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Using patient storytelling in nurse education.

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Using patient storytelling in nurse education.

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Patient stories can offer students opportunities to gain insight into how care affects their patients’ experiences, and to reflect and learn from this

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Abstract

Patient stories have a range of benefits in nurse education. This article describes how stories from the Patient Opinion website are used by the University of Edinburgh to help student nurses gain insight into patient experiences. It gives an analysis of two excerpts, and discusses how good communication leads to positive patient experiences and the negative impact of poor communication.

Citation: Tevendale F, Armstrong D (2015) Using patient storytelling in nurse education. Nursing Times; 111: 6, 15-17.

Author: Fiona Tevendale is third-year student nurse at the University of Edinburgh; Dorothy Armstrong is visiting fellow at the University of Edinburgh and professional adviser to the Scottish Public Services Ombudsman.

Introduction

Stories from patients and their families can offer valuable feedback to health professionals and organisations about their users' experiences of healthcare services. The University of Edinburgh gives undergraduate nurses a subscription to Patient Opinion, the UK's main independent patient feedback website (Box 1), which provides them with access to a repository of patient stories. This article examines the benefits of using these stories in teaching and learning in nurse education.
Box 1. Patient Opinion
Patient Opinion aims to promote connection, collaboration and change in healthcare by:

Enabling patients to share their experiences of healthcare services

Notifying healthcare providers of feedback relevant to them

Enabling healthcare providers to demonstrate publicly that they listen to and engage with feedback, and to show when they make changes

Giving health professionals access to real-time feedback

The power of storytelling

Stories offer a range of benefits in nurse education. They enable students to develop a deeper understanding of certain issues and experiences, encourage problem solving and help to close the gap between human experiences and the theories used to explain them.

Using stories in teaching is empowering because they enable learners to reframe experiences and shift their perspective to focus on details or take an overall view. Stories, including those on Patient Opinion, can challenge us and encourage new learning and discovery (Owen, 2004).

Traditionally, storytelling has been used for centuries to pass on wisdom; this suggests stories would be valuable in nurse education. Real-life stories have a unique quality where emotion, tone and imagery illustrate the storyteller's perspective; a meaningful story enables practitioners to identify what is most important to service users. Qualitative research in nursing extracts stories in a semi-structured way and is making an increasing contribution to the design and development of health services (Newell and Burnard, 2011).

The value of sharing stories

The value of learning from stories has been acknowledged in the Scottish Government's (2014) strategy, Setting the Direction for Nursing and Midwifery Education in Scotland. The strategy was developed to help nurses collaborate in developing academic and clinical knowledge, and encourages the use of service users' views.

Reading positive stories can be encouraging and inspirational for students, and serve as a counterpoint to recent negative portrayals of nursing in the media. However, negative stories are equally useful as they challenge us to look from another perspective and critically assess what could be done to improve or prevent a poor experience. Reflecting on and analysing patient stories before they go on their first placement can give students an insight on what is genuinely important to patients.

The facility to share stories online is an innovation in how feedback is gathered and applied to practice; improving communication and clinical governance was a key area highlighted by Francis (2013). Having stories available online is an ideal method for identifying areas requiring attention as well as for giving praise. The use of storytelling is not all about identifying what is wrong - it is also about sharing what people believe works well.

Patient Opinion in the classroom

The University of Edinburgh funds subscriptions to Patient Opinion for student nurses on two undergraduate modules - professionalism, and evidence and research. Students receive emails with links to new stories posted on the website that are relevant to the modules. The website is simple to use and enables students to search key concepts and access stories.

Patient Opinion is introduced to students in their first year, and continues to be included throughout their degree programme. Stories from the website are used for online discussion boards and during tutorials, when students analyse and discuss experiences and feed back to each other.

Interactive lectures and tutorials on listening to service users are held; in one session students picked a post card with an illustration that represented how they felt about a patient story read during the lecture. The exercise encouraged us to appreciate the service user perspective and understand why patients might feel distressed or impressed about their experiences. The stories allow us to:

Identify important professional attributes;

Develop critical analysis and appreciative enquiry skills;

Find out at the earliest opportunity what matters to the people we care for.

I (Fiona Tevendale) recently finished a surgical placement on a neurosurgery ward. Before I started, I read some Patient Opinion stories about experiences in the neurosurgical specialty. I found two short excerpts (outlined in Boxes 2 and 3) striking; they encouraged me to reflect, compare and relate to this placement. I adapted Gibbs' (1988) model for reflection because it has a logical analysis and evaluation process, and includes a conclusion and action plan enabling me to show what I have taken from the stories to incorporate into future practice.
Box 2. Case study 1
"Incredible care at James Cook Hospital [...] They looked after my son like he was a relative and he started to come on [in] leaps and bounds. The nurses were so lovely and, although my son was still really poorly, they managed to make him smile... nothing was too much trouble... the consultant was very understanding and helpful."
Analysis
Reading this story, I was struck by how the mother described the relationship between her son and the nurses, and its effect on his progress. The emotion expressed in the simile "like he was a relative" has imagery along with connotations of the resilient bonds within a caring family and a sense of belonging and compassion. Considering relationships in greater depth, communication skills and compassion are at the centre of the therapeutic bonds made between nurses, patients, relatives and the wider healthcare team (Collins, 2009). To make a connection with the patient requires compassion, verbal and non-verbal communication skills, enthusiasm and motivation, light humour, kindness and approachability. The mother in the excerpt gives the impression that the multidisciplinary team would go the extra mile to ensure her son's needs were met. Her tone suggests she felt reassured that the staff were committed to helping her son, ready to listen and able to give him the time he needed to recover.
Evaluation
The story relates well to my neurosurgery placement because I met some patients who were seriously ill and their families. I cared for them, listened to their worries, answered their questions and liaised with their care team; I felt they trusted me. Through my experiences on the ward and from the story, I recognise the importance of supporting and involving the family in the decision-making team process from their perspective and a nursing perspective. The transparency and honesty of professionals is necessary to create a trusting relationship, in which the patient and family feel they are respected and listened to (Collins, 2009). My communication skills are developing as I progress. I hope to have the confidence to overcome barriers to good communication, and apply theory and experience to build effective therapeutic relationships.
Box 3. Case study 2
"The good and bad of inpatient neuro. During the first 24 hours I met 11 health professionals (nurses and doctors): a total of three of them actually introduced themselves to me - the rest told me neither name nor job title... this left me feeling isolated and angry... Where some staff fall down is in the ability to communicate effectively with each other and with their patients."
Analysis
The tone of the patient writing this story really grabbed my attention. From the first line, I could tell the person writing this felt disappointed and frustrated with their experience, and I wanted to find out why. Reflecting on it unravels a story of poor communication, a lack of continuity and a lack of basic professionalism. Viewed from the patient's perspective, the situation is unique. I feel I can empathise with the frustration and confusion the patient felt when admitted to hospital, and why they also felt frightened and abandoned.

It is basic good manners to formally introduce yourself when meeting someone new. Neglecting to inform patients who you are and what you are doing for them gives the impression you are rushing, and automatically makes you seem less accessible or approachable; this will have a negative impact on any therapeutic relationship formed. Not knowing who they can rely on and with whom they can share concerns can make patients feel isolated. Again, communication is at the heart of the quality of care; patients will always appreciate people who seem available and approachable, trustworthy and honest. It is important that the team communicates well - it was obvious to the patient in the story when the team was dysfunctional. The patient appeared not to feel reassured or at ease, which is particularly distressing to people who are feeling ill and likely to be frightened.
Evaluation
The story enabled me to identify ways in which the situation could have been better. For example, better continuity of care would have shown commitment and compassion, as would a named nurse to share concerns with and who was able to check on the patient regularly. If this had not been possible, explaining why the patient was seeing so many different health professionals, and offering reassurance and time to ask questions would have improved the patient's experience. Body language is important to show active listening, as described by Egan's SOLER mnemonic (Square, Open, Lean, Eye contact, Relaxed); non-verbal communication skills such as this can make patients feel involved, understood and respected (Morrissey and Callahan, 2011).

Action plan

The first patient story highlights the positive outcome associated with good communication skills in practitioners, effective team working and the benefits of building therapeutic relationships. In contrast, the second story focuses on the distress caused by poor communication, poor team working and a lack of compassionate care.

I can learn from these stories, and hope to strengthen the skills required to ensure my communication, compassion and team-working skills are effective. We learn a lot from observed behaviours, and this in turn influences our approaches (Burnard and Gill, 2008). A good role model - for example, in a story about a nurse, nursing assistant or other exceptional team member - can help me adopt attributes such as motivation, active listening, leadership.

Transferring the concepts to my own practice, I have adopted a quick and simple routine at the start of a shift:

Go to the patients in my care, say hello and introduce myself;

Write their team's names on the whiteboard by their bed;

Ensure they have their buzzer to hand in case they need anything.

