Educator's Toolbox
Curriculum for Educators

    Teaching Highly Kinesthetic and Visual-Spatial Skills
    Instructors: Dimitrios Papanagnou, MD, MPH; Ronald Hall, MD
    Date: 4/20/2018
    Time: 1:00pm – 4:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Instructors: Dimitrios Papanagnou, MD, MPH, EdD(c); Kathy Shaffer, RN, EdD; Ronald Hall, MD; Gretchen Diemer, MD; Abigail Wolf, MD

      Whether it's how to deliver a baby, how to place an IV, or using an ultrasound to visualize a patient’s anatomy, educators are challenged with finding best practices to instruct kinesthetic skills. They require a toolkit to help their learners achieve procedural competency. In this workshop, frameworks for kinesthetic and visual-spatial skills will be introduced, and case studies will be used to reinforce concepts. The workshop will also allow for the deliberate practice of effective teaching skills during these circumstances.

      The proposed workshop will incorporate various strategies to help the simulation educator with the instruction of procedural skills. Procedural exemplars from several specialties across varied professions will be used. The overarching goal is to have these skills readily transferrable to other concepts that may be exclusively kinesthetic and/or visual-spatial in nature.

      Strategies discussed will include, but not be limited to: heuristic models and frameworks that will help educators prepare for and optimize learning strategies for their audiences; coaching techniques; everyday games (i.e., LEGOs, Play Dough) that will be used as educational adjuncts for procedural instruction will be discussed; and hands-on practice with low- and high-fidelity simulation task trainers.

      At the end of the session, participants should be able to:

      1) Discuss heuristic models for procedural instruction, and apply strategies to help struggling learners when acquiring procedural skills training during simulation-based educational programming.
      2) Practice coaching methods to help trainees effectively manipulate equipment when operating on task trainers.
      3) Apply educational adjuncts to better assist trainees in conceptualizing three-dimensional anatomy.

    A Look at Online and Hybrid/Blended Course (Re-)Design and the Student Experience
    Instructor: Mary Gozza-Cohen, PhD
    Date: 5/1/2018
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Not all courses are created equal. This session will focus on course design in online and blended/hybrid courses and the impact it has on the student experience. Evidence-based practices will be shared with participants and examples of different, yet effective, course designs. The presentation will showcase at least one before and after example of a course re-design that will be shared by the presenter and a course instructor.

      At the end of the session, participants should be able to:
      • Explain how course design can negatively and positively impact the student experience in online and hybrid/blended courses
      • Identify two – three features of various course designs presented that they would consider incorporating in a current or future online or hybrid/blended course

    Crafting a Self-Reflective Teaching or Professional Development Portfolio Workshop
    Instructors: Jeff Ashley, PhD; Susan Frosten, MArch
    Date: 5/14/2018
    Time: 9:30am – 4:00pm
    Location: Kanbar Campus Center, Room 306, East Falls Campus
    (Register for this session)

      Monday, May 14 to Wednesday, May 16, 2018 (3 days)

      As defined by Peter Seldin (co-author of The Teaching Portfolio), a teaching portfolio is a factual description of a professor’s teaching strengths and accomplishments which includes documents and materials that collectively suggest the scope and quality of a professor’s teaching performance. This 3-day workshop pairs participants with mentors to construct a teaching (or professional development) portfolio that is reflective, evidence-based, and richly provides insight into who you are as a teacher.