Instructional Design. AMTA Convention. Denver, Sept 19, Workshop With Cynthia Ribeiro and Jim O Hara. Name

Transcription

1 Instructional Design AMTA Convention Denver, Sept 19, 2014 Workshop With Cynthia Ribeiro and Jim O Hara Name

2 Components of Curriculum WHAT topics and to what degree should they be taught in an Entry-Level Curriculum (See Massage Program 500 Hours, 625, 720, 900, etc An integrated program of studies Massage Courses A&P, Swedish, etc Massage Classes Overview and Resources given for this today Deep Tissue-1 Swedish-5 etc Today s Focus is this: Designing a class 2

3 First the BIG Picture Massage programs in the U.S. have had great diversity in the number of hours in a program and diversity in program content: The impact on our profession: So, a national committee of experts was formed called ELAP Entry Level Analysis Project. They used data from: Employers Massage therapists Schools Clients Insurance Liability records Etc. to create an Educational Blueprint of: Impact on Our Profession No Portability Discouraged Schools Confused Students Struggling Therapists Angry Bloggers Frustrated Employers Uncertain Clients Less Acceptance by Other Health Care Providers Content That Should be Included in An Entry Level Massage/Bodywork Program Their conclusions, supported by all the 7 members of the Coalition of Massage Therapy Organizations, is a valuable resource for schools. 3

4 The 9 areas or topics for an Entry Level Massage Program as per ELAP 1. Massage Theory and Principles 2. Massage Professional Practices 3. The Therapeutic Relationship 4. Anatomy, Physiology, and Pathology 5. Assessment and Documentation 6. Massage and Bodywork Application 7. Palpation and Movement 8. Adapting Sessions for Clients 9. Career Development The above are not courses or classes but a list of topics that need to be covered somewhere in the curriculum. The following is a template for the syllabus of a course. Course Description - Overview A Brief Introduction To The Course An overview of what will be covered in the course, and where it occurs in the massage program. Massage Topics Program Course Class 4

5 EG This course on Anatomy, Physiology, and Pathology will cover the essential points of body structure, function, as well as bodily dysfunctions. The Anatomy portion of this course is given to all students within the first 100 hours of their 600-hour program. The remaining portions of the course are interspersed throughout the entire program. Prior to beginning this course, the students will have studied: o o Course Structure/Length A description of how the classes are generally organized. EG There are 25 classes in this course, 4 hours each Each class is divided into four 50-minute periods, with a 10-minute break between periods The course runs almost the entire length of the program, since the latter portions are interspersed with other classes Reading and Resources: The textbook for the course and/or a list of other types of resources (handouts, videos, Web links, etc.) EG Handout Student Guide to Anatomy, Physiology, and Pathology o (This is often the individual school s outline of what students should study in particular, or reading assignments due, etc.) Books: 5

6 o Applied Anatomy & Physiology for Manual Therapists, Archer and Nelson, Lippincott o A Massage Therapist's Guide to Pathology, 5th Edition, Ruth Werner, Lippincott o etc Grading A listing of what the course grade will be based upon e.g. assignments, tests, etc. EG There will be 2 tests in Anatomy, 50 questions each Grading is based on a scale, with A being..etc Anyone receiving a No Pass must retake the test Each test is worth x credits on the transcript Course Outcomes A list of what students should be able to do at the end of the course. This is fairly general since the specific outcomes are listed for each class/unit of the course. EG The student will be able to palpate 60 muscles and name their attachments and actions. The student will be able to describe the components and characteristics of the 12 major physiological systems of the body. The student will be able to describe 20 pathology conditions that massage therapists often encounter, and determine whether or not massage is indicated. Course Outline Unit/Class Summaries This course consists of *** units/classes. Brief description of what is covered in each unit/class. 6

7 EG, for Anatomy, Physiology, and Pathology ( Orientation to the Human Body Using Anatomic and Health Care Terminology Chemistry, Organization, and Organ Systems Structure and Function of Cells Structure and Function of Tissues and Membranes An Overview of Health and Disease The Integumentary System The Structure and Function of the Integumentary System Pathologies of the Integumentary System The Skeletal System The Skeleton and Bones Joints Pathologies of the Skeletal System The Muscular System The Structure and Function of the Muscular System Muscle Contractions Pathologies of the Muscular System ETC. 7