Meeting all patients in my care at the beginning means they recognise me, and will know that they can can rely on me and find out about their own individual care. In return, I feel that I get to know individual patients better and understand what is important to them. As I gain experience and involvement in care planning, I hope I will be able to offer increasing insight and help to patients.

Conclusion

The stories from Patient Opinion have threads of emotional fibre that entwine naturally with the teaching and learning of undergraduate student nurses. The four domains on which our learning is based are from the pre-registration standards of values:

Communication and interpersonal skills;

Nursing practice and decision making;

Leadership and teamwork (Nursing and Midwifery Council, 2010).

The short excerpts in Box 2 contained aspects of each domain; I found the main aspects influencing the service user experience are:

Communication skills;

Effective team working;

Building therapeutic relationships;

Being caring, kind and compassionate.

The 6Cs (care, compassion, communication, commitment, courage, competence) (NHS Commissioning Board and Department of Health, 2012) can be demonstrated vividly in the form of stories, and truly allow us to understand how important they are in the nursing context. The quality of therapeutic relationships built on communication skills will determine whether a patient has a positive or negative experience. Sharing stories where mistakes or improvements are made allows students and professionals to learn and reflect, which will minimise the likelihood of a poor experience from recurring.

Reading stories where the elements of care are all excellent is inspiring and reassuring for student nurses, especially given the problems in healthcare publicised by the media and the horrifying issues identified by Francis (2013). Newly qualified nurses can use stories to discuss, analyse, reflect and assimilate changes into practice to give the best person-centred care and meet the modern demands on the healthcare system. As a student nurse and a service user, I believe the increasing ease of communicating with health services will give the public more confidence to share their experiences, and that this sharing will promote honesty, equality and trust.

Key points

Storytelling has been used for centuries to pass on wisdom

Patient stories can help students improve their understanding and problem-solving abilities

Stories enable practitioners to identify what is most important to patients

Online sharing of stories is innovative in the way feedback is gathered and applied to practice

Quality of therapeutic relationship quality determines whether patients have a positive or a negative experience

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Using patient storytelling in nurse education

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Patient stories have a range of benefits in nurse education. This article describes how stories from the Patient Opinion website are used by the University of Edinburgh to help student nurses gain insight into patient experiences. It gives an analysis of two excerpts, and discusses how good communication leads to positive patient experiences and the negative impact of poor communication.

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Adult Immunization Schedules and Tools for Health Care Professionals

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Teaching Styles

You will realize at some point that your teaching methods and style stem from a specific philosophy of education, even if you aren't aware of what that philosophy is. Your teaching style reflects on what you value in education, what methods you believe are effective and how your students learn your subject best.

Develop Your Own Teaching Style

Developing an effective teaching style for your subject area requires time, effort, a willingness to experiment with different teaching strategies and an examination of what is effective in your teaching. Don't necessarily try to mimic favorite teachers from the past. Consider your strengths. Develop approaches that you are comfortable with that maximize student engagement and learning in your subject area.

Expand all

Consider learning styles and diversify your approach.

Students have different learning styles. Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing. Familiarity with learning style differences will help you understand the implications of your chosen teaching style. When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum and themselves.

To overcome these problems, teachers should strive for a balance of instructional methods through a diversified approach. Tailor your approach to meet student learning needs. You can combine teaching styles for different types of content and diversity of student needs. Some class sessions may rely on lecture while others may employ more interactive models. Your subject-area may determine to what extent you are able to use varied approaches and to what extent you can individualize your instruction.

Teacher-centered approaches have pros and cons.

An example of a teacher-centered approach is the note-taking/lecture model. Teachers may attempt to maximize their delivery of information and control of the class while minimizing their time and effort.

Pros of teacher-centered approaches are:

A large amount of information can be shared in a short amount of time

The teacher has control of organization

The teacher has control of pacing and content

Accommodates large numbers of students

Allows for quick and easy assessment methods

Cons of teacher-centered approaches are:

Knowledge controlled by the instructor

One-way communication

Not necessarily conducive to critical thinking

Promotes passive learning

Not an optimal way of learning for many students

Two teacher-centered approaches are defined as:

Formal authority: The teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content. One type of statement made by an instructor with this teaching style is "I am the flashlight for my students, I illuminate the content and materials so that my students can see the importance of the material." Teachers with this teaching style are not as concerned with building relationships with their students nor is it as important that their students form relationships with other students. This type of teacher doesn't usually require much student participation in class.

Demonstrator model: This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students to develop and apply these skills and knowledge. A teacher with this type of teaching style might comment: "I show my students how to properly do a task or work through a problem and then I'll help them master the task or problem solution. It's important that my students can independently solve similar problems by using and adapting demonstrated methods." Instructors with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what they need to know and for asking for help when they don't understand something.

Student-centered approaches have pros and cons.

Many teachers use more interactive approaches in an effort to be responsive to a variety of learning styles. Student-centered approaches require active participation from teachers and students, putting much of the responsibility for leaning on the student.
Pros of a student-centered approach include:

Engages students in the learning process

Encourages student ownership of knowledge

Provides real life connections

Promotes active learning

Fosters critical thinking

Addresses multiple learning styles

Allows for varied assessment strategies

Cons of a student-centered approach include:

More difficult to implement with large numbers of students

Can be more time consuming than lecturing

Not effective in all subject areas

Students may resist new approaches

Regardless of the cons, the results of educational research studies as well as anecdotal evidence generally show that interactive, student-driven teaching results in successful learning for a broader range of learning styles.

Two student-centered models are defined as:

Facilitator: These teachers tend to focus on activities. There is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks. Teachers typically design group activities which necessitate active learning, student-to-student collaboration and problem solving. This type of teacher will often try to design learning situations and activities that require student processing and application of course content in creative and original ways. While course content is obviously essential, the facilitator does not make them the principal focus of the course goals. Rather, the goal is to learn how to use the content in a problem-solving way.

Delegator: Places much control and responsibility for learning on individuals or groups of students. This type of teacher will often give students a choice designing and implementing their own complex learning projects and will act in a consultative role. Students are often asked to work independently or in groups and must be able to maintain motivation and focus for complex projects.

A student-centered approach does not undermine the teacher's authority role in the classroom.

Learn to find a good balance between your role as authority/content expert and co-learner/facilitator. Students appreciate teachers who make the effort to communicate on their level. It is important to find the appropriate balance of how to present yourself with confidence but also to engage as a co-learner to minimize faculty-student distance.

Selected teaching strategies can bridge the distance of a traditional faculty role, some of which can be used in both teacher-centered and student-centered approaches. For example, whether information is presented or discussed, a teacher of either preferred style can use current events to engage students on topics that are relevant to both teacher and students.

Consider using technology to diversify teaching approaches.

Think of different ways to deliver information and different ways to use class time. If students access prepared lectures outside of class via Blackboard (using Camtasia for voiceover Powerpoint or Adobe Connect, for example) you can use in-class time to discuss challenging or interesting information found in the prepared content. On the flip side, if class time is devoted to lecture, post compelling discussion questions on Blackboard for students to engage in outside of class. Integrate the Blackboard time into course grading and class participation rubric.

Try new things!

Finally, think about your teaching. Whether you are early career faculty or have been teaching for years, you may want to adjust your teaching style. Ask yourself questions about how you teach, why you do it that way, and how successfully the students learn the material. Are you meeting the learning needs of students in your classes? Are you flexible in trying new things?

Source: "How Students Learn, How Teachers Teach, and What Usually Goes Wrong" an article from Richard Felder and Rebecca Brent

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You will realize at some point that your teaching methods and style stem from a specific philosophy of education, even if you aren't aware of what that philosophy is. Your teaching style reflects on what you value in education, what methods you believe are effective and how your students learn your subject best.

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Designed to give you and your students useful feedback on the teaching-learning process as it is happening.

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What Are CATs?

Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

Examples of CATs include the following.

The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students' pre-conceptions.

The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?"

The Muddiest Point is one of the simplest CATs to help assess where students are having difficulties. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?" The term "muddiest" means "most unclear" or "most confusing."

The What's the Principle? CAT is useful in courses requiring problem-solving. After students figure out what type of problem they are dealing with, they often must decide what principle(s) to apply in order to solve the problem. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.

Defining Features Matrix: Prepare a handout with a matrix of three columns and several rows. At the top of the first two columns, list two distinct concepts that have potentially confusing similarities (e.g. hurricanes vs. tornados, Picasso vs. Matisse). In the third column, list the important characteristics of both concepts in no particular order. Give your students the handout and have them use the matrix to identify which characteristics belong to each of the two concepts. Collect their responses, and you'll quickly find out which characteristics are giving your students the most trouble.

