Ah, I forgot about the 4’s…. I’ll do more studying!!!
Thanks EVERYONE!!!
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Larry Michaelsen
Sent: Thursday, May 10, 2012 12:53 PM
To: [log in to unmask]
Subject: Re: Application Experiences?
Ron,
My reaction (and it's consistent with both Jim's and Sandy's responses) is that your original plan has only two of the four S's (Significant problem and Same problem). What you are missing is a Specific choice and a way to do a Simultaneous report. Thus, you might ask students to identify (and Simultaneously report) a specific choice that focuses on how they could use the hang glider's parallel injury to help the elderly patient deal with depression.
Larry
On Thu, May 10, 2012 at 9:25 AM, Sibley, James Edward <[log in to unmask]> wrote:
Hi Ron
One last things
When some people want a longer written report they use worksheets and
gallery walks...the trick here is to provide enough prompts...."most
troublesome issue"...."the major missing piece of data"..."the two major
weaknesses"
What you want created are artifacts that we can compare easily....I can
see that yours is different then mine
Imagine a flip chart total full with writing (10 point font) not
particularly organized...no headings....hard for us to compare our teams
outputs to other teams
Compare to a flip chart where a team has listed 2 strengths, 2 weaknesses,
2 opportunities, 2 threats....suddenly my team can compare our findings
with your team
Penne Restad in her chapter in the new TBL Social Science s book...calls
these argument templates
--
Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
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On 12-05-10 4:16 AM, "Carson, Ron" <[log in to unmask]> wrote:
>The video is a 104 y/o woman paragliding for the 1st time!! <lol> It's
>sort of a primer for the exercise.
>
>I've decided to NOT score the application exercises. I'm unsure of the
>wisdom of this decision, but I'm hoping it allows students to relax and
>focus on learning, not getting a grade.
>
>Thanks to you and Jim for the feedback.
>
>Ron Carson
>
>--
>Ron Carson MHS, OT
>Assistant Professor
>Occupational Therapy Department
>Florida Hospital College of Health Sciences
>671 Winyah Drive
>Orlando, FL 32803
>407.303.9182
>
>"It is neither wealth nor splendour, but tranquility and occupation which
>give happiness."
>Thomas Jefferson
>
>
>
>-----Original Message-----
>From: Sandy Cook [mailto:[log in to unmask]]
>Sent: Wednesday, May 09, 2012 9:38 PM
>To: Carson, Ron; [log in to unmask]
>Subject: RE: Application Experiences?
>
>Interesting set up and scenario. What does the video have to do with the
>scenario? Does it provide any background or context to the comparison?
>If the video was of the two patients who came in - that would be
>interesting too.
>
>I personally think you did end with an implied question.
>
>Your statement: Using your knowledge on successful aging, critically
>think to creatively and practically connect the experiences of your two
>patients
>
>Implied question = What is the link between these two patients?
>
>As Jim said - the challenge will be to make be able to compare responses
>to students and more easy to "score". You may want to put some
>parameters around the response. Narrative or bullet points (and how many
>words or points), in what way do you want the connections (medically,
>socially, psychosocially, etc.). otherwise the answers will be all over
>the place.
>
>
>Sandy Cook, PhD,
>Assoc. Prof.
>Senior Associate Dean
>
>W: (65) 6516 8722
>
>Administrative Executive: Belinda Yeo | [log in to unmask] |
>6516-8511
>
>Important: This email is confidential and may be privileged. If you are
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>
>
>
>
>
>-----Original Message-----
>From: Team-Based Learning [mailto:[log in to unmask]] On
>Behalf Of Carson, Ron
>Sent: Thursday, May 10, 2012 9:19 AM
>To: [log in to unmask]
>Subject: Application Experiences?
>
>Must application experiences take the form of questions? Will open-ended
>case scenarios be effective tools? For example:
>
>An application exercise starts with a brief video of a 104 y/o woman
>paragliding. I then present teams with the following scenario:
>
>You receive a new referral for a 104 y/o female with a fractured femoral
>head as a result of a paragliding accident. The patient received a THR
>(Total Hip Replacement) secondary to the fracture. In addition to your
>new THR patient, you also have a 75 y/o male with a recent CVA. The
>patient with the CVA is very depressed over the loss of meaningful
>occupation.
>
>Using your knowledge on successful aging, critically think to creatively
>and practically connect the experiences of your two patients
>
>Thanks,
>
>Ron Carson
--
*******************************
Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/429-9873 voice/cell phone, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
Integrative Business Experience (IBE) <http://faculty.ucmo.edu/ibe/home.html>
*******************************