8 Massage topics Class or Unit Outline This takes us to the individual classes and the design of those classes. Program Course A philosophy for vocational schools/career colleges: Learn by doing, in a structured setting. Class Key Concepts Scaffolding and Anchoring Scaffolding = taking 1 step at a time, small steps. We learn what effleurage is before we do a fullbody Swedish massage. We learn the location of a muscle, palpate its belly, before studying its attachments. Anchoring = an activity by which we anchor this material in our minds or hands/bodies. After hearing what reciprocal inhibition is, we turn to someone and try to explain it ourselves anchoring in the mind. We listen to input on good body mechanics, then we stand up and practice what weight transfer is anchoring in the body. Anchoring activities are often missed, or left until the end of the class while we give our long lectures. The anchoring activity can be short. 8

9 Both the learning process and classroom management are highly supported and enhanced by various structures. Classroom Setup Seating arrangements o Students on chairs? At tables? On floor? (caution) o What is a learning posture for this class? Maybe low-level music in background o Engages the right brain Students raising their hand to speak? In a larger group, when this is not followed, chaos can happen, and the most verbal students will tend to dominate Physiology Breaks Anchoring Activities Can be a 30 second stretch Is most often used in lecture classes Why? Some research shows that the adult attention span is maximum 20 minutes Positioning This key element that comes usually at the beginning of every class or meeting, has 2 parts: 1. What we ll do Review and Closing Circle 2. Why we re doing it the benefit (The benefit can often be missed or taken for granted ) Another way to anchor material 9

10 Template for a Lesson Plan for an individual Class Overview (Where this class occurs in the program) (EG, This class in Resume occurs during the final month of the program) Goals (general) (EG, For students to write an effective Resume which will obtain them an interview with an employer) Objectives (specific) At the completion of this class, the student will be able to: EG State the purpose of a Resume Name the 5 parts of a Resume Name and describe 3 key parts of a Cover Letter etc NOTE: Objectives are stated in terms of an active/action verb, and describe something that is measureable. Verbs not fitting this criteria are ones such as: Will understand, will appreciate, etc. Setup Supplies 1. Packet of resume templates, one for each student 2. PowerPoint slides, projector, etc Teacher Tips 1. Be sure to have physiology breaks frequently in this class 2. Bring in examples of poor resumes 3. etc 10

11 Hour By Hour Outline Swedish 1 Hour One Students on floor Roll/Welcome/Quiet Time/Story- Reading Teacher Introduction Position the day Course/Series Overview PPT #1 Introduction to Body Mechanics PPT #2 Exercise: Teach Body Mechanic Principle -Weight Transfer Bodywork standards PPT #3 (Include safe space and body acceptance) Introduction to 5 Swedish strokes PPT #5 Hour Three Review Hour 2 Practice time A/B Time for feedback Set up for next session Hour Two Review Hour One Teach terms prone & supine Demo- Table set-up Demo draping: How to get student on/off table Demo- Effleurage, Petrissage, and Friction Set up for body work Hour Four Review Hour 3 Practice time Time for feedback Breakdown Closing circle 10 minutes Position next class (emphasize the value gets students to attend) 11

12 Template for a Lesson Plan for an individual Class Overview (Where this class occurs in the program) Goals (general) Objectives (specific) At the completion of this class, the student will be able to: EG State Name Describe Perform Setup Supplies Teacher Tips 12

13 Hour One Students (chairs? floor?) Welcome, Roll Position the day Hour Two Review Hour One Opening Exercise Class Content Class Content Hour Three Review Hour 2 Hour Four Review Hour 3 Class Content Class Content Closing circle 10 minutes Position next class (emphasize the value gets students to attend) 13

14 Template for a Lesson Plan for an individual Class Overview (Where this class occurs in the program) Goals (general) Objectives (specific) At the completion of this class, the student will be able to: EG State Name Describe Perform Setup Supplies Teacher Tips 14

15 Hour One Students (chairs? floor?) Welcome, Roll Position the day Hour Two Review Hour One Hour Three Review Hour 2 Hour Four Review Hour 3 Closing circle 10 minutes Position next class (emphasize the value gets students to attend) 15

16 Examples of Anchoring 16