Why Should I Use CATs?

CATs can be used to improve the teaching and learning that occurs in a class. More frequent use of CATs can...

Provide just-in-time feedback about the teaching-learning process

Provide information about student learning with less work than traditional assignments (tests, papers, etc.)

Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection

Help students become better monitors of their own learning

Help students feel less anonymous, even in large courses

Provide concrete evidence that the instructor cares about learning

How Should I Use CATs?

Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet student needs. A good strategy for using CATs is the following.

1. Decide what you want to assess about your students' learning from a CAT.

2. Choose a CAT that provides this feedback, is consistent with your teaching style, and can be implemented easily in your class.

3. Explain the purpose of the activity to students, and then conduct it.

4. After class, review the results, determine what they tell you about your students' learning, and decide what changes to make, if any.

5. Let your students know what you learned from the CAT and how you will use this information.

Where Can I Find More CATs?

The standard references on CATs is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993). This book includes 50 CATs, indexed in a variety of useful ways. The book is available at the Center for Teaching library. See its ACORN record for call number and availability.

A number of web sites also feature information on and examples of CATs, including the following.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Print Version What Are CATs? Why Should I Use CATs? How Should I Use CATs? Where Can I Find More CATs? What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

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How to write an effective teaching philosophy

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What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author's teaching beliefs and practices. It is an individual narrative that includes not only one's beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, "The act of taking time to consider one's goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold."

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

Your conception of how learning occurs

A description of how your teaching facilitates student learning

A reflection of why you teach the way you do

The goals you have for yourself and for your students

How your teaching enacts your beliefs and goals

What, for you, constitutes evidence of student learning

The ways in which you create an inclusive learning environment

Your interests in new techniques, activities, and types of learning

"If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning." - Helen G. Grundman, Writing a Teaching Philosophy Statement

General Guidelines

Make your Teaching Statement brief and well written. While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.

Use narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.

Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.

Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom.

Be discipline specific. Do not ignore your research. Explain how you advance your field through teaching.

Avoid jargon and technical terms, as they can be off-putting to some readers.
Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.

Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.

Revise. Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

Why do you teach the way you do?

What should students expect of you as a teacher?

What is a method of teaching you rely on frequently? Why don't you use a different method?

What do you want students to learn? How do you know your goals for students are being met?

What should your students be able to know or do as a result of taking your class?

How can your teaching facilitate student learning?

How do you as a teacher create an engaging or enriching learning environment?

What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?

How has your thinking about teaching changed over time? Why?

*These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.
Exercises to Help You Get You Started:*

The Teaching Portfolio, including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process

Teaching Goals Inventory, by Thomas A. Angelo and K. Patricia Cross and their bookClassroom Assessment Techniques. This "quiz" helps you to identify or create your teaching and learning goals.

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.
This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants' teaching philosophies.
Further Resources:

General Information on and Guidelines for Writing Teaching Statements

Writing a Philosophy of Teaching Statement, Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.

Writing a Teaching Philosophy Statement, Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions-specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one's own teaching statement.

Writing a Meaningful Statement of Teaching Philosophy, McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Print Version What is a teaching statement? What purposes does the teaching statement serve? What does a teaching statement include? General Guidelines Reflection questions to help get you started Exercises to help get you started Evaluating your teaching statement Further resources What is a Teaching Statement?

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How to write a teaching portfolio

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What Is a Teaching Portfolio?

Portfolios provide documented evidence of teaching from a variety of sources-not just student ratings-and provide context for that evidence.

The process of selecting and organizing material for a portfolio can help one reflect on and improve one's teaching.

Portfolios are a step toward a more public, professional view of teaching as a scholarly activity.

Portfolios can offer a look at development over time, helping one see teaching as on ongoing process of inquiry, experimentation, and reflection.

Teaching portfolios capture evidence of one's entire teaching career, in contrast to what are called course portfolios that capture evidence related to a single course.

Why Assemble a Teaching Portfolio?

Portfolios can serve any of the following purposes.

Job applicants for faculty positions can use teaching portfolios to document their teaching effectiveness.

Faculty members up for promotion or tenure can also use teaching portfolios to document their teaching effectiveness.

Faculty members and teaching assistants can use teaching portfolios to reflect on and refine their teaching skills and philosophies.

Faculty members and teaching assistants can use teaching portfolios, particularly ones shared online, to "go public" with their teaching to invite comments from their peers and to share teaching successes so that their peers can build on them. For more on going public with one's teaching, see the CFT's Teaching Guide on the Scholarship of Teaching and Learning.

General Guidelines

Start now! Many of the possible components of a teaching portfolio (see list below) are difficult, if not impossible, to obtain after you have finished teaching a course. Collecting these components as you go will make assembling your final portfolio much easier.

Give a fair and accurate presentation of yourself. Don't try to present yourself as the absolutely perfect teacher. Highlight the positive, of course, but don't completely omit the negative.

Be selective in which materials you choose to include, though be sure to represent a cross-section of your teaching and not just one aspect of it. A relatively small set of well-chosen documents is more effective than a large, unfiltered collection of all your teaching documents.

Make your organization explicit to the reader. Use a table of contents at the beginning and tabs to separate the various components of your portfolio.

Make sure every piece of evidence in your portfolio is accompanied by some sort of context and explanation. For instance, if you include a sample lesson plan, make sure to describe the course, the students, and, if you have actually used the lesson plan, a reflection on how well it worked.

Components of a Teaching Portfolio

1. Your Thoughts About Teaching

A reflective "teaching statement" describing your personal teaching philosophy, strategies, and objectives (see Teaching Philosophy).

A personal statement describing your teaching goals for the next few years

2. Documentation of Your Teaching

A list of courses taught and/or TAed, with enrollments and a description of your responsibilities

Number of advisees, graduate and undergraduate

Syllabi

Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning

Reading lists

Assignments

Exams and quizzes, graded and ungraded

Handouts, problem sets, lecture outlines

Descriptions and examples of visual materials used

Descriptions of uses of computers and other technology in teaching

Videotapes of your teaching

3. Teaching Effectiveness

Summarized student evaluations of teaching, including response rate and relationship to departmental average

Written comments from students on class evaluations

Comments from a peer observer or a colleague teaching the same course

Statements from colleagues in the department or elsewhere, regarding the preparation of students for advanced work

Letters from students, preferably unsolicited

Letters from course head, division head or chairperson

Statements from alumni

4. Materials Demonstrating Student Learning (all anonymized to protect student identities)

Scores on standardized or other tests, before and after instruction

Students' lab books or other workbooks

Students' papers, essays, or creative works

Graded work from the best and poorest students, with teacher's feedback to students

Instructor's written feedback on student work

5. Activities to Improve Instruction

Participation in seminars or professional meetings on teaching

Design of new courses

Design of interdisciplinary or collaborative courses or teaching projects

Use of new methods of teaching, assessing learning, grading

Preparation of a textbook, lab manual, courseware, etc.

Description of instructional improvement projects developed or carried out

6. Contributions to the Teaching Profession and/or Your Institution

Publications in teaching journals

Papers delivered on teaching

Reviews of forthcoming textbooks

Service on teaching committees

Assistance to colleagues on teaching matters

Work on curriculum revision or development

7. Honors, Awards, or Recognitions

Teaching awards from department, college, or university

Teaching awards from profession

Invitations based on teaching reputation to consult, give workshops, write articles, etc.

Requests for advice on teaching by committees or other organized groups

Sample Teaching Portfolios

The website from University of Virginia provides sample teaching portfolios from a variety of disciplines. As you look at these portfolios, ask yourself,

"What components did the author choose to include and which ones are most effective at describing their teaching?" and

"What structural and organizational decisions did the author make as they assembled their portfolio?"

Sample Portfolios from the University of Virginia Teaching Resource Center
Electronic Teaching Portfolios

How do electronic portfolios differ from print portfolios?

Increased Accessibility: Teaching portfolios are intended, in part, to make teaching public. Distributing a portfolio on the web makes it even more accessible to peers and others.

Multimedia Documents: Technology allows for inclusion of more than just printed documents. For example, you can include video footage of yourself teaching, an audio voiceover providing context and reflection on the portfolio, or instructional computer programs or code you have written.

Nonlinear Thinking: The web facilitates nonlinear relationships between the components of your teaching portfolio. The process of creating a portfolio in this nonlinear environment can help you think about your teaching in new ways. For example, since readers can explore an e-portfolio in many different ways, constructing an e-portfolio gives you an opportunity to consider how different audiences might encounter and understand your work.

Copyright and Privacy Issues: While examples of student work can be compelling evidence of your teaching effectiveness, publishing these examples online presents legal copyright and privacy issues. Talk to someone at the VU Compliance Program before doing so.

What Role Do Teaching Portfolios Play on the Job Market?

