Hello Group D! Welcome to week4. This week we will discuss Strategies. I look forward to working with all of you!
Carmela
LUCIA's first attempt
I found this quite tricky to do. Am I on the right track here?
Our students need to learn by actively processing their learning material. We need to be careful of not overloading the student with too many instructional elements. My suggestion for two instructional strategies is:
1. Pretraining. This is “providing instruction on prerequisites, such as training in the names and characteristics of components before training in their use.” (Smith & Ragan, p. 144). We could pretrain on the items of an ambulance and drug information before showing the students how they are applied. By doing this first, the students will have some background and theoretical knowledge of the ambulance items and drugs before we teach them how to apply them.
2. Synchronizing. This is providing of video and audio material simultaneously. This could be used in our instruction of CPR and patient assessment instruction. The student can watch a video / role model demonstrating the procedures, while audio or the instructor explains what to do at the same time. This will be effective as the student sees live action of the procedure and it makes the learning more real.
Carmela's thoughts:
I too found this particular section to be quite tricky. I went out and researched some on the internet and found several instructional strategies. I have attached a link to the site I happened to stumble upon.
I selected two of the eight strategies that I believe could certainly work for the EMT Course. The first is Visual Learning Tools. "Visual learning tools, also called graphic organizers, “assist learners…[in how to visually]…organize and find patterns among the overwhelming amount of information available today, as well as to make sense out of it and evaluate it" (ASCD, 2011). I can envision us using visual tools to assist with evaluating the condition of a patient being transported by ambulance. The second is Think-Pair-Share. "Think-Pair-Share and Wait Time strategies enable many more students to speak their thoughts out loud, develop answers to questions, participate in discussions, think at higher levels, and become much more involved and engaged in the learning process" (ASCD, 2011). Utilizing this strategy learners can create open forum discussions with their instructor on how to handle certain situtions that arise. They can also utilize this strategy to practice taking vitals on each other.
Required subject #1
Driving the ambulance – Simulation - begins with utilizing a computer to teach driving techniques – this will enhance the driving capabilities of the student.
Driving the ambulance – Problem solving – takes the student from the simulation mode to the on-the-job training portion. The student must take the driving techniques and the knowledge gained on traffic laws and put them into action. If the student cannot drive the ambulance, there would no reason to let them continue the course.
Driving the ambulance – Discussion mode for laws involving vehicle movement. Each student must be knowledgeable of all traffic laws.
Required subject #2
Assessing the patient - Problem solving – Given the patient, the student must be able to tell the patient’s condition for proper care.
Required subject #3
CPR – Simulation – The “Annie” doll has been designed to work with the training AED model to guide the student through all of the motions of CPR until the patient is transferred.
Required subject #4
Forms – Discussion on how to fill out all of the required information needed to make a complete package for the patient. After the discussion portion the student will move to Simulation. The student must take the previous learned information and put it to practice. This way, the instructor can help the student understand the importance of the forms.
Mark's Ideas on Strategies
Reading through everyone's thoughts and ideas I believe we are on the right track. I would agree to everything suggested here. That being said here is what I got for this week's assignment:
Subject 1
Forms - Other than a form of discussion to help the student learn how to fill out incident reports and other neccessary paper work, I think going directly to practice would be practical and possibly more helpful. The instructor could use a projector to give a lecture on each section and then submit students to a practice exercise where the students would then fill out mock worsheets of the paper work they would use in the work environment. The lecture can teach them, the students, how to fill the reports and forms out. During the process of filling the samples out the instructor could walk around and ensure each student is completing the paper work as neccessary.
Subject 2
Meds and Application of Drugs - here the instructor can go over a list of the most common drugs used in a the work environment and their alternatives. Other forms of medication could be taught later, but the point is to not give them so much to cover and help the students focus on what they will be using so they can safely and properly deliver the medication as needed. teaching the students how to administer the meds can be done in the same way.
Ashley's thoughts
I also found this to be quite tricky this week. I think we are talking about what technologies we will implement. Keep in mind that not all technology has to do with computers.
For required subject 2.3 and 2.4 (drugs and protocols) we should think of it as declarative knowledge learning. A CBT can be used for part of this learning experience. Students can click a picture of a medication and the picture of either the corresponding "ok" or "bad" drug will pop up. The common medications and drugs can be presented in this way so that new knowledge can be linked with existing knowledge. There could be a corresponding booklet or article to reinforce this strategy.
Required subject 1 is considered Psychomotor Learning and can also be a booklet much like a drivers exam booklet that is reinforced with simulation and real world practice.
