A Pathway from Course Competencies to Lesson Plans - PowerPoint Presentation

Slide1

A Pathway from Course Competencies to Lesson Plans: Illustrating a Student Focused, Competency Based Approach

Mrs.

Sok

Phaneth

B.A , M.Sc. in Counseling Psychology

Part-time instructor, Department of Social Work,

Royal University of Phnom Penh

Clinic Manager/ Trainer/ Supervisor

Transcultural Psychosocial OrganizationSlide2

How Do Competencies Drive a Program?

It is the ability of an individual to perform a task. Some definitions add that the task must be performed fully and properly or at least effectively. Competence within the social work profession is viewed as including knowledge, skills and values/attitudes. Slide3

How Do Competencies Drive a Program?

Guided image as to what we would expected by the end of the program

A road map as to what to be filled in-what to equip the student

with

Indicate what knowledge/skill/attitude to come first

Should be able to indicate as what topic/subject that need to be thought to studentsSlide4

Competencies to Specific Objectives:Slide5

Competencies for B.A. In Social Work

Competency 1—Identify as a professional social worker

and conduct

oneself accordingly.

Competency 2—Apply social work ethical principles to

guide

professional practice.

Competency 3—Apply critical thinking to inform and

communicate professional judgments and engage in research-informed practice.Competency 4—Engage diversity and difference in practice.Slide6

Competencies for B.A. In Social Work

Competency

5—Advance human rights and social and economic

justice

.

Competency 6—Apply knowledge of human behavior and the social

environment

.Competency 7—Engage in policy practice to advance social

and economic well-being and to deliver effective social work services.Competency 8—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.Slide7

How to translate the Competencies to:

Knowledge:

Skills:

Attitude:Slide8
Slide9

Competencies to Specific Objectives:Slide10

Competencies to Specific Objectives:Slide11

Trauma Course Outline

Knowledge

Skill

Attitude

1

-4

session

5-16 session

30-50mn

100-120mn

5-10mn

Session hours

Course sessionSlide12

From Specific objective to Learning outcomeSlide13

Example Session Plan:

Session3:

Understanding Trauma Related

Symptoms

Objectives

of the session:

Identify possible physical reactions to trauma

Identify and distinguish

the symptoms of depression and anxietyIdentify symptoms of PTSDConduct an assessment to learn about suicide risk

Topic

Methodology

Time

Welcome/

Check

in

Welcome

Collect home work

Feedback to

each other of the reading materials

Small activities: Tsunami Game

Reflecting the Game to the Objective of the session

30mnSlide14

Example of a Class session plan:

Topic

Methodology

Time

Signs and Symptom of Depression and Anxiety

Work in pair (provide 3 questions):

Why is it important to understand signs

and symptoms?

What are physical , psychological reaction of a person after Traumatic event?How could you find out if Depression and Anxiety symptoms were there? 25mn

Break

15mnSlide15

Example of a Class session plan:

Topic

Methodology

Time

Signs and Symptoms of PTSD

Share in big group, note down important on white board

PowerPoint

presentation of PTSD

30mn10mnAssessment of Suicide and Referral

Real or Video clip Demonstration

from Instructor

Demonstrate in Pair work (20mn each)

Sandwich feedback

10mn

40mn

10mn

Wrap up

CAT

Home work: Read

session 5

th

, submit first draft of assignment

10mnSlide16

Classroom Assessment Techniques

CATS are generally

simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening

.Slide17

CATs- Classroom Assessment Technique

Can

be used to improve the teaching and learning that occurs in a

class and,

Provide

just-in-time feedback about the teaching-learning process

Provide information about student learning with less work than traditional assignments (tests, papers, etc.)

Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflectionSlide18

CATs- Classroom Assessment Technique

Can

be used to improve the teaching and learning that occurs in a

class and,

Help

students become better monitors of their own learning

Help students feel less anonymous, even in large courses

Provide concrete evidence that the instructor cares about learningSlide19

Example of a CAT for Trauma course

Topic

Methodology

Time

Wrap up

CAT:

Questions to be state to students in big group:

When do you consider doing referral? In what circumstance? How could you decide for itProvide feedback of the session objective to students:Recommend to read process of referral

Practice with each other by following exact sentence of the video clip

10mnSlide20

Assignment Objectives:

Skill:

Recognize

client’s needs, goals and identify an appropriate intervention method such as psycho-education

, relaxation,

or

problem solving

Role Play as final assignment: Rehearse step of psycho-education for the symptoms of Trauma

Response to client by introducing Breathing exercise as a coping way to deal with Trauma symptoms.Slide21

SummaryCompetencies is roadmap for instructor to develop K/S/A

Important of K/S/A developed based on Blooms Taxonomy

How K/S/A can be translated into objective of each class room session and Assignment

Important of CATs use to makes sure that the student obtain the Objective of each sessionSlide22

Reference:Trauma course materials, Department of Social work, RUPP

Competency of BA in social work, Department Social work

Syllabus development tool/materials, Department of Social work

http://cft.vanderbilt.edu/guides-sub-pages/cats/