According to an October 11, 2005, search on HigherEdJobs.com, of the 1,000 ads for faculty jobs...

585 include the words "teaching philosophy,"

27 include the words "teaching statement," and

28 include the words "teaching portfolio."

According to an October 11, 2005, search on Chronicle.com, of the 2,978 ads for faculty/research jobs...

388 include the words "teaching philosophy,"

5 include the words "teaching statement," and

8 include the words "teaching portfolio."

While these data indicate that teaching portfolios are not frequently requested of job applicants to faculty positions, it is not just the physical document that plays a role. The process of constructing a teaching portfolio-and reflecting on your teaching-will prepare you to...

write a meaningful teaching philosophy statement and

to discuss your teaching more effectively during interviews.

Other Resources

The following books on teaching portfolios are available for check-out in the Center for Teaching's library.

Seldin, Peter, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd edition, Anker, 2004.

Cambridge, Barbara, Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning, American Association for Higher Education, 2001.

Hutchings, Pat, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning, American Association for Higher Education, 1998.

Murray, John P., Successful Faculty Development and Evaluation: The Complete Teaching Portfolio, ERIC Clearinghouse on Higher Education, 1997.

Anderson, Erin, ed., Campus Use of the Teaching Portfolio: Twenty-Five Profiles, American Association for Higher Education, 1993.

The following web sites offer additional resources and strategies for creating effective teaching portfolios:

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Print Version What Is a Teaching Portfolio? Why Assemble a Teaching Portfolio? General Guidelines Components of a Teaching Portfolio Sample Teaching Portfolios Electronic Teaching Portfolios What Role Do Teaching Portfolios Play on the Job Market? Other Resources What Is a Teaching Portfolio? Portfolios provide documented evidence of teaching from a variety of sources-not just student...

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Using effective educational videos

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Cite this guide: Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs. Several meta-analyses have shown that technology can enhance learning (e.g., Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013). In order for video to serve as a productive part of a learning experience, however, it is important for the instructor to consider three elements for video design and implementation:

Together, these considerations provide a solid base for the development and use of video as an effective educational tool.

Cognitive load

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive Load Theory, initially articulated by Sweller and colleagues (1988, 1989, 1994), suggests that memory has several components (see the figure). Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, Cognitive Load Theory suggests that any learning experience has three components (see the figure). The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair (e.g., blue = azul), whereas grammar is a subject with a high intrinsic load due to its many levels of connectivity and conditional relationships. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome- e.g., to make the comparisons, do the analysis, elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. It is often characterized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information), but may also be load that arises due to stereotype threat or imposter syndrome. These concepts are more fully articulated and to some extent critiqued in an excellent review by de Jong (2010).

These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load. Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long term memory, it's important to prompt working memory to accept, process, and send to long-term memory only the most crucial information (Ibrahim et al., 2012).

Cognitive Theory of Multimedia Learning

The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal processing channel (Mayer and Moreno, 2003). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. By using both channels, working memory's capacity is maximized-but either channel can be overwhelmed by high cognitive load. Thus design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning. In addition to the two key assumptions of dual-channel processing and limited working memory capacity, the Cognitive Theory of Multimedia Learning also articulates the goal of any learning as "meaningful learning," which requires cognitive processing that includes paying attention to the presented material, mentally organizing the presented material into a coherent structure, and integrating the presented material with existing knowledge (Mayer and Moreno 2003) ¹.

Recommendations

These theories give rise to several recommendations about educational videos. Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge:

Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (e.g., Mayer and Johnson, 2008; Ibrahim et al., 2012), a change in color or contrast (e.g., deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009). By highlighting the key information, it helps direct learner attention, thus targeting particular elements of the video for processing in the working memory. This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information. Mayer and Moreno (2003) and deKoning et al. (2009) have shown that this approach improves students ability to retain and transfer new knowledge from animations, and Ibrahim et al. (2012) have shown that these effects extend to video.

Segmenting is the chunking of information to allow learners to engage with small pieces of new information as well as to give them control over the flow of new information. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Segmenting can be accomplished both by making shorter videos and by including "click forward" pauses within a video, such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion. Both types of segmenting have been shown to be important for student engagement with videos (Guo et al., 2014; Zhang et al., 2005), and learning from video (Ibrahim 2012; Zhang et al., 2006).

Weeding is the elimination of interesting but extraneous information from the video, that is, information that does not contribute to the learning goal. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he should be paying attention to them, which increases extraneous load and can reduce learning. Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already-known distraction for an expert. Thus, it's important that the instructor consider her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they don't need to reach the learning goal and that may overload their working memory. Ibrahim (2012) has shown that this treatment can improve retention and transfer of new information from video.

Matching modality is the process of using both the audio/verbal channel and the visual/pictorial channel to convey new information, fitting the particular type of information to the most appropriate channel. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning (Mayer and Moreno, 2003). In another example, using a "talking head" video to explain a complex process makes productive use only of the verbal channel (because watching the speaker does not convey additional information), whereas a Khan-style tutorial that provides symbolic sketches to illustrate the verbal explanation uses both channels to give complementary information. Using both channels to convey appropriate and complementary information has been shown to increase students' retention and ability to transfer information (Mayer and Moreno, 2003) and to increase student engagement with videos (Thomson et al., 2014; Guo et al., 2014).

The table below gives a brief summary of how and why to use these practices.

Student engagement

One of the most important aspects of creating educational videos is to include elements that help promote student engagement. If students don't watch the videos, they can't learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction as well as more recent work on videos used within MOOCs.

Keep it short. Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video watching sessions (2014). They observed that the median engagement time for videos less than six minutes long was close to 100%-that is, students tended to watch the whole video (although there are significant outliers; see the paper for more complete information). As videos lengthened, however, student engagement dropped off, such that the median engagement time with 9-12 minute videos was ~50% and the median engagement time with 12-40 minute videos was ~20%. In fact, the maximum median engagement time for a video of any length was six minutes. Making videos longer than 6-9 minutes is therefore likely to be wasted effort.

Use a conversational style. Called the personalization principle by Richard Meyer, the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students' learning, perhaps because a conversational style encourages students to develop sense of social partnership with the narrator that leads to greater engagement and effort (Meyer, 2008).

Speak relatively quickly and with enthusiasm.In their study examining student engagement with MOOC videos, Guo and colleagues observed that student engagement was dependent on the narrator's speaking rate, with student engagement increasing as speaking rate increased (2014). It can be tempting for video narrators to speak slowly to help ensure that students grasp important ideas, but including in-video questions , "chapters", and speed control can give students control over this feature-and increasing narrator speed appears to promote student interest.

Make sure the material feels like it is for these students in this class. One of the benefits for instructors in creating educational videos is the ability to reuse them for other classes and other semesters. When reusing videos, it's important to package them with text outside the video to contextualize them for the particular class for which they are being used. Further, it's important to create them for the type of environment in which they will be used. Guo and colleagues examined student engagement with MOOC videos that were created by chopping up videotaped lectures that had been presented in a face-to-face class (Guo et al., 2014). Student engagement was significantly less than when lectures were created with the MOOC environment in mind.

Match modality. While this consideration is important for managing cognitive load, it is also relevant to promoting student engagement. When telling a story, it can be very effective to show the storyteller's face or to show an animation of the story (see Jay Clayton example).When solving a problem, Khan academy-style videos are particularly helpful, showing students step-by-step with narration how to work through the problem (Guo et al., 2014). When teaching about an invisible phenomenon, it can be helpful to provide an illustration. In each case, providing visual elements that add to the lesson can not only promote student understanding but also engagement with the lesson.

Active learning

To help students get the most out of an educational video, it's important to provide tools to help them process the information and to monitor their own understanding. There are multiple ways to do this effectively.

Use guiding questions. Lawson and colleagues examined the impact of guiding questions on students' learning from a video about social psychology in an introductory psychology class (2006). Building on work from Kreiner (1997), they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test.

Use interactive features that give students control. Zhang and colleagues compared the impact of interactive and non-interactive video on students learning in a computer science course (2006). Students who were able to control movement through the video, selecting important sections to review and moving backwards when desired, demonstrated better achievement of learning outcomes and greater satisfaction. One simple way to achieve this level of interactivity is by using YouTube Annotate, HapYak, or another tool to introduce labeled "chapters" into a video. This not only has the benefit of giving students control, but also can demonstrate the organization, increasing the germane load of the lesson.

Integrate questions into the video. Tools like HapYak can allow instructors to incorporate questions directly into video and to give feedback based on student response. Vural compared the effect of video with embedded questions to interactive video without embedded questions in pre-service teachers, finding that the embedded questions improved the students' performance on subsequent quizzes (2013).