1. Required subject 1 is considered Psychomotor Learning and can also be a booklet much like a drivers exam booklet that is reinforced with simulation and real world practice. 2. An exercise where students fill out incident reports. Students can be presented with a case study to do the report on. During the process of filling the samples out the instructor could walk around and ensure each student is completing the paper work as necessary. 3.Driving the ambulance – Problem solving – takes the student from the simulation mode to the on-the-job training portion. The student must take the driving techniques and the knowledge gained on traffic laws and put them into action. If the student cannot drive the ambulance, there would no reason to let them continue the course. 4. We could pretrain on the items of an ambulance and drug information before showing the students how they are applied, as on online e-learning format. By doing this first, the students will have some background and theoretical knowledge of the ambulance items and drugs before we teach them how to apply them. 2. Synchronizing. This could be used in our instruction of CPR and patient assessment instruction. The student can watch a video / role model demonstrating the procedures, while audio or the instructor explains what to do at the same time. This will be effective as the student sees live action of the procedure and it makes the learning more real.
Thanks everyone for the great input
Thank you Lucia for selecting the ones you liked best. I plan on creating a chart for submission and will place it on the wiki as well. - Carmela
Group D:
Here are all the strategies that we have compiled this week. Please review and let me know which are your top 3. Dr. Burke requires the top three strategies be submitted for Sunday. Thanks in advance. - Carmela
Susan's choices
1. OJT
2. Simulation
3. Practice Exercise
Thanks Susan! Those were my top three as well! I appreciate the input! ;) - Carmela
Carmela & group D,
I chose more than 3. I hope that is ok. I don’t know if the pairing of strategies is a good and workable idea, but take from it what you will.
CBT- Paired with Application of Drugs & Meds
Simulation- Paired with Synchronizing
OJT- paired with Practice Exercises
Visual Learning Tools-
You did a GREAT job with the chart! Thank you so much!
Ash
Thank you Ash! I will incorporate your thoughts on pairing of strategies as I believe it would work. Excellent idea! - Carmela
Hello Group D:
Here is the finalized list for submission. Thank you all for your help! - Carmela
07/03/12 Updated per Dr. Burke's suggestions.....
Group D, I have tried to incorporate all that Dr. Burke suggested. In doing so, I went back through previous weeks and incorporated the objectives, goals, assessments, and strategies this far. Thank you for all of your help and please let me know if I should approach this in a different way.
Carmela
LUCIA's first attempt
I found this quite tricky to do. Am I on the right track here?
Our students need to learn by actively processing their learning material. We need to be careful of not overloading the student with too many instructional elements. My suggestion for two instructional strategies is:
1. Pretraining. This is “providing instruction on prerequisites, such as training in the names and characteristics of components before training in their use.” (Smith & Ragan, p. 144). We could pretrain on the items of an ambulance and drug information before showing the students how they are applied. By doing this first, the students will have some background and theoretical knowledge of the ambulance items and drugs before we teach them how to apply them.
2. Synchronizing. This is providing of video and audio material simultaneously. This could be used in our instruction of CPR and patient assessment instruction. The student can watch a video / role model demonstrating the procedures, while audio or the instructor explains what to do at the same time. This will be effective as the student sees live action of the procedure and it makes the learning more real.
Carmela's thoughts:
I too found this particular section to be quite tricky. I went out and researched some on the internet and found several instructional strategies. I have attached a link to the site I happened to stumble upon.
I selected two of the eight strategies that I believe could certainly work for the EMT Course. The first is Visual Learning Tools. "Visual learning tools, also called graphic organizers, “assist learners…[in how to visually]…organize and find patterns among the overwhelming amount of information available today, as well as to make sense out of it and evaluate it" (ASCD, 2011). I can envision us using visual tools to assist with evaluating the condition of a patient being transported by ambulance. The second is Think-Pair-Share. "Think-Pair-Share and Wait Time strategies enable many more students to speak their thoughts out loud, develop answers to questions, participate in discussions, think at higher levels, and become much more involved and engaged in the learning process" (ASCD, 2011). Utilizing this strategy learners can create open forum discussions with their instructor on how to handle certain situtions that arise. They can also utilize this strategy to practice taking vitals on each other.
Although they may sound elementary, learners are learners. There is certainly a way to apply these to adults as well as the EMT Course.
http://edge.ascd.org/_Eight-Types-of-Instructional-Strategies-That-Improve-Learning-in-a-21st-Century-World/blog/5700616/127586.html
Hi all,
This threw me a lot also. Let me know what you think:)
Susan
Required subject #1
Driving the ambulance – Simulation - begins with utilizing a computer to teach driving techniques – this will enhance the driving capabilities of the student.
Driving the ambulance – Problem solving – takes the student from the simulation mode to the on-the-job training portion. The student must take the driving techniques and the knowledge gained on traffic laws and put them into action. If the student cannot drive the ambulance, there would no reason to let them continue the course.
Driving the ambulance – Discussion mode for laws involving vehicle movement. Each student must be knowledgeable of all traffic laws.
