Classroom Management in a Concept Based Curriculum

Classroom Management in a Concept
Based Curriculum
Jill Peltzer, PhD, RN, APRN-CNS
Course Outline
• Background
• Strategies to Promote Significant Learning
• Small group activity
• Large group discussion
• Conclusion
• Questions
• Learner Issues
Content heavy vs. concept based
Critical thinking/clinical reasoning
Developing a reflective practice
• Instructor Issues
Content heavy vs. concept based
Managing a large number of students to optimize active learning
“Teaching is more difficult than learning because what
teaching calls forth is this: to let learn…. If the relation
between the teacher and the taught is genuine, therefore
there is never a place in it for the authority of the know-itall or the authoritative sway of the official.” (pg. 15)
Heidegger, M. (1954). What Is Called Thinking? A Translation of
Was Heisst Denken? HarperCollins Publishers.
Taxonomy of Significant Learning Experiences
7: L.D. Fink
Creating Significant Learning Experiences:
Example from Professional Development III
Course Description
Contemporary issues confronting the nursing profession are discussed and methods to
advocate for patients and the profession are investigated. The dynamic and ever
present evolution of healthcare will be explored. Professional skills, such as job
interviewing, portfolio development, and examination of advanced roles in nursing,
will be emphasized.
Course Objectives
Discuss strategies to manage the impact of economic, social, and cultural trends on
the practice of the professional nurse in a dynamic healthcare environment.
Develop a plan to become involved in enhancing the profession, including
engagement in political processes and professional organizations.
Demonstrate an appreciation of contemporary issues in nursing and the impact on
current clinical nursing practice.
Integrated Course Design to Promote Significant
Learning Goals
Teaching &
Learning Activities
Feedback &
Situational Factors
9:: L.D.
Fink, 2003
Steps to Designing Courses that Promote
Significant Learning
1. Evaluate Situational Factors
2. Develop Learning Goals
3. Establish Assessment Tools
4. Create Teaching and Learning Activities
5. Integrate the Key Components
10: L.D.
Fink, 2003
Situational Factors
• Specific context of teaching and learning situation
• General context of learning
• Subject
• Learner characteristics
• Facilitator characteristics
• Learning goals
11: L.D.
Finki, 2003
Creating Significant Learning Experiences:
Example from Professional Development III
Assignment: Action Coalition Group Project
Each group assigned to a FON pillar: Education, Practice, or Leadership
Four Learning Objectives
Assessment of Learning: Educative Assessment
• Forward-Looking Assessment
• Criteria & Standards
• Student Self-Assessment
• FIDeLity
13: L.D.
Fink, 2003
Teaching/Learning Activities
& Ideas
14: L.D.
Fink, 2003
Creating Significant Learning Experiences:
Example from Professional Development III
Knowledge, Skills, Attitudes
Knowledge about the FON report and Action Coalitions
Skills in grassroots initiatives
Attitudes about broader concepts in nursing education
Teaching/Learning Activities
Small Group Activity: Creating Significant
Learning Experiences
We are undergraduate faculty teaching in a traditional BSN program. The
didactic courses are large with approximately 100 students in the classroom.
The school is implementing a concept based curriculum, using the “The
Essentials of Baccalaureate Education for Professional Nursing Practice”
(AACN, 2008). Faculty are developing the new courses and want to make sure
they are engaging students in significant learning experiences.
Each group has been working on a course; Today the group is going to create an
assignment to meet one of the course objectives. The assignment must
incorporate components that address knowledge, skills, and attitudes. Briefly
outline the learning goals, teaching/learning activities, and grading system.
Large Group Discussion
• What was the significant learning experience for you?
• What was easy about this process?
• What was challenging?
• How was this process similar to your teaching strategies?
• What was unique about this process?
• What are other methods of implementing significant
learning experiences?
• Creating significant learning experiences in a concept
based curriculum
Students are more engaged in their learning environment
Students believe that they have a voice in their learning
• Active learning modalities require planning and upfront
Teachers have to develop meaningful assignments that address the
values of the student
Fink, L.D. (2003). Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Fransisco, CA: Jossey-Bass.
Ironside, P.M. (3003). New pedagogies for teaching thinking: The lived experiences
of students and teachers enacting narrative pedagogy. Journal of Nursing
Education, 42(11), 509 – 516.
Ironside, P.M. (2005). Working together, creating excellence: The experiences of
nursing teachers, students, and clinicians. Nursing Education Perspectives, 26(2),
78 – 85.
Ironside, P.M., Scheckel, M., Wessls, C., Bailey, M.E., Powers, S., & Seeley, D.K.
(2003). Experiencing chronic illness: Co-creating new understandings.
Qualitative Health Research, 13(2), 171 – 183.

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