Make video part of a larger homework assignment. Faizan Zubair and Mary Keithly are each part of theBOLD Fellows program at Vanderbilt University, in which graduate students develop online learning materials for incorporation into a faculty mentor's course. Faizan developed videos on that were embedded in a larger homework assignment in Paul Laibinis' Chemical Engineering class, and found that students valued the videos and that the videos improved students' understanding of difficult concepts when compared to a semester when the videos were not used in conjunction with the homework. Mary worked with Kathy Friedman to develop videos and follow-up questions to serve as pre-class preparation in a genetics class. Although there was no apparent change to learning outcomes in the class, students valued the videos and post-video questions as learning tools and thought that they were effective for promoting student understanding.

The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see. The particular way you do this should be guided by goals of the course and the norms of your discipline.

Summary

Videos can be an effective tool in your teaching tool kit. When incorporating videos into a lesson, it's important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these elements converges on a few recommendations:

Keep videos brief and targeted on learning goals.

Use audio and visual elements to convey appropriate parts of an explanation; make them complementary rather than redundant.

Use signaling to highlight important ideas or concepts.

Use a conversational, enthusiastic style to enhance engagement.

Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.

References

Allen WA and Smith AR (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behavior of student physical therapists. Innovations in Education and Teaching International 49, 401-414.

deKoning B, Tabbers H, Rikers R, and Paas F (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review 21, 113-140.

deJong T (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science 38, 105-134.

Guo PJ, Kim J, and Robin R (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale (L@S 2014); found at http://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-engagement.pdf.

Hsin WJ and Cigas J (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges 28, 253-259.

Ibrahim M, Antonenko PD, Greenwood CM, and Wheeler D (2012). Effects of segmenting, signaling, and weeding on learning from educational video. Learning, Media and Technology 37, 220-235.

Kay RH (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior 28, 820-831.

Kreiner DS (1997). Guided notes and interactive methods for teaching with videotapes. Teaching of Psychology 24, 183-185.

Lawson TJ, Bodle JH, Houlette MA, and Haubner RR (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology 33, 31-33.

Lloyd SA and Robertson CL (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology 39, 67-71.

Mayer RE (2001). Multimedia learning. New York: Cambridge University Press.

Mayer RE (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. Cognition and Instruction 19, 177-213.

Mayer RE and Johnson CI (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology 100, 380-386.

Mayer RE and Moreno R (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52.

Rackaway C (2012). Video killed the textbook star? Use of multimedia supplements to enhance student learning. Journal of Political Science Education 8, 189-200.

Schmid RF, Bernard RM, Borokhovski E, Tamim RM, Abrami PC, Surkes MA, Wade CA, and Woods J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291.

Sweller J (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12, 257-285.

Sweller J (1989). Cognitive technology: Some procedures for facilitating learning and problem-solving in mathematics and science. Journal of Educational Psychology 81, 457-466.

Sweller J (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, 295-312.

Thomsen A, Bridgstock R, and Willems C (2014). 'Teachers flipping out' beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design 7, 67-78.

Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice 13, 1315-1323.

Zhang D, Zhou L, Briggs RO, and Nunamaker JF Jr. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management 43, 15-27.

¹ Mayer and Moreno talk about essential processing, incidental processing, and representational holding as rough equivalents of germane load, extraneous load, and intrinsic load.
Cite this guide:
Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Cynthia J. Brame Print Version Cite this guide: Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs.

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Use when writing multiple choice questions

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Writing Good Multiple Choice Test Questions

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...

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These techniques will assist the educator to assess and evaluate learners' achievement of teaching objectives

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Print Version
What Are CATs?

Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

Examples of CATs include the following.

The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students' pre-conceptions.

The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?"

The Muddiest Point is one of the simplest CATs to help assess where students are having difficulties. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?" The term "muddiest" means "most unclear" or "most confusing."

The What's the Principle? CAT is useful in courses requiring problem-solving. After students figure out what type of problem they are dealing with, they often must decide what principle(s) to apply in order to solve the problem. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.

Defining Features Matrix: Prepare a handout with a matrix of three columns and several rows. At the top of the first two columns, list two distinct concepts that have potentially confusing similarities (e.g. hurricanes vs. tornados, Picasso vs. Matisse). In the third column, list the important characteristics of both concepts in no particular order. Give your students the handout and have them use the matrix to identify which characteristics belong to each of the two concepts. Collect their responses, and you'll quickly find out which characteristics are giving your students the most trouble.

Why Should I Use CATs?

CATs can be used to improve the teaching and learning that occurs in a class. More frequent use of CATs can...

Provide just-in-time feedback about the teaching-learning process

Provide information about student learning with less work than traditional assignments (tests, papers, etc.)

Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection

Help students become better monitors of their own learning

Help students feel less anonymous, even in large courses

Provide concrete evidence that the instructor cares about learning

How Should I Use CATs?

Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet student needs. A good strategy for using CATs is the following.

1. Decide what you want to assess about your students' learning from a CAT.

2. Choose a CAT that provides this feedback, is consistent with your teaching style, and can be implemented easily in your class.

3. Explain the purpose of the activity to students, and then conduct it.

4. After class, review the results, determine what they tell you about your students' learning, and decide what changes to make, if any.

5. Let your students know what you learned from the CAT and how you will use this information.

Where Can I Find More CATs?

The standard references on CATs is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993). This book includes 50 CATs, indexed in a variety of useful ways. The book is available at the Center for Teaching library. See its ACORN record for call number and availability.

A number of web sites also feature information on and examples of CATs, including the following.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Print Version What Are CATs? Why Should I Use CATs? How Should I Use CATs? Where Can I Find More CATs? What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

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FORMING OBJECTIVE: TEACHER TEACHING TOOL

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FORMING OBJECTIVE: TEACHER TEACHING TOOL

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How to write high cognitive objectives.

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One Minute Preceptor for the nursing instructor

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One Minute Preceptor teaching strategy for nursing clinical instructors - created at http://goanimate.com/

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Comparison between  Behaviorism, Cognitivism, Constructivism & Humanistic

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Comparison beween theories of learning.pdf

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Theories of learning

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pindex | pinboard for learning | stephen fry | lhc | gcse | science

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Pindex is a pinboard for learning. Collect and discover the best material. Love teaching. Love learning. LHC. Hyperloop. Atoms and molecules. Periodic table.

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"COOL" tool for writing measurable objectives and creating appropriate assessments.

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for writing measurable objectives and creating appropriate assessments.

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The ABCDs of Writing Instructional Objectives 

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The ABCDs of Writing Instructional Objectives 

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Revised Blooms Taxonomy

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Use this application to develop instructional objectives for your courses and instructional programs.

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives.

About Learning Objectives

Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson. Learning objectives should not be assignment-specific, however, an assignment should allow students to demonstrate they have achieved the lesson objective(s). All of the learning objectives should support the course outcomes.

Examples of Learning Objectives

Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.

Calculate the median of a set of values using Excel.

Create a needs analysis using Gilbert's Performance Matrix.

Revise a company operations manual to reduce energy consumption.

Diagram the main constructs of social cognitive theory.

Summarize the scope and source of food waste in the United States.

Objectives Builder Tool

Use the below objectives builder tool to begin designing objectives. If it's your first time click "Start Project". If this is a return visit, click "Resume" to pick up where you left off or "Restart" to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

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Learning Objectives Builder - Teach Online

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives. About Learning Objectives Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson.

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for professional development

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ACE.C (Advancing Care Excellence for Caregivers)

ACE.D (Advancing Care Excellence for Persons with Disabilities)

ACE.P (Advancing Care Excellence for Pediatrics)

ACE.S (Advancing Care Excellence for Seniors)

ACE.V (Advancing Care Excellence for Veterans)

ACE.Z (Advancing Care Excellence for Alzheimer's Patients and Caregivers)

Coaching for Excellence in Nursing

​ Fair Testing Guidelines (PDF)

Hallmarks of Excellence

Interprofessional Education (IPE)

NLN Reflections & Dialogue

NLN Vision Series (formerly Position Statements)

Practical Nursing Curriculum Resources

Simulation Innovation Resource Center (SIRC)

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ACE.C (Advancing Care Excellence for Caregivers) ACE.D (Advancing Care Excellence for Persons with Disabilities) ACE.P (Advancing Care Excellence for Pediatrics) ACE.S (Advancing Care Excellence for Seniors) ACE.V (Advancing Care Excellence for Veterans) ACE.Z (Advancing Care Excellence for Alzheimer's Patients and Caregivers) Coaching for Excellence in Nursing ​ Fair Testing Guidelines (PDF) Hallmarks of Excellence Interprofessional Education (IPE) NLN Reflections & Dialogue NLN Vision Series (formerly Position Statements) Practical Nursing Curriculum Resources Simulation Innovation Resource Center (SIRC)

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Competencies for Nurse educators in Academia

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Competencies for the Academic Nurse Educators
These competencies promote excellence in the advanced specialty role of the academic nurse educator. They establish nursing education as a specialty area of practice and create a means for faculty to more fully demonstrate the richness and complexity of the faculty role.

