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ACTIVE
LEARNING PROJECT # 1
STUDENTS --------------------------------------SOPHOMORE NURSING STUDENTS COURSE -------------------------------------- MEDICAL-SURGICAL NURSING PLACE ------------------------------------- CLASSROOM DURING LECTURE TIME --------------------------------------------APPROXIMATELY 20-25 MINUTES STUDENT PARTICIPATION-----------------ACTIVE PROPS---------------------------------------------WIG, SHAWL, PICTURES, CANE OBJECTIVES Upon completion of this role playing active learning strategy, the student will: 1. Identify at least 10 common challenges
that elders encounter
DESCRIPTION OF ROLE PLAYING There Is a brief introduction concerning gerontology. I next share with the students a few anecdotes from my mother and grandmother, who , because of their presence during my lifetime, have assisted in the writing of this script. I then ask the students to share with me what they like to do with their lives on a day to day basis----- What do you really like to do? What do you enjoy? I ask a recorder to write down the list as students share what they like to do. I leave the room for approximately 10 seconds and return in costume-I am now 86 with wig and shawl, and handbag full of my other props. I role play distinct course content about finances, social supports, dwelling, family, health, medications and assistive devices. My dementia weaves in and out of the role playing presentation. Towards the end of the role play, I share with the students things that I always liked to do when I was younger. I use the list which the students created to do this. At this time, I remove the wig and shawl-the role playing is over. I ask students to comment on major concepts demonstrated during the role playing active learning strategy. This is when the multitude of challenges facing elders is briefly summarized. Humor is used during this role play----learning does not have to be painful. Students remember humor.
STUDENTS -----------------------------------SOPHOMORE NURSING STUDENTS COURSE ---------------------------------- MEDICAL-SURGICAL NURSING PLACE -------------------------------- CLINICAL
AGENCY DURING TIME -------------------------------- APPROXIMATELY ONE HOUR STUDENT PARTICIPATION-------------- ACTIVE MATERIALS -----------------------------------ASSIGNED
CLINICAL FUNCTIONAL OBJECTIVES Upon completion of the peer teaching/peer tutoring exercise, the student will: 1. Lead the post conference on the day his/her
functional health pattern assessment is assigned. DESCRIPTION OF PEER TEACHING (PEER TUTORING) Students already have the following assignment. Each student is responsible to present one clinical post conference. The presenting student completes a patient assessment (functional health pattern assessment) in writing on one patient. These initial patient assessments must be completed and copies distributed to the clinical group members on Monday following the clinical experience of caring for the patient. This will stay the same. Each member of the clinical group is responsible to read the patient assessment that the student colleague has written. Each member of the clinical group is expected to discuss information in the assessment, to ask appropriate questions of the student group leader, and to propose nursing diagnoses which might be appropriate for this patient. During the presentation and discussion, the collaborative plan, diagnostic tests, and medications are discussed. The student presenter doesn't have time to really lead the conference because he/she is busily taking notes based upon suggestions from the classmates. The suggestions are often included in the end result of all of this which is a rather in-depth written care plan concerning all aspects of the patient care. I have noticed, however, that over time
the preparation by all of the I am proposing a pilot active learning project
for my clinical Each member of the group is responsible to
read the patient assessment which the student colleague has written. While
reading the patient assessment , each reading student will document questions
and propose nursing diagnoses based upon the information presented in
the patient assessment on a simple worksheet which I must devise. Student presenters will still be responsible for writing the complete care plan, but now will have time to study comments and suggestions offered by the group members. In addition, the conference should promote
