MichaelR

**__//5 Hour PBL Assignment: learn to do Something//__**
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Associated Google Doc []

Assignment #5 Peer Critique Comments
Elaine Michele Marnie Melodie Tom Donna Gil Stefan Bryan
 * Enjoyed your presentation
 * Amazed by your trip. Would like to try it myself
 * Very similar to mine, maybe I will try to make wine myself, didn’t realize they would ferment the wine right at the facility!
 * Liked the implementation of a learning objective
 * Definitely learned something new. The definition of “frogging”
 * Liked what you had planned to do in the future
 * Good Job Melodie
 * Interesting concept for a blog and use of the prezi
 * Great use of humor and interesting thing to learn
 * Good reasoning as to why to learn “wanting to use it in your class”
 * Very interesting and thorough, I really appreciated your research. Prime example of how something can be a lot bigger than originally thought. Kudos for sticking with it!
 * Enjoyed your presentation and teaching style
 * Very ambitious Project! Your research and approach to it seems like you will be all ready for when you begin.
 * Interesting project, very practical and useful I am going to have to try it
 * Liked your approach to how you approached the project, Liked how you had a reflection

David Debbie Wade Roxanne Brenda Barry
 * I liked your project a lot! I have a DSLR and it has inspired me to look into researching more on my camera
 * Liked the comparison photos
 * Interesting approach to the assignment, although you aren’t “learning” to do something, you are definitely learning about a procedure for personal growth.
 * Good approach to research (the internet can be negative I agree)
 * I have attempted to learn to play drums a lot in the past you sounded pretty good in my opinion and I agree. Very difficult to keep time.
 * Very interesting and valuable technique to learn. I have never learned how to remove a tire from the rim
 * Very ambitious making henna from scratch
 * Liked the links to videos etc. Really liked the pictures, before/after.
 * Way to be your own guineapig
 * Interesting approach to music, love the humor again
 * I am also a very big fan of music. Glad you tried it so I won’t have to.

**__//My embedded Learner Centered Presentation//__**
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**__//Learner Centered Classes presentation Comments//__**
Elaine Michele D Marnie Melodie Roxanne Donna Barry Gil Stefan Bryan
 * Liked how you implemented the videos right into your
 * Very Through with implementation of rubrics
 * Enjoyed the humor *provide your own popcorn*
 * I have a similar problem with plugs and power bars!
 * Good example case study
 * objectives and evaluation are both very clear
 * Good job! Wouldn't even know that you've never taught!
 * Liked how you clearly outlined previous teaching method and how you would approach it the new learner centered way
 * enjoyed your ideas
 * Just like with you I had never done a prezi before and enjoyed it!
 * liked how you showed your old material and compared it to the new.
 * Enjoyed your webquest mixed with flipped classroom.
 * Liked how you referred it to different types of learners as well
 * Never thought about using digital Story Telling, interesting Idea!
 * Liked your enthusiasm for technology in the classroom
 * Completely agree with Peer teaching and its application, I have had lots of instructors who were big on that aspect.
 * Liked the design of your webquest segment of your prezi
 * Loved the "whats wrong with this situation" image. I could use this in my classes!!
 * Awesome use of humor
 * Good use of humor (good save with the typo, taught spelling by teacher centered approach)
 * Liked the definitions
 * I liked the quote at the beginning of your presentation
 * Enjoyed the implementation of how you teach normally
 * Enjoyed the case study
 * Liked the background you gave on the subject matter
 * Agree cooperative learning fits quite well with safety training

David
 * Good rationale as to why you chose to use that specific topic

Wade
 * Liked how you pointed out your objectives and main points by highlighting, made it very clear.

Debbie
 * Liked the Know-What to Know-Learned. I will also be teaching workshops coming up in the future and will apply these approaches.

Tom Brenda
 * Excellent approach to cooperative learning.
 * Liked how you applied topics to you specific age group (“couldn’t do this with adult learners but can with teenagers”)
 * Great use of the prezi
 * Liked how you intended to use popplet in the classroom

__//**Reflection: Webquest**//__


 * Course:** Medical Surgical Nursing
 * Subject:** Cardiovascular Disorders
 * Medical-surgical nursing is all about understanding complex disease processes and how they impact normal anatomy and physiology. One of the more difficult systems to understand in both anatomy and physiology is the cardiovascular system. This class can very easily translate into webquests due to not only the large amount of information required for the students to learn, but also it well help them train in investigating the cause and relationship between these disorders, the normal A&P, the diagnostics and the treatments. Each of the major concepts that are normally investigated and lectured in class can be topics of the webquest.
 * It can branch into the following pages
 * Anatomy and Physiology Review of the Cardiovascular System
 * Cardiovascular disorders
 * Pathology and Etiology of the specific disorders
 * Signs and symptoms
 * Diagnostic tests for Cardiovascular disorders
 * Treatments for specific cardiovascular disorders
 * Medicinal treatments
 * Non-medicinal treatments
 * Application of the nursing process to cardiovascular disorders
 * After the students discover all of the above data they can then apply it to a case scenario where they have to critically think there way through using the above information
 * Some example objects I would use are
 * []
 * This can be used as a general review on the cardiovascular system
 * Popplet.com
 * To have students create concept maps, assign them each a disorder so they can investigate it and add to the concept map through popplet
 * http://www.livescience.com/22486-circulatory-system.html
 * http://www.webmd.com/heart-disease/vascular-diseas
 * []
 * Used so that the students can look up peer reviewed journal articles on cardiovascular system disease