NLN Core Competencies
Note: The task statements that accompany each competency can be found in NLN Core Competencies for Nurse Educators: A Decade of Influence (2019) and The Scope of Practice for Academic Nurse Educators & Academic Clinical Nurse Educators (2020).

Competency I: Facilitate Learning
Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.

Competency II: Facilitate Learner Development and Socialization
Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role.

Competency III: Use Assessment and Evaluation Strategies
Nurse educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning.

Competency IV: Participate in Curriculum Design and Evaluation of Program Outcomes
Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment.

Competency V: Function as a Change Agent and Leader
Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice.

Competency VI: Pursue Continuous Quality Improvements in the Nurse Educator Role
Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role is essential.

Competency VII: Engage in Scholarship
Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity.

Competency VIII: Function Within the Educational Environment
Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role.

​ Certification for Nurse Educators (CNE)

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Competencies for the Academic Nurse Educators These competencies promote excellence in the advanced specialty role of the academic nurse educator. They establish nursing education as a specialty area of practice and create a means for faculty to more fully demonstrate the richness and complexity of the faculty role.

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Audio visual teaching resources for nurse educators

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Teaching toolkit for Nurse educators

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Teaching resources for Nurse educators

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People with disability often report that health care professionals treat them differently or do not communicate with them about their disability. Some may be uncomfortable discussing it, while others may think that since the disability is "old" or not the primary problem, it is not relevant to the care of the person.

The communication module is designed to promote effective communication of nursing students who will interact with persons with disability during the course of their clinical experience(s). The module is a teaching strategy that addresses overarching issues related to communication with persons with disability during any and all clinical settings and situations.

It is designed to be used by nursing faculty in a classroom setting at any point during the nursing curriculum. Since effective communication skills are usually introduced early in the nursing curriculum, use of the module and integration with other communication teaching strategies is recommended.

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Communicating with Persons with Disabilities

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People with disability often report that health care professionals treat them differently or do not communicate with them about their disability. Some may be uncomfortable discussing it, while others may think that since the disability is "old" or not the primary problem, it is not relevant to the care of the person.

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5 reasons why accreditation matters. A podcast by Joint commission.

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FREE  TEMPLATE  FOR DEVELOPING MULTIPLE CHOICE QUESTIONS

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FREE  TEMPLATE  FOR DEVELOPING MULTIPLE CHOICE QUESTIONS

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Use templates to format your multiple choice questions for student evaluation

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Multiple choice quiz is a quiz that requiring its participants or respondents to choose the best possible answer from a given list of answers. There is usually only one correct answer, although it is also possible for a quiz item to contain more than one correct answers. Multiple choice quiz has been widely used in educational testing, market researches that involve the utilization of questionnaires, and elections.

Because respondents only need very little time to answer a quiz item, multiple choice quiz is often considered more efficient than a short essay quiz. Although it is often considered disadvantageous because a correct answer may be attained through guessing, this disadvantage has been strategically overcome by imposing penalty for any incorrect answers.

This multiple choice sheet template is a convenient tool to design a multiple choice quiz. Because this type of quiz mostly involves multi-level numbering (for both the item numbers and the answer letters), which for some word processor users is considered difficult to handle, a template with its automatic processing of numbering will surely be a great help. By using this multiple choice quiz template, designing a quiz that is convenient for respondents to answer and for assessor to manage will be quick and easy.

This template will be useful for anyone who frequently uses multiple choice quiz to gather answers or data. You will likely need this template if:
1. You are a teacher who regularly designs quizzes and questions for your students.
2. You are a marketing researcher or a marketer who gathers marketing data using questionnaires.
3. You are an election official who is assigned to design the ballot.

A multiple choice quiz paper consists primarily of the title of the quiz and all of the provided questions and answers. This template thus follows that pattern. It contains title template that can be easily edited and blank question and answer template where real questions and answers can be written down. Users only have to focus on writing their questions and answers without worrying very much about formatting because the template has handled it for them.

Multiple choice quiz is useful because it allows test-takers or respondents to use as little as possible time to provide as many as possible answers. Because this template provides a quick and easy solution to create the quiz, using it is also considered advantageous.

If you are looking for multiple choice answer sheets only, as shown in picture below, you can download those templates below the picture. There are several multiple choice pattern you can choose and modify. All are editable and free to be customized.

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Multiple choice quiz is a quiz that requiring its participants or respondents to choose the best possible answer from a given list of answers. There is usually only one correct answer, although it is also possible for a quiz item to contain more than one correct answers.

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I enjoy testing my knowledge of Nursing sometimes using Nclex practice test questions.

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The NCLEX-RN Test Plan is organized into four major Client Needs categories. Two of the four categories are divided into subcategories as shown below:

1. Safe and Effective Care Environment

1. Management of Care - 17% to 23%

2. Safety and Infection Control - 9% to 15%

2. Health Promotion and Maintenance - 6% to 12%

3. Psychosocial Integrity - 6% to 12%

4. Physiological Integrity

1. Basic Care and Comfort - 6% to 12%

2. Pharmacological and Parenteral Therapies - 12% to 18%

3. Reduction of Risk Potential - 9% to 15%

4. Physiological Adaptation - 11% to 17%

Jump to Section

Click on the section names below to jump to a particular section of the RegisteredNursing.org NCLEX-RN Practice Exam.

The Safe & Effective Care Environment: The Management of Care Practice Questions

The Safe & Effective Care Environment: Safety & Infection Control Practice Questions

Health Promotion & Maintenance Practice Questions

Psychosocial Integrity Practice Questions

Physiological Integrity: Basic Care & Comfort Practice Questions

Physiological Integrity: Pharmacological & Parenteral Therapies Practice Questions

Physiological Integrity: Reduction of Risk Potential Practice Questions

Physiological Integrity: Physiological Adaptation Practice Questions

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The NCLEX-RN Test Plan is organized into four major Client Needs categories.

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I presented a class on "Use of restraints". This website spoke more on this topic.

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In this section of the NCLEX-RN examination, you will be expected to demonstrate your knowledge and skills of use of restraints and safety devices in order to:

Assess the appropriateness of the type of restraint/safety device used

Follow requirements for use of restraints and/or safety device (e.g., least restrictive restraints, timed client monitoring)

Monitor/evaluate client response to restraints/safety device

The most common reasons for restraints in health care agencies are to prevent falls, to prevent injury to self and/or others and to protect medically necessary tubes and catheters such as an intravenous line and a tracheostomy tube, for example.

All health care environments adopt the philosophy and goal of a restraint free environment; however, it is not often possible to prevent the use of restraints and seclusion. There are rare occasions when the use of restraints is not preventable because the restraints have become the last resort to protect the client and others from severe injuries.

Commonly Used Terms Associated With Restraints and Restraint Use

A "restraint" is defined as any physical or chemical means or device that restricts client's freedom to and ability to move about and cannot be easily removed or eliminated by the client.

For example, a vest restraint to prevent a patient fall is an example of a physical restraint and a sedating medication to control disruptive behavior is considered a chemical restraint. Both restrict the person's ability to move about freely. Other examples of physical restraints are soft padded wrist restraints, a sheet tied around a person to keep them from falling out of a chair, side rails that are used to stop a person from getting out of bed, a mitten to stop a person from pulling on their intravenous line, arm and leg restraints, shackles, and leather restraints.

A "physical restraint" is defined as "any manual method or physical or mechanical device, material, or equipment attached to or adjacent to the resident's body that the individual cannot remove easily which restricts freedom of movement or normal access to one's body", according to the Centers for Medicare and Medicaid Services.

A "chemical restraint" is defined as "any drug used for discipline or convenience and not required to treat medical symptoms", according to the Centers for Medicare and Medicaid Services.

A "safety device", also referred to as a protective device, is defined as a device that is customarily used for a particular treatment. Safety devices are not considered a restraint, even though they limit freedom of movement, because they are a device that is customarily and traditionally used for a particular treatment. An intravenous arm board that is used to stabilize an intravenous line is an example of a safety device which is not considered a restraint.

"Preventive measures" is defined as those things that are done to prevent the use of restraints.

The "least restrictive restraint" is defined as the restraint that permits the most freedom of movement to meet the needs of the client. For example, mittens are the least restrictive device or restraint that can be used to prevent dislodging of catheters and medically necessary lines such as an intravenous line or a central venous device.

Assessing the Appropriateness of the Type of Restraint Used

Nurses assess and determine the need for a client to be restrained or secluded and they also assess the appropriateness of the type of restraint/safety device that is used in context with the client's current condition and behaviors; they assess and reassess the client in a regular and ongoing basis to insure that the client is safe and that their needs have been met when the use of restraints or seclusion cannot be avoided.