more group problem- I will ask the students if they are willing to try this with me during the orientation day at the clinical agency. If the students agree, we will try it fir the first semester and then evaluate if it should continue or if there should be changes. NUMBER # 3--------------THE MASK NUMBER # 4------------------------------THE BALLOON Teaching Format On Changing Habits Discipline: Humanities Course: College Success Seminar/CSS 100 The CSS 100 Course is designed to help at-risk students create greater success in college and in life largely through behavior modification activities presented throughout the semester. During the course, students are given information on how to learn various strategies for creating greater academic, professional and personal success. The primary objectives are for students to learn how to take charge of their life, increase self-motivation, and improve personal self-management. As well as be able to develop mutually supportive relationships, increase self-awareness, maximize learning, and develop emotional maturity. They will also focus on how to raise self-esteem, master effective study skills, and improve creative and critical thinking skills. The following activity, which is listed in the CSS 100 syllabus, will require each student to pass in a 3x5 index card before each class that includes their name, date, and a daily thought about something that relates to the course or to student support services. If the student arrives late, (class will begin promptly at 9:10) he or she must include on the card the reason or excuse for their delay before entering the classroom. The practice of writing down the excuse or reason not only reinforces awareness of their actions, but it also allows me to address their written concerns objectively. I will then be able to reply in turn by pointing out the differences between having an excuse and having a reason. In addition, it offers a platform for feedback on the possible choices. Any student who fails to pass in a card on that day will be marked absent and NO EXCUSE OR REASON WILL BE ACCEPTED. I will carefully read each card and give a brief comment about their thought for that day. When appropriate, I will respond with a question of my own, hoping to get them thinking deeper about what they wrote or even inspire them to see their thoughts from a different perspective. Cards will be returned on the next class day and 5-10 minutes will be allowed for creative and critical discussion. If no one volunteers feedback, I will be prepared with my own questions and comments taken from at least two or three of the thought cards.
Throughout the semester the student remains responsible for being an active participant in their learning future. When inconsistency persists the student will immediately begin to realize the outcome that will occur when negative behavior patterns are practiced. Because many of our at-risk students believe that they have little say in what happens to them; they usually do not know how to own their past failures. They will continue to believe that they are victims of circumstance, unless held accountable each and every time a negative behavior persists. Since they feel the world is acting upon them, the students usually have difficulty in seeing themselves objectively, and most times are unaware of their own thinking process. But during the course of the semester, students slowly begin to feel better about themselves, and do begin to see that they can be a capable students whose dreams and goals are valued. Supplies: Students will be required to purchase a pack of 3x5 index cards, or obtain a card from me, in my office before class (this will encourage ongoing one-on-one contact as well as increase office awareness location).
Positive Habit Formation. Students quickly
establish the habit of a daily "Thought Responsibility For Participation. The students learn quickly that they have a daily responsibility to have and express a thought, to be in class, be on time and communicate with the instructor. It takes time and effort to provide an idea and then have to write it down. It forces thinking about various topics covered in the course materials. Dynamic Thinking. The students themselves realize an obligation to be part of the thinking process, whether it be creative or critical. Overtime, and with the daily practice of having to think about something relative to the course, thoughts could develop to be more critical. Affirmation & Reflection. When the thought cards are returned to the student, my comments will show that I am taking an interest in them and that I want to promote follow-up meetings for further discussions. If the student is shy, the activity allows a feeling of participation through brief silent discussion while encouraging them to take a more active role as time and practice goes on. It will also serve as a reminder to the quieter students that I am acknowledging their presence before, during and after the class. Provided by Gail Kaddy, M.Ed. MACRO TEACHING FORMAT DISCIPLINE: HUMANITIES COURSE: ART OF BEING HUMAN PURPOSE: To assist the student in identifying and clarifying criteria which they use in value clarification and decision making in their own lives OBJECTIVE: To identify and recognize the sources, types and effects of the values which the student utilizes in his decision making process. KEY CONCEPTS AND SKILLS ADDRESSED: Identification, analysis, categorization comparison and application. ANALYSIS OF TASK: Students will apply the awareness of bias, prejudice, myth and social conditioning to their own lives. LEARNER BACKGROUND: Students will have an awareness of the definition, nature and function of myth, prejudice and bias. DESCRIPTION OF THE APPLICATION: Guided lecture, discussion, simulation, peer evaluation. DESCRIPTION OF THE INSTRUCTIONAL PROCESS:
REQUIRED MATERIALS: Texts, handouts, films, overhead projector ASSESSMENT STRATEGY: Ask students to identify their values, how they arrived at them, how they affect their decisions, how they affect their personality? Provide students with ethically controversial articles: cloning, gay unions, the ability to sell body parts, obligatory health care, forced medical treatment, legal representation for animals, justification of religious fanaticism, etc. Ask students to respond to the premise of the article, and further ask them to evaluation the source of their values and judgments. Assessment tools: Personal journal
or essay ANTICIPATED OUTCOMES: STUDENTS WILL: ENGAGING THE LEARNER Macro-teaching Format Discipline: Nursing Course: Nursing 230-Psychiatric Nursing Purpose: Peer teaching: peer editing of research paper on substance abuse. This will be a voluntary assignment for those students wishing feedback on the research paper prior to the faculty grading it. The students will have to agree to review/edit another paper if they want their paper reviewed/edited. The students will have a time line specified for the first submission of draft and return of comment sheet so as to allow the students to finalize the paper for faculty grading. Objectives: 1. Students will be more cognizant of the
paper's criteria. Key Concepts and Skills Addressed: 1. Communication skills - written feedback
based on specific criteria. Analysis of task: 1. Each student who volunteers for this assignment
will be assigned a number (i.e. 1a/1b, 2a/2b, 3a/3b .) Description of the application: The application is to aid students in overcoming their fear of writing a formal paper and following criteria. Description of the Instructional Process: 1. The assignment and objectives will be
discussed in detail the first day of the course. Each student will have one week from the date the paper is returned to complete it. Required Materials: 1. Master list with identifying information
for each assigned number. Assessment strategy: Each student will have the option of incorporating the suggestions of the peer reviewer into his/her paper. The student will hand in the finished product to the faculty for grading. After the papers are returned each student will be asked two questions: 1. Did they incorporate any of the suggestions
offered? Anticipated Outcome: Each student will have the opportunity for constructive feedback prior to handing in a research paper, which will help him for her be successful in writing this assignment. Project 1 - Food for Thought Active Learning Strategy: Modified/Interactive
Lecture Post-class assignment Project 2 - Classic Homeostasis Active Learning Strategy: Case Study Project
3 - Murder in Biology Class Active Learning Strategy: Problem
Based Learning Project 4 - Peer Led Biology Instruction Active Learning Strategy: Peer Teaching Water Balance One of the most important concepts (with practical applications) is the science of water and electrolyte balance associated with the functioning of human cells. Since we are approximately 60% water, it is important to know and understand the principles behind movements of water into and out of cells and the impact of various chemicals on the normal workings of cells (and therefore organisms). This activity will guide you through a variety of principles leading to a general understanding of homeostasis and water balance. PRETEST: IN A GROUP, COME UP WITH ANSWERS TO THE FOLLOWING (10 MINUTES) Define a solvent:
What are some common liquids used in intravenous (IV) therapy? Body fluids are located in "compartments". These compartments are defined as intracellular or extracellular. The extracellular compartment (or space) is further subdivided into interstitial fluid and plasma. The following diagram indicates how cells fit into the scheme of compartments: Recalling that the "fluid" of the body is water and that 60% of the body is water (or approximately 40 quarts (liters), the knowledge of the distribution of that fluid is important. The following diagram expresses the relationship between intra and intracellular compartments. Since there are a total of 40 liters of fluid located in the body, I wonder how much is allocated per compartment? INSIDE EACH COMPARTMENT WRITE DOWN YOUR PREDICTION AS TO THE TOTAL VOLUME IN LITERS SPECIFIC TO THAT COMPARTMENT. THAT IS, HOW MANY LITERS OF FLUID DO YOU GUESS ARE LOCATED IN EACH COMPARTMENT (TOTAL MUST BE 40)?
Percentage of fluid in intracellular space? Percentage of fluid in interstitial space? Percentage of fluid in plasma? At your desk is a flask labeled electrolyte. While no one would normally taste an unknown chemical in the laboratory, be assured that we know the contents of the beaker. It in fact contains a common electrolyte. So, scoop up a few crystals with a spoon and taste them. RESULTS?
