Body Language for NCRTM
1.2 Learning Objectives & Workshop Structure
Learning in an Online Environment
Bloom's Taxonomy of Educational Objectives is a familiar tool in educational circles for assessing learning objectives. Bloom and those scholars who have used his work have recognized that learners have a progression in their learning, moving from the lower-order skills of remembering, understanding and applying to higher order skills of analyzing, evaluating, and creating.
In the context of working as an interpreter in healthcare settings, the challenge clearly requires higher order skills and the learning objectives of this workshop reflect that. These higher order skills are much more difficult to work on and assess in an online environment. We have hopefully structured the workshop in such a way that you will have the necessary supports - both in terms of how the content and activities are placed, as well as having a facilitator and colleagues along with you for the educational journey.
We show the learning objectives here not in a traditional list, but within the context of Bloom's Taxonomy. Notice that there are two parts to this - paying attention to the different cognitive processes involved, as well as a knowledge dimension that looks at facts, concepts, procedures and metacognition. In more simple terms, it looks at the what, how and why. Our goal in being effective practitioners is to have competency in all parts of the table below. This workshop, hopefully, will help you fill in and enhance some of those areas.
Participants who successfully complete this module will be able to:
|A Revision of
of Educational Objectives
Cognitive Processing Dimension
|Factual Knoweldge ~ What (details)||*Identify at least three different types of classifiers;|
|Conceptual Knowledge ~ What - big picture||*List two different reference scales used in ASL discourse;||*Analyze how different cultural perspectives and life experiences may affect a patient’s perspective of the healthcare system.|
|Procedural Knowledge ~ How||*Identify at least three resources for continuing professional development.||*Use classifiers in structured activities related to the cardiovascular system;||*Compare and contrast their ASL Explanations with a native signer's explanations||*Create ground and figure spatial constructions in ASL related to human anatomy|
|Metacognitive Knowledge ~ Why|
The Structure of this Workshop
This workshop is designed to support you in working more effectively in the context of a healthcare setting. It is much more than working on developing vocabulary. Instead, it focuses on how language is used achieve certain goals. Vocabulary is a part of that, but so are other linguistic features such as use of space and classifier predicates.
In order to accomplish this, the workshop is structured based on the work of Lev Vygotsky, a Russian psychologist, who studied how children and adults learn. In the process, Vygotsky outlined three important steps in the spiral of learning.
- Work with Object
- Work with Resource
- Work with Self
Work with Object: In this step, the learner works with some object, such as a book or in this case, translating some information related to anatomy and physiology. In doing this, the learner will be able to accomplish some of the task, but may also experience some frustration at not being able to master the object. Experiencing this frustration helps to identify what you need to learn.
Work with Resource: Once a learner has worked with an object, the next step in growth is working with some type of resource. It could be a mentor, a teacher, or, as in this case, video examples on the web. The resource can help to fill in some of the gaps in a learner's knowledge or skill set.
Work with Self: After incorporating new ideas and skills from the resource, the learner is ready to work on his or her own. They can work with the same object - but at a higher level of confidence and competence. This continues until frustration is experienced - which moves the process back to the level of "Work with Object" and the spiral of learning continues.
This workshop is designed to provide you scaffolding for learning material, struggling with new ideas and activities, accessing resources to provide you new ideas for how to overcome these struggles, and then an added step to apply your new knowledge and skills.
We hope that this will prove to be a successful spiral of learning where you increase your competency for interpreting in healthcare settings.