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Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed. David Merlo, MS, CPRP, COTA - SUNY/ECC, Julie Welkowitz, PhD - Southern NH University, Charlie Bernacchio, EdD, CRC - UNC at Chapel Hill.

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slide1

Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed

David Merlo, MS, CPRP, COTA - SUNY/ECC,

Julie Welkowitz, PhD - Southern NH University,

Charlie Bernacchio, EdD, CRC - UNC at Chapel Hill

ebp teaching strategies workshop objectives
EBP Teaching Strategies-Workshop Objectives
  • Describe several theories that guide effective adult education, applicable to PSR practitioner education.
  • Articulate several advantages of utilizing person-centered experiential learning methods.
  • Apply adult learning theories to create at least one experiential learning activity for classroom instruction, reflective of evidence-based strategies.
ebp teaching strategies overview
EBP Teaching Strategies-Overview
  • Share exemplary learning activities used in PSR education/training (Pre-/In-/Admin)
  • Examine Bloom’s theoretical framework
  • Review evidence-based context and strategies for teaching/training
  • Develop learning activities congruent with EBP strategies
slide4
Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health (SAMHSA/HSRI) report (Leff et al. 2007)

College-level educators are-

  • Experts in specific content areas.
  • Non-experts in teaching methodology.

(p.10)

traditional post secondary education
TraditionalPost-secondary Education

HSRI report (Leff et al, 2007) raises concerns-

  • Didactic v. dialectic/interactive learning
  • Passive v. active learners
  • Memorization v.creative&critical thinking
  • Textbook knowledge v. practicalapplication
eb workforce development report leff et al 2007
EB WorkforceDevelopment Report(Leff et al, 2007)
  • Need to train learners to be creative and critical thinkers
  • Prepare for competency with practical application to mental health field
  • Evidence from research reveals several theoretical frameworks linked to effective teaching/training best practice
eb workforce development report
EB Workforce Development Report
  • Constructivist theory
  • Experiential/Situated Cognition Learning
  • Adult Learning theories
  • New Economy theories
  • Organizational/Systems theories
  • Social Equity theories
  • Social Marketing/Academic Detailing
training as usual leff et al 2007
“Training-As Usual” (Leff et al, 2007)”
    • Bloom’s Taxonomy:
  • Evaluation
  • Synthesis
  • Analysis
  • Application
  • Comprehension
  • Knowledge
  • Ineffective in changing practitioner behavior or consumer outcomes

(Sholomskas et al., 2005)

  • Effective in knowledge acquisition

(Cook, Horton-O’Connell, Fitzgibbon, & Steigman, 1998; Sholomskas et al., 2005)

bloom s taxonomy
Bloom’s Taxonomy

EVALUATION (evaluating)

Description: Justifying a decision or course of action.

Actions: hypothesizing/critiquing/experimenting/judging efficacy

SYNTHESIS (creating)

Description: Generating new ideas/products/ways of viewing things.

Actions: designing/constructing/planning/producing/inventing

ANALYSIS (analysing)

Description : Breaking information into parts to study relationships.

Actions: comparing/organizing/deconstructing/interrogating/finding

APPLICATION (applying)

Description : Using information in another familiar situation.

Actions : implementing/carrying out/using/executing

COMPREHENSION (understanding)

Description : Explaining ideas or concepts.

Actions: interpreting/summarizing/paraphrasing/classifying/explaining

KNOWLEDGE (remembering)

Description : Recalling information.

Actions: recognizing, listing, describing, retrieving, naming, finding

Higher \' Order Thinking

http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm

slide10
EBP Training Strategies-1. Train participants with competency-based materials developed by stakeholders
  • Consumer and provider input/advisory board input re: competencies
  • Ensuring curriculum/syllabi reflect competency areas
  • Student portfolios reflecting all competency areas
slide11
EBP Training Strategies- 2. Use of facilitative educational materials for individualizing the training
  • Self-Assessments
  • Internships based on individual needs and goals (as derived from self-assessments)
  • Assignment choices within courses
ebp training strategies 3 training is conducted by credible instructors
EBP Training Strategies- 3. Training is conducted by credible instructors
  • Instructors who have some applied field experience
  • Guest speakers with expertise in particular areas
  • Consumers or family members as instructors/guest speakers/panelists
slide13
EBP Training Strategies- 4. Training curriculum integrates academic concepts and technical competencies
  • Applied assignments/reflective paper/journals
  • Papers that ask students to apply real life experiences to theories
  • Video taping of doing the work in "real settings" and then discuss in class how theory applies
  • Practicum/internships/job shadowing
slide14
EBP Training Strategies-5. Prepare learners to use active inquiry & to develop/apply knowledge to real life problems
  • Use of case examples generated by students for in-class activities
  • Assignments using analysis/problem solving
  • Practicing the skills in real settings or role plays (eg diagnostic intakes, practicing clinical skills)
  • Considering how to make systems change in current or previous work settings
ebp training strategies 6 instructional methods involves training in teams and groups
EBP Training Strategies-6. Instructional methods involves training in teams and groups
  • In-class activities: group problem-solving, group diagnostic decision-making, team debates, group discussions
  • Use of reflecting team models
  • Group assignments
ebp training strategies 7 participants are trained in skills for life long learning
EBP Training Strategies-7. Participants are trained in skills for life-long learning
  • Learning how to find needed resources (eg developing a handbook or website of community resources; learning how to use databases, the library)
  • Seeking out mentors/supervision; supervision groups
slide17
EBP Training Strategies-8. Delivery of workforce training through educational outreach in community and at work
  • Trainings that involve supervisors
  • Involving work supervisors as mentors
  • Providing training at the worksite
  • Team projects that involve the student AND co-workers
ebp training strategies 9 flexible learning formats and schedules are used to train participants
EBP Training Strategies-9. Flexible learning formats and schedules are used to train participants
  • Distance learning/education platforms
  • Hybrid courses (online venues, video-conferencing and face-face instruction)
  • Weekend instruction (e.g., PCMH-one weekend per month)
  • Evening instruction; on-site training
  • Summer/holiday week long institutes
slide19
EBP Training Strategies- 10.Trainers use multifaceted strategies involving two or more individual training strategies
  • Mix of face to face instruction with distance learning strategies (listserves, Blackboard, email, skype)
  • Workshop followed by ongoing technical assistance, consultation, or mentoring
  • Videotaping of applied activities and then use during classroom discussion
small group activity
Small Group Activity
  • Apply checklist to individual learning activity
  • Group into Pre-/In-/Admin small groups
  • Identify which learning activity to examine in their group; person shares thoughts on checklist criteria and implications for activity
  • Group provides warm/cold feedback in response to individual’s focus; group brainstorms to enrich the activity respective of the criteria and shares
references
References:
  • Cook, Horton-O’Connell, Fitzgibbon, & Steigman, (1998)
  • Leff, H.S. et al. (2007). Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health, Human Services Research Institute:Cambridge, MA, funded by SAMHSA.
  • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Bloom’s Multiple Intelligences Themes and Activities.
  • Sholomskas et al., (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106-115.
  • Martin, J. (2001). Bloom\'s learning domains. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved June 11, 2008, from http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm
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