Intracellular fluid: Interstitial fluid: Plasma:
So there are forces or powers which in fact control the movement of substances across (cell) membranes into or out of different compartments. Probably the most important of these chemical substances is water, which as mentioned earlier, accounts for 60% of the body's weight. The understanding of water and the forces which control or direct its movement across membranes is very important from the perspective of therapy to correct water and/ or electrolyte balance problems. First, some definitions. PLEASE DEFINE(IN YOUR GROUP) EACH OF THE FOLLOWING(USE YOUR BOOK IF NECESSARY): Diffusion Osmosis
Quite obviously, the fluids within our body, no matter their location, contain a rich supply of substances, all of which are necessary for normal physiological processes. Extremely important is the role of water and how water moves to and through various compartments. A simple fact which indicates the importance of water: You and I can survive weeks with nothing to eat (don't we do this when our diets are extreme?), yet I cannot survive more than a few days without water. The next set of activities will look at experiment prepared for us. In essence you will weigh "fake" cells to determine if they have gained or lost weight over a set period of time (three hours).
Answer the following questions concerning your data (Hint) Solutes are chemicals separate from water; that is, solutes are those chemicals which dissolve in water. For example, the contents of cell A was 2% NaCl and 98% water. In this case, the solute is the 2% NaCl! The "cells" gained weight when there was more or less (pick which one) solute outside of the cell? The "cells" lost weight when there was more or less (pick which one) solute outside of the cell? Do we know which chemical (NaCl, or glucose, or water, or all of the three) came out or went into the cell? How could we find out? In the experiment above, the model cell membranes
allowed the free movement of water, but not the NaCl or glucose; therefore,
the membranes are permeable to water(the solvent) but not NaCl and glucose(the
solutes). In terms of living cells, it is generally not that simple. Although
water moves freely across most cellular membranes, solutes such as NaCl,
KCl, glucose, etc. generally require help to move from one compartment
to another.
So what is so important about water and electrolyte balance anyway? There are numerous diseases or conditions which cause us to lose or retain water. If we lose water, it may lead to a condition called__________________. If we retained excess fluid, we may develop a condition called_____________________. Name a few conditions/diseases which would cause us to lose fluid:
Likewise what happened to the cells covered by NaCl or glucose?
Finally, physicians utilize all of the above principles when dealing with patients who have lost(most common) or gained fluid. In most cases, blood transfusions are not given if blood volume has fallen just slightly. It is simply too expensive, blood still remains in short supply, and the potential of transfusion reactions or viral diseases still remains. The following are a listing of common IV fluids given to patients:
Project
Elmo: Engaging the Learner Course CIS110 Purpose: Objectives: Key Concepts and Skills Addressed: Review of material: Post Test Loops, Subroutines and Functions.
In the past, I have asked students to provide a list of topics that they feel weak in. I typically get only a few responses from students for this question so I have had to probe them to find their weaknesses. Instead, I will provide one half hour for a pretest on loops, subroutines and functions. These are the areas that are typically weak for students in past semesters so I will make this assumption this semester too. Students can form small groups for this test. Each question should be discussed by the group and ultimately an answer is written down. We will then go over the questions and hear the arguments for the answers that were chosen by each group. I will collect the tests and review them myself so that I can develop a programming problem that encompasses the topics that appear weak. Utilizing the guided design strategy. Group work will follow for another simple programming problem. This program will allow the user to enter a circle's radius and will display the area of the circle. A table of areas display for circles whose radius starts at the user's entry and ends 5 times bigger. The guided design strategy will be used as well as cooperative learning since I will no longer be the leader. Each group will have a leader and will have to make decisions, communicate, and manage the task. Individual project will follow the group work. The program is a simple one. It will allow the user to enter points received on assignments and convert them to a percentage. Included is an option to see all points and the percentage that they represent. The post test is an individual effort. The results will be compared with the pretest. Learner Background: Page last modified 5/20/04 |