http://komodo.utsystem.edu/med/agonzalez1/Project2_Administration'sPresentation2_AideGonzalez_6340[2].ppt.  I searched in my campus for  

technology that has not been introduced.  Some teacher especially the technology teachers have been exposed to the PDA's, however most of our teacher population did not know what that was or knew, but did not know how to use it in the classroom.  I set up a presentation on PDAs.   

 

The FACTS Model of Design

 

Teachers as Designers: A Cinquain Poem

Designer

Innovator and Inventor

Creating, Building and Developing

Dedication and Perseverance

Artist

 

Teachers as Designers: A Diamente Poem

Teacher

Devotion, Committment

Comprehension Acknowledging and Nurturing

Innovator,Leader, Learner, Apprentice, Listening,

Studying,Yearning, Applying

Student

 

 

The FACTS Model: A Summary

Facts are laying a foundation, it's what learners need, adapting activities for different learning modes, using tools and expanding knowledge, finally evaluating for productive feedback.

 

The F is for Foundations

Foundations are developed to lasts a lifetime. Education should start by developing a solid foundation which is essential for a child's academic success and endurance.

 

The A is for Activity

Activities complement the four categories of cognition. Activities are strategies that provide and allow the opportunity for problem solving and influence the capacity to think.

 

The C is for Content

Objectives and standards are essential pieces of information the student will reflect, apply and practice in his/her fundamental daily living and will contribute to society.

 

The T is for Tools

Different tools allow the construction of our cognitive skills and social abilities. Today, using the appropriate technology allows us humans to manipulate, and comprehend our environment.

 

The S is for Systems of Assessment

Assessments measure the overall success of foundation, activities, content, and tools the learner encountered. A variety of evaluations must be presented as well as self assessments.

 

 

The Efficiency Model

A Learning Design

 

 

 

Top 10 Principles of the Efficiency Model

1. Clear and concise objectives.

2. Target specific behavior.

3. Present information in segments.

4. Instructions solve problems and are adjusted to student's needs.

5. Create instrustions were students are eager to learn.

6. Use previous knowledge.

7. Test, teach, retest, reteach model.

8. The ADDIE process

9. Intergrations of technology

10. Provide proper environment to ensure learning.

Top 10 Challenges to the Efficiency Model

1. The intimation of technology.

2. The usage of inappropiate or not up-to-date technology.

3. The focus on in individual learning.

4. The foundations of learning.

5. Interactive Teaching.

6. Activities relavant to the students.

7. Relate learning experience to real life situations.

8. Self assessment.

9. Recognizing learners abilities.

10. Targeting specific groups.

Step One: Define a Learn Goal

To allow the student decide what would be the best option for a patient diagnosed with breast cancer. Present the student with medical cases and have the students discuss their choices, demonstrating their ability to locate,use and evaluate information about cancer, including the use of internet and PubMed, and practice life long skills of information retrieval and assessment.

Step Two: State Objectives

1. Breast cancer screening recommendations and controversies.

2. Incidence and mortality from breast cancer.

3. High risks groups

4. Management of abnomal findings.

Step Three: Sequence Instruction

1. Breast screenings recommendations and controversies.

A. Review different organizaions and their recommended age screenings.

B. Concensus of women who do their CBE versus the women who are unable or unwilling.

2. Incidence and mortality rates from breast cancer.

A. Genetic factors

B. NCI Surveilance Reasearch Programs

3. High risk groups

A. By ethnicity and socioeconomic variables

B. Cultural differences and race

C. Life style

4. Magement of abnomal findinds

A. Common location for breast cancer

B. NCCN-Guidelines for diagnostic evaluations of abnormal findings

C. Ultrasound & mammograms.

Step Four: Determine Learning Success

I will present three differnet medical cases and student will determine proper diagnosis and treatment. They will discuss and write a medical report presenting the evidence that supports findings and will determine treatment.

A Reflection and Critique of the Design

My design presents the opportunity for the student to independently learn as well as to analyze different types of data. It is kind of a puzzle the student will put together to diagnose and treat a patient. However, some of the recent cancer research results are not updated. For example, the Annual Report to the Nations on teh status of cancer features incidence and mortality date from 1975 to 2004.

 

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