Reactions to Action Plans (Part II)

Being a blogger, I’m always hesitant to make posts that are really long, but, I also mentioned in the previous post on action plans that I had to make two.

Before I do that, let me substantiate my claim that the first action plan was so totally awesome. Though simple, the structure of the lab session I created on coaching exercise technique was hugely beneficial to the students (they *should* corroborate that).

More than just observations on how they are coaching, a secondary objective of the session was to learn how to GIVE feedback, not just how to receive it. This is an invaluable skill they will need when working with clients. We discussed how negative feedback is better when sandwiched between compliments, and how best to deliver criticism.

The incessant feedback loop in KN-240 is really critical to its success. Students are continually evaluated and re-evaluated, and the addition of peer feedback is a new element I haven’t played with until now. From what I can tell, it can only benefit the students to observe and reflect on one another, rather than always having a top-down approach.

My second action plan was designed for EXCM-201 Physiology of Exercise as a way to better execute data analysis and reporting in their lab write-ups.  This particular template aligns more closely with Bloom’s Revised Taxonomy:

BloomsCogDom

You can think of this as loosely relating to college levels as Remember = 100, Understand = 200, and so on and so forth.

Before I reflect on how it went, here’s the plan:

Class: EXCM-201

Improvement Goal: Increase student engagement to work toward mastery of practical skills, data analysis, and reporting of data in lab write-ups

Introduction:

This class will revisit Lab Report #1 and identify areas of opportunity in which improvements can be made. Refinement of lab reports will result in students being awarded poinst back (up to half of those missed in round 1).

Content Focus:

This class reintroduces measurement of energy expenditure, as well as fundamentals of scientific writing, CMS formatting and citations, formulas and charts in Microsoft Excel, manipulation and analysis of group data. 

Student Learning Outcomes (SLO):

Type

Taxonomy Level

Lecture Objective: Students will be able to:

Cognition

 Remember

  •  Articulate understanding of measurement of energy expenditure
  • Demonstrate detail-oriented focus toward lab write-up guidelines

Affective

 Understand

  •  Effectively and accurately synthesize, analyze and report data to articulate the “so what” underneath it.
  • Utilize provided resources and deductive reasoning to seek answers to questions they don’t know or understand.

Psychomotor

 Apply

  •  Develop strategies for more effective data collection and storage in future labs to facilitate lab write-ups

Key Words: Articulate, demonstrate, synthesize, analyze, utilize, develop strategies

Class Outline (verbs, adjectives, nouns) (ILO):

  1. Review general notes pertaining to lab reports applicable to the whole class

  2. Divide the room into quadrants and ask students to identify areas of greatest need

    1. Excel – formulas, tables and charts

    2. CMS – formatting and citations

    3. Math – calculations and interpretation of solutions

    4. Writing skills

  3. Give each group 15-20 minutes to work together to resolve issues of concern and confusion

  4. Report discoveries and remaining questions back to whole group

Class Learning Assessment (CLA):

Students will work independently to revise lab report 1 and receive points back for any improvements up to half the total points missed.

Self-rating:             
Achieved my goal                  
Somewhat achieved my goal              
More work to get close to my goal  √ 

 

I REALLY liked this lesson plan, but it had quite a different result than I expected… mainly because I didn’t get the opportunity to execute it. I had this planned for after the students took an exam, and the amount of time spent on the exam varied among students by over an hour. In an effort to not keep students waiting that long, I ended up giving whispered verbal feedback individually and outlining my comments in a shared document for them to review later. That’s fine, but not at all what I had hoped for.

It became clear to me through reading their reports that this particular group of students needs instruction in the basics of using Excel and scientific writing. When I assigned the report I made an assumption that they had a skill set they don’t actually have.

Old Lauren would have thrown up her hands and typed out a philosophical manifesto on the degradation of high school education and the unpreparedness of students and how it’s not my job to teach them these things.

New Lauren thinks: why not? Somebody should take the time to teach them, and it might as well be me. I’m not super awesome at endocrinology, but I can use Excel like a ninja. I’ve been trying to figure out where my value lies within this particular classroom, and I may just have found it.

So, while I didn’t get to do this lesson exactly how or when I planned it, it’s still worth doing at some point during the semester.

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2 thoughts on “Reactions to Action Plans (Part II)

  1. Pingback: If everyone was like me. | Lauren E. Warnecke, MS, ACSM-CPT

  2. Pingback: A Case of Case-Based Learning | Lauren E. Warnecke, MS, ACSM-CPT

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