Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
Systematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2r reading this chapter, the reader will be prepared to: Define the non-negoliable elements of systematic effective instruction.Apply the non-negotiable elements to a variety of presentation formats.Use the non-negotiable elements to problem solve a variety of common instructional mistakes.Identify a Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2dditional variables that influence instructional design.Adapt presentations to meet the demands of various formats and time frames.In the introductoryEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
chapter, we asked you to “Stop and Reflect" on what you think of when you think about "Teaching and Learning in Physical Therapy." From there, we expSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2to facilitate critical thinking on the part of our learners (students and patients), we described the structure and function of the brain and the implications of current brain research on teaching and learning, and we presented a systematic approach to designing effective teaching-learning situation Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2s.By now, you recognize the complexity of your role as an educator. You know that teaching is much more than simply telling your patients or audienceEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
what is important and expecting that they will learn it and remember it, or relying on the old mantra “show one, do one, teach one.” Teaching requiresSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2eeds, and continually reinforcing the learning so that they can achieve behavior change and/or knowledge retention. Teaching requires deliberate design and planning. By now, you also recognize just how much teaching is an integral part of being a health care practitioner and how each teaching-learni Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2ng situation is unique.In the previous chapters, we presented the principles behind effective teaching, whether in the classroom or clinical setting.Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
However, as noted in previous chapters, each teaching-learning Situation is unique, and, as health care professionals, we engage in a great variety ofSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2at a community fair or a national meeting, you may want to present your scientific findings in a poster or platform presentation format, you may be invited to do a workshop that lasts 3 hours or a continuing education course that lasts 3 days, you may be called upon to participate in a panel discuss Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2ion, or you may be asked to teach in a doctor of physical therapy (DPT) classroom or laboratory. These presentations can span across the clinic, hospiEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
tal, classroom, laboratory, conference room, or community setting. How can you use the principles discussed in the previous chapters to prepare for thSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2nciples of systematic effective instruction presented in Chapters 5 and 6 as you think about how you might adapt your presentation to meet the demands of different presentation formats and different audiences. Which components of the principles of systematic effective instruction are non-negotiable Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2and which ones can be modified or deleted depending on the situation? What else must you consider in trying to meet the demands of the requested preseEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
ntation format? What will you do if you arrive and find that your audience is much more knowledgeable than you anticipated or the room set-up is not wSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2uld like you to take some time to ponder the scenarios presented in the following sections.foncvxied)Systematic Effective Instruction y. Adapting Instruction for Varied Audiences and Formats 221In the first scenario. Ml was excited about her topic and wanted to convey as much information as possible Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2 in a 30-minute time frame, so she designed a highly structured and extensive PowerPoint presentation, taking care to ensure that all of the informatiEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
on she planned to present was included. Given the expertise of the audience, MJ also wanted to make sure that she appeared credible, so she spent a grSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2in theory. The problem is. however, that she spent so much time on the background information that she had to rush through the curricular design, which is what the audience really wanted to hear. To her credit, MJ reflected on her presentation and the feedback she received. Given another opportunity Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2, she did reframe her presentation. So, what went wrong with her second presentation? This lime, she wanted to be sure that she fully understood who wEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
as in her audience and what each hoped to take from her presentation; however, getting to know a large audience one by one is lime consuming and may bSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2as relevant and meaningful to her participants.In the third scenario, TR was excited to have been asked back to her alma mater to share her expertise, she was anxious to do an excellent job and wanted to provide the students with as much information as she could because she knew that she had not rec Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2eived this information when she was in school. The problem here was twofold: (I) the more expertise you have on a topic, the harder it is to know whatEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
is need to know vs nice to know; and (2). again, TRdid not slop to gauge the expertise—or lack of expertise in this case—of her audience. Giving too Systematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2t down and disengage altogether from the learning situation.Each of the scenarios described above would have ben-efitted from a plan B, a modified plan of action that would allow the presenter to make a few changes based on direct observations and information obtained from, and about, the audience e Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2arly on (ie, an on-the-spot needs assessment). In the first scenario, had MJ included an on the spot needs assessment she would have realized how knowEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
ledgeable the audience was, could have omitted much of the background rationale and theory, and could have spent more time on discussing the curriculuSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2ence members with greater expertise may have been able to answer the questions of the more novice par ticipants. This same solution may have also benefited in the second scenario and would likely have taken much less time to accomplish than individual introductions. The small group activity would ha Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2ve enabled participants to both introduce themselves and share their expertise with their group members, and would have provided background informatioEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
n for the novice audience members. In TR’s case, a discussion with a member of the faculty who is familiar with the students' level of knowledge and tSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2cing her presentation in a way to provide sufficient processing time would have engaged the learners and enabled (hem to ask questions along the way.How do you know what to consider when planning a modification to your original plan? As a novice presenter, you may be overwhelmed by the idea of plann Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2ing more than one way to conduct your presentation. Start with simple modifications, such as differentiating between background or basic information aEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
nd more advanced information. Then, if you discover through a few questions al the beginning that your audience participants arc more knowledgeable orSystematic Effective Instruction 3Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhDAfter Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2re less familiar. As described in chapter 5. active learning strategies can also help everyone to learn more effectively. You can design an activity in which participants discuss (review) basic information to be sure that everyone is at the same level. In this way. those with expertise can share the Ebook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2ir knowledge with novice participants, and the novice participants will have enough information for you to be able to move through your presentation wEbook Teaching and learning in physical therapy – From classroom to clinic (2/E): Part 2
ithout having to first review all of the basic information needed. These active learning strategies can be as brief as a few seconds or much222 ChapteGọi ngay
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