**__//Reflection: Role Play in the Classroom//__**
I must say that reading this article about Role Play was very interesting. In fact, I do currently already use Role Play in a few of my classes to try to help students with their assessment skills. One of the most common courses that I use this approach to student centered learning is in the course Physical Health Assessment. Physical Health Assessment is a program based around students looking at their clients and trying to establish if their is something 'abnormal' when comparing it to the normal. Students learn all about the "Normal" in this class, which does make it easy for students to practice their skills, but one of the more common concerns I have heard is that the students are concerned that they won't be able to tell if something is wrong. Through Role play I try to help fill this gap a little bit. Although acting is never the same as the real thing, students being assessed are commonly paired up with another student that will be the "patient." I always speak to the patient ahead of the skill testing and get them to come up with some form of health problem that they want to pretend to have, so that the students who are being assessed can work on their questioning abilities. Students quite regularly will memorize a list of questions to ask their clients, what comes with practice is investigating the response to those questions. Role play helps, each student is given a curve ball answer to their question. If the "patient" states 'I have pain' the person being assessed has to know what else to ask about that pain. Where we really see excellent results is when the students not only say they have pain but also act it out. If they have back pain, the wince when their back is touched, if they have a broken toe they limp. All of these touches not only add to the fun of the assessment, but also help to make the situation more real for the students. Although some students do get a little bit nervous about acting out their roles, most of them embrace it and the feedback that I have received from them has been positive.

My goal is to one day have my students to this level: []

Michele - Michael after reading your post and comment to mine along with those of others I am not sure what to think of role play in my course. I do like what you have written and am now rethinking my views on the whole idea of role play. I was having difficulty finding a way that I could use roleplaying in my course. At first I thought that role play could be used quite affectively in my course since it is a health care course but then when I read more information it seemed like everything I thought of fell under a different area like simulation or demonstration. Some of the things I had been considering were using the section on first aid and CPR and dividing the students up to perform each role having one student as the client and another as the caregiver. Another possibility was having the students divide up into different health care professions such as one being a case worker, a PSW, a physiotherapist, and another being the client. However this would take up a lot of time and I don’t think that it would be worthwhile within our time constraints

**__//Reflection: The Flipped Classroom//__**
Before researching what a “flipped classroom” was I spent some time thinking about the words. Originally I thought it meant that the teacher gives the focus of the learning back to the student, much like how we have been discussing in a lot of our classes. Where possible the teacher just facilitates the learning. With this in mind I felt that I had already started “flipping” my classroom. How wrong I was. The flipped classroom is an excellent approach to teaching that I think could easily be applied in several classrooms. One of the best descriptions I read of what a flipped classroom was, was that instead of students doing their readings before class, attending the lesson, then enforcing their knowledge with homework, they instead have both the readings and the lecture done before class begins and do the homework in class.

The use of technology in the classroom becomes essential to the learning in a flipped classroom. Since the majority of the classic lecturing will be done on video, the students and instructors alike would have to embrace this use of technology. As discussed in our previous reflection I believe that this is an excellent use of technology in the classroom and not just using “technology for the sake of technology.”

As I read through several of these articles online I started immediately picturing how I could flip several of my own classes. One such class we teach is Nursing Roles and Competencies. This course is a highly skill based course and the instructors teaching it often complain that they do not have enough time to Lecture, demo, practice and test the skill. In a flipped style classroom the lecturing on the majority of the skills could be removed almost entirely, leaving more time for demo and explanation in the lab and practice time for the students. I do, however think that one of the major challenges of flipping any classroom would be comfort level of the students and instructors as well as timing to implement these changes on a large scale. As stated in [], flipping the class a little at a time is probably the best option for most classrooms at the beginning.

References:

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http://www.facultyfocus.com/articles/instructional-design/looking-for-flippable-moments-in-your-class/

**__//Reflection Article #1//__**
I found this article very interesting and very true. I started at CDI college a year and a half ago at the start of a new program. The Practical Nursing Program wasn’t the only thing that was Brand new, other then teaching a few classes in a health care aide program, I had never really taught before and found myself going quite quickly into doing just straight up lecturing. I found that this did work to a degree but come time for my first evaluation, my supervisor told me that I need to get the students more engaged, and participating more in their own learning. This again, brought more challenges. When I did my first case scenario with my first class the students were resistive. They had gotten used to me lecturing them and other than writing a few notes, they did not really have to do much on their own. Just as the article suggests, I found myself in the same “sage on the stage” and “student adjustment period” hiccups. At my school I have found technology to be very essential in us moving towards a student focused education. All programs at CDI college (except the practical nursing program) come with an IPAD, as all their text books are now being distributed as ebooks. Although our program does not currently have all students with IPADS, the majority of students enter our classes armed with a laptop, tablet or smart phone. They also then get access to a nursing reference center which they can install as an app and use in class. This not only allows them to work on things like case scenarios and assignments directly in class, but also helps to keep me, the instructor, current as I know the answer to a lot of their questions is only a click away. I also like the idea of integrating interactive online assignments such as the ones that we use in our Advanced Instructional Methods class. Although I currently do use an online system similar to the learning management system and online syllabi, I have never really considered using an online program like a wiki, blog or online quiz. I do think that learner centered education is an essential and effective approach to teaching and do believe that technology is an excellent way of integrating this approach. I do plan on integrating technologically appropriate tools in my classes in the future.