Required subject #2
Assessing the patient - Problem solving – Given the patient, the student must be able to tell the patient’s condition for proper care.
Required subject #3
CPR – Simulation – The “Annie” doll has been designed to work with the training AED model to guide the student through all of the motions of CPR until the patient is transferred.
Required subject #4
Forms – Discussion on how to fill out all of the required information needed to make a complete package for the patient. After the discussion portion the student will move to Simulation. The student must take the previous learned information and put it to practice. This way, the instructor can help the student understand the importance of the forms.
Mark's Ideas on Strategies
Reading through everyone's thoughts and ideas I believe we are on the right track. I would agree to everything suggested here. That being said here is what I got for this week's assignment:
Subject 1
Forms - Other than a form of discussion to help the student learn how to fill out incident reports and other neccessary paper work, I think going directly to practice would be practical and possibly more helpful. The instructor could use a projector to give a lecture on each section and then submit students to a practice exercise where the students would then fill out mock worsheets of the paper work they would use in the work environment. The lecture can teach them, the students, how to fill the reports and forms out. During the process of filling the samples out the instructor could walk around and ensure each student is completing the paper work as neccessary.
Subject 2
Meds and Application of Drugs - here the instructor can go over a list of the most common drugs used in a the work environment and their alternatives. Other forms of medication could be taught later, but the point is to not give them so much to cover and help the students focus on what they will be using so they can safely and properly deliver the medication as needed. teaching the students how to administer the meds can be done in the same way.
Ashley's thoughts
I also found this to be quite tricky this week. I think we are talking about what technologies we will implement. Keep in mind that not all technology has to do with computers.
For required subject 2.3 and 2.4 (drugs and protocols) we should think of it as declarative knowledge learning. A CBT can be used for part of this learning experience. Students can click a picture of a medication and the picture of either the corresponding "ok" or "bad" drug will pop up. The common medications and drugs can be presented in this way so that new knowledge can be linked with existing knowledge. There could be a corresponding booklet or article to reinforce this strategy.
Required subject 1 is considered Psychomotor Learning and can also be a booklet much like a drivers exam booklet that is reinforced with simulation and real world practice.
http://www.nwlink.com/~donclark/learning/artifacts.html
I found this site to be very helpful.
Thanks!
Ash
LUCIA's suggestion of the best ones:
1. Required subject 1 is considered Psychomotor Learning and can also be a booklet much like a drivers exam booklet that is reinforced with simulation and real world practice.
2. An exercise where students fill out incident reports. Students can be presented with a case study to do the report on. During the process of filling the samples out the instructor could walk around and ensure each student is completing the paper work as necessary.
3.Driving the ambulance – Problem solving – takes the student from the simulation mode to the on-the-job training portion. The student must take the driving techniques and the knowledge gained on traffic laws and put them into action. If the student cannot drive the ambulance, there would no reason to let them continue the course.
4. We could pretrain on the items of an ambulance and drug information before showing the students how they are applied, as on online e-learning format. By doing this first, the students will have some background and theoretical knowledge of the ambulance items and drugs before we teach them how to apply them.
2. Synchronizing. This could be used in our instruction of CPR and patient assessment instruction. The student can watch a video / role model demonstrating the procedures, while audio or the instructor explains what to do at the same time. This will be effective as the student sees live action of the procedure and it makes the learning more real.
Thanks everyone for the great input
Thank you Lucia for selecting the ones you liked best. I plan on creating a chart for submission and will place it on the wiki as well. - Carmela
Group D:
Here are all the strategies that we have compiled this week. Please review and let me know which are your top 3. Dr. Burke requires the top three strategies be submitted for Sunday. Thanks in advance. - Carmela
Nice job on organizing the ideas Carmela!
Susan's choices
1. OJT
2. Simulation
3. Practice Exercise
Thanks Susan! Those were my top three as well! I appreciate the input! ;) - Carmela
Carmela & group D,
I chose more than 3. I hope that is ok. I don’t know if the pairing of strategies is a good and workable idea, but take from it what you will.
CBT- Paired with Application of Drugs & Meds
Simulation- Paired with Synchronizing
OJT- paired with Practice Exercises
Visual Learning Tools-
You did a GREAT job with the chart! Thank you so much!
Ash
Thank you Ash! I will incorporate your thoughts on pairing of strategies as I believe it would work. Excellent idea! - Carmela
Hello Group D:
Here is the finalized list for submission. Thank you all for your help! - Carmela
07/03/12 Updated per Dr. Burke's suggestions.....
Group D, I have tried to incorporate all that Dr. Burke suggested. In doing so, I went back through previous weeks and incorporated the objectives, goals, assessments, and strategies this far. Thank you for all of your help and please let me know if I should approach this in a different way.