These assessments also explore the client's condition within the context of the appropriateness of the restraint in terms of its being the least restrictive alternative and being used for the shortest possible period of time.

Following the Requirements For the Use of Restraints and Safety Devices

According to the Joint Commission on the Accreditation of Health care Organizations and the Centers for Medicare and Medicaid Services, there are many regulations and requirements that address restraints and restraint use including:

The initiation and evaluation of preventive measures that can prevent the use of restraints

The use of the least restrictive restraint when a restraint is necessary

Monitoring the client during the time that a restraint has been applied

The provision of care to clients who are restrained

Alternative Preventive Measures

Some of the preventive, alternative measures that can decrease the need for restraints to prevent a fall include:

Accurate client assessment for the risk of falls

The immediate initiation of special falls risk interventions when a client is assessed as "at risk" for falls

More frequent monitoring

Providing frequent reminders to the client to call for help before arising from the bed or chair

Using bed and chair alarms

Using a companion, sitter, etc.

Reorienting the person

Placing the client near an activity hub such as the nursing station so that the falls risk client gets more monitoring and observation

Some of the preventive, alternative measures that can decrease the need for restraints in order to prevent the dislodgment of medical tubes, lines and catheters include:

Discontinuing or changing the treatment as soon as medically possible

More frequent monitoring

Using a companion, sitter, etc.

Distraction

Providing constant reminders about the importance of not touching the tube, line or catheter

Keeping the tube, line or catheter out of view

Reorienting the person

Some of the preventive, alternative measures that can decrease the need for restraints in order to prevent violent behaviors that place self and/or others at risk for imminent harm include:

Behavior management techniques

Behavior modification techniques

Keeping the client away from triggers

Stress management and relaxation techniques

Positive and negative reinforcements

Restraint Orders

A complete doctor's order is needed to initiate the use of restraints except under extreme emergency situations when a registered nurse can initiate the emergency use of restraints using an established protocol until the doctor's order is obtained and/or the dangerous behaviors no longer exist. Restraints without a valid and complete order are considered false imprisonment.

The minimal components of orders for restraint include the reason for and rationale for the use of the restraint, the type of restraint to be used, how long the restraint can be used, the client behaviors that necessitated the use of the restraints, and any special instructions beyond and above those required by the facility's policies and procedures.

The Least Restrictive Restraint

The least restrictive restraint to correct the problem like falls and the dislodgment of tubes, lines and catheters is used when restraints are necessary. Restraints, from the least restrictive to the most restrictive, are:

Mitten restraints that are used to prevent the dislodgment of tubes, lines and catheters

Wrist restraints that are used to prevent the dislodgment of tubes, lines and catheters

A vest restraint that is used to prevent falls as well as disturbed violent behavior

Arm and leg restraints that are used to prevent violent behavior

Leather restraints that are also used to prevent violent behavior

Restraints should NEVER be used for staff convenience or client punishment.

Monitoring the Client During Restraint

When you monitor the patient or resident who is restrained, you must observe and monitor the patient's physical condition, the patient's emotional state, and the patient's responses to the restraint or seclusion.

Is the patient safe? Are the restraints still in place and safely applied? Are the patient's vital signs normal? Are the skin color, intactness of the skin, and circulation good? Is the restraint too tight? Is the patient comfortable and without any physical needs that you can attend to like toileting, food and/or fluids? Is the person confused? Is the patient or resident angry, upset or agitated? Is the person afraid or fearful?

After the restraint is applied, initial monitoring is done whenever necessary but at least every 15 minutes for the first hour by a licensed independent practitioner (LIP) or the qualified registered nurse (RN). When the patient or resident is stable and without significant changes, the monitoring and correlate documentation is then done at least every 4 hours for adults, every 2 hours for children from 9 to 17 years of age, and at least every hour for those less than 9 years of age.

The scope of monitoring must include an evaluation or reassessment of the patient's:

Physical status, including vital signs, any injuries, nutrition, hydration, circulation, range of motion, hygiene, elimination and physical comfort

Psychological and emotional status, including psychological comfort and the maintaining of dignity, safety and patient rights

Restraint need, discontinuation readiness and how the patient or resident acts and reacts when the restraint is temporarily removed for ongoing care. Does the patient's or resident's condition justify the need for the continuation of the current restraint device, a less or more restrictive restraint or the discontinuation of restraints?

The correct and safe application, removal and reapplication of the restraint

The Provision of Care to Restrained Clients

The following aspects of care must be provided as needed to a restrained patient or resident and documented at least every two (2) hours when the person is restrained for non behavioral reasons, and at least every four (4) hours when the person is restrained for behavioral reasons and more often for children (every two (2) hours for those 9 to 17 years of age, and at least every hour for those less than 9 years of age, unless the person needs more frequent care.

The components of this care are based on the client's needs and it typically includes:

Range of motion exercises to the restrained body part unless the person is sleeping

Turning and repositioning the individual

Skin care if the skin assessment indicates a need to do so

Checking the circulatory status of the affected body part

Providing for all other physical needs such as toileting, hydration, nutrition, etc.

Providing for the patient's psychological needs, such as their need for as much independence as possible, the need for dignity and respect and freedom from anxiety

Some facilities use restraint flow sheets to document and record the use of restraints, the monitoring of the client, the care provided and the responses of the patient who is restrained or in seclusion. When these flow sheets are not used, the nurse must document all monitoring and care elements in the progress notes.

Monitoring and Evaluating Client Response to Restraints and Safety Devices

When the registered nurse monitors and evaluates the client's responses to the restraints or safety device, the nurse will assess and evaluate the client and their:

Mental Status. Is the person afraid or fearful? Is the person confused? Is the patient or resident angry, upset or agitated?

Physical Status. Is the person safely restrained and safe from strangulation from a vest restraint, for example? Are the client's respiratory and circulatory systems normal? Is the person clean, comfortable, and dry? Is the skin showing any signs of irritation or breakdown?

Response to the Restraint. Has the person improved to the point where they may no longer need of the restraint?

Trial releases from restraints and attempts to control the behavior with appropriate alternatives to restraint provides the registered nurse and/or licensed independent practitioner (LIP) with reassessment data that guides the decision-making process in terms of the:

Continuing the use of restraints because the clinical justification and the patient/resident behavior remains the same, or

Moving to a less restrictive method, or

Using a preventive alternative strategy rather than the restraint, or

The discontinuation of the restraint

RELATED CONTENT:
SEE - Safety & Infection Control Practice Test Questions

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Use of Restraints and Safety Devices: NCLEX-RN

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In this section of the NCLEX-RN examination, you will be expected to demonstrate your knowledge and skills of use of restraints and safety devices in order to: Assess the appropriateness of the type of restraint/safety device used Follow requirements for use of restraints and/or safety device (e.g., least restrictive restraints, timed client monitoring) Monitor/evaluate client response to restraints/safety device The most common reasons for restraints in health care agencies are to prevent falls, to prevent injury to self and/or others and to protect medically necessary tubes and catheters such as an intravenous line and a tracheostomy tube, for example.

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Free PowerPoint® research poster templates in various sizes & styles.

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Free PowerPoint® research poster templates in various sizes & styles.

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Use to create posters

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If you don't see the specific dimensions you want, use a template that is the same proportion and we will correctly scale it at the time of printing. Because PowerPoint does not allow dimensions greater than 56", we use scaled templates for the larger poster sizes. Our 42x90 templates are actually sized at 21x45 which we then print at 200%.

Tip: Before selecting a template, bear in mind that most poster session boards have a one-inch metal frame. Reducing the poster by a few inches allows it to mount flat on the board without the edges curling. If you are allowed a 48" x 48" space, we recommend using a 44" x 44" template. Similarly, for a 48" x 96" board, we recommend no larger than a 42" x 90" template. Click here to see a comparison of how they fit on a board.

Classic PowerPoint Research Poster Templates (.PPT format)

Templates in this section are designed for the following versions:
PC-PowerPoint 2003 and earlier
Mac-PowerPoint 2004 and earlier

To download a template: Click on one of the images below.
In Internet Explorer select "Save As", in Firefox select "Save File", and in Safari, Google Chrome, and Edge the file will save to your /downloads folder.

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If you don't see the specific dimensions you want, use a template that is the same proportion and we will correctly scale it at the time of printing. Because PowerPoint does not allow dimensions greater than 56", we use scaled templates for the larger poster sizes.

