from the literature to support your choice of each strategy as it relates to the content. If you used Internet resources as teaching materials, please include the links so that your tutor can access and review these. If you used other materials, such as audiovisual aids, posters, print-based pamphlets, or handouts, please include as an appendix. You should include a brief conclusion. Provide a proper reference list for all authors that are listed in your rationale section. Include the proper referencing for any links provided as well. Appendix any handouts or pamphlets that are not linked. Part B: Complete a simulation of your implementation of your teaching plan. Note this is a simulation and is not to be implemented with a human subject. Think of this simulation as your rehearsal prior to actually implementing with a client. You need to submit a video of your simulation. Your video simulation should be three minutes in length. You do not need to submit a copy of your narrative but you do need to plan carefully what you will include in your simulation. You can record your video using Adobe Connect, You Tube, Vimeo, or a platform of your choice. Make sure the video link is provided for this video following your list of references in PART A and before the appendices.