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How to Create a Research Poster: Design Tips

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Maya Angelou on Courage and Creativity - HBR

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Maya Angelou on Courage and Creativity - HBR

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Motivating interview

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Message:
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The year 1777 was not a particularly good time for America's newly formed revolutionary army. Under General George Washington's command, some 11,000 soldiers made their way to Valley Forge. Following the latest defeat in a string of battles that left Philadelphia in the hands of British forces, these tired, demoralized, and poorly equipped early American heroes knew they now faced another devastating winter.

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POWERPOINT PRESENTATION TIPS (PRESENTATION ZEN)

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POWERPOINT PRESENTATION TIPS (PRESENTATION ZEN)

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By: Gary Reynolds
http://www.garrreynolds.com/preso-tips/

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This website is great for video clip presentations

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Sign Up to Create a Free Powtoon Account

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Make videos in minutes with Powtoon. Use our library of styles, characters, backgrounds and video, or upload your own! Free. Easy. Awesome. Sign up today!

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VERB WHEEL
https://sites.google.com/site/bloomstaxonomy2/verb-wheel

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This is an example of the Bloom's Taxonomy Verb Wheel. Every level within the cognitive domain has actions and verbs that are specific to it. This chart illustrates the 6 levels, followed by the verbs that are associated with them. It then shows the different activities which students engage in, which is associated with that level. By utilizing these verbs and activities, it allows educators to address questions in such a way that students "climb the staircase" of Bloom's Taxonomy and can eventually be able to master the material.

(
http://2.bp.blogspot.com/_337GUHQH0FY/SmpJpr5va5I/AAAAAAAABmU/UFiQn59gIT8/s1600-h/bloomwheel.png)

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This is an example of the Bloom's Taxonomy Verb Wheel. Every level within the cognitive domain has actions and verbs that are specific to it. This chart illustrates the 6 levels, followed by the verbs that are associated with them. It then shows the different activities which students engage in, which is associated with that level.

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I have always wondered how NCLEX comes up with their test items. This website is very informative and will be useful in academia. Read on...
https://www.ncsbn.org/testplans.htm

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Jump to

You are encouraged to review the NCLEX test plans before your exam appointment. The test plans serve as blue prints to outline the content to be tested and guide the item writing process.

The test plans for the NCLEX-RN and PN can be found below. These are updated every three years to reflect fair, comprehensive; current; and entry-level nursing competency. The test plan contains in-depth information regarding exam content, exam administration and item writing exercises. Prior to 2019, multiple versions of the Test Plan were created and available. The information contained in the previous versions can now all be found in one Test Plan.

Purpose of the Test Plans

1. Guide candidates preparing for the exam

2. Inform the direction for item development

3. Facilitate classification of exam items

The Test Plan also includes

1. Definition of each Client Needs Categories

2. Nursing activity statements

3. Detailed content examples

4. Sample NCLEX items

5. Item writing guide

RN Test Plans

The NCLEX-RN test plan provides a concise summary of the content and scope of the exam. It serves as a guide for both exam development and candidate preparation.

EFFECTIVE APRIL 1, 2019 THROUGH MARCH 31, 2023

PN Test Plans

The NCLEX-PN test plan provides a concise summary of the content and scope of the exam. It serves as a guide for both exam development and candidate preparation. The test plan links along with descriptions of each version are provided below.

EFFECTIVE APRIL 1, 2020 THROUGH MARCH 31, 2023

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Jump to You are encouraged to review the NCLEX test plans before your exam appointment. The test plans serve as blue prints to outline the content to be tested and guide the item writing process. The test plans for the NCLEX-RN and PN can be found below.

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I just found out I could use flip grid outside the classroom.
http://virtualgiff.blogspot.com/2017/06/how-to-use-flipgrid-beyond-classroom.html

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I have definitely caught #FlipgridFever . I am using it every chance I get to capture voice...there is something rich about hearing someone's intonation and see their facial expressions. About 6 weeks ago, I read Karly Moura's great post about how to use Flipgrid in a class. I have shared that post times with teachers beginning with, or looking for new ways to use Flipgrid. , I am not a classroom teacher and get called on a lot by other coaches or administrators to see how they can tap in to the features of this great tool. I have been sharing ideas with them and thought it might be time to go more public with these uses...afterall, Flipgrid has many great uses beyond the traditional classroom.

10 ways to use Flipgrid beyond the classroom

1. School Announcements. In my experience students rarely listen to voice announcements, and people often want to read their announcement themselves. Why not have a grid for people to post announcements? Teachers could find time in class to share the grid AND it would be available to the larger school community.

2. Teacher Daily Reflections. Having daily reflections is great practice for teachers. Why not start a reflection grid that you can keep private, or share publicly? Check out how Ryan Matthews called out his district and asked for their reflections.

3. Speaker Corner at Conferences - Until about 10 years ago in Toronto we had a TV show called Speakers Corner. There were video booths set up around the city for people to use the voice their views, concerns, happiness disdain, with any topic they wanted. It was then edited and shared on the show. Flipgrid can provide that same opportunity. Why not set up a photo booth of sorts for delegates to share thoughts? Check out how EdTechTeam TN used it for reflections.

4. Teacher Book Clubs - It can be tough for teachers to carve out time for rich discussion in to a typical school day. Why not make discussions asynchronous? Consider starting a teacher book club wherein teachers read a book and share thoughts on a grid? Not only will you have discussion but it will be archived and shareable! Check out this one I did with some colleagues about Trevor MacKenzie's book Dive Into Inquiry.

5. Interviews/Podcasts. Have you ever met someone great at a conference or PD session? Have a colleague whose ideas you need to share? Consider starting a great ideas grid wherein you have colleagues share their thoughts that resonate with you.

6. Make Introductions. Nerves are at their peak the week or so before school starts with the unknown faced by students and parents. Why not introduce your school to community before the school year starts?!

7. Build community among staff. Consider having a grid whereon staff share summer adventures and/or learnings. This will build community and create great back to school conversation beyond the regular small talk.

8. PD Opportunity - Do you have something you can teach in a few minutes or less? I have tech tips I post on YouTube for my district every week. Why not use a grid? Joe Merill does a great job on his board about appsmashing with Flipgrid. (Thanks for pointing me to that Jornea Erwin!)

9. Virtual Cards - Use gruds as virtual thank you and encouragemetn cards. Someone retiring? Why not ask people to add messages to a grid? This way the card does not get lost and poeple from other building can also contribute! This can be done as thank you cards as well - see this great tribute to mom.

10. Have Fun! Claudio Zavala's sing a song board speaks for itself here...unleash and have fun!

Do you have another idea? Share it on this grid! Looking forward to hearing from you.

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How to use Flipgrid BEYOND the classroom

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I have definitely caught #FlipgridFever . I am using it every chance I get to capture voice...there is something rich about hearing someone's intonation and see their facial expressions. About 6 weeks ago, I read Karly Moura's great post about how to use Flipgrid in a class.

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17 ways to incorporate flip grid in your classroom.
http://www.hollyclark.org/2017/05/28/15-ways-to-incorporate-flipgridfever/

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Flipgrid Ideas: 17 Ways To Infuse Flipgrid | The Infused Classroom

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Are you looking for Flipgrid ideas for your classroom? Have you caught # FlipGridFever yet? If not, its time you did! There are so many levels of student thinking it can uncover. At first view - it is a video response platform - but it is so much more, so layered, and so effective in helping teachers capture rich information about student learning and growth.

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Watch and Learn: Asepsis: Performing Hand Hygiene

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Watch and Learn: Asepsis: Performing Hand Hygiene

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During skills lab for the undergraduate nursing students they watched this video as part of the course content. It was  a well presented video.

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I am going by my daughters suggestion on this gaming website. She is 13years old and used this site to develop a game for her class assignment. She has encouraged me to use it next time. I am definitely trying it out in my next teaching session.
https://kahoot.com/

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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I found this website helpful for building games.

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I found this website helpful for building games.

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I used this site to develop a trivia on femur fractures for my class. It was easy to use and download into your course. Their customer service is excellent especially for when you have questions or need help with downloading your resources,

https://www.wisc-online.com

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Strategies to effective teaching. Preparing your materials before class

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What are some good ways to help students self-assess the quality of their own work?

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What are some good ways to help students self-assess the quality of their own work?

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Are you interested in helping your students understand how to assess their own progress? or at least  know what they need to do to improve? I found this short and simple article on how to motivate your students to be part of their learning.
http://serge.ccsso.org/question_4_3.html

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SERGE: What are some good ways to help students self-assess the quality of their own work?

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To know what they are supposed to learn, students must have a clear sense of the learning outcomes you want them to learn. There are several ways to provide students with more information about what you expect them to learn. One way is to reword the desired learning outcome into language your students will understand.

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Hi
I taught my first skills lab today.  Topic was on " PPE". We watched a  video on 'Donning and Doffing of PPEs" created by CDC.  The class learnt  a lot from this video.
Ehttps://youtu.be/oxdaSeq4VU