Career-Technical Education

Career-Technical EducationCareer-Technical Education

Let’s Talk AboutLet’s Talk About

VoCATSVoCATS&&

Cognitive Cognitive LevelsLevels

The NC Instructional Management The NC Instructional Management System for System for

Career-Technical EducationCareer-Technical Education

• Blueprint & Outline

• Curriculum Product

• Classroom Assessment

• Accountability Assessment

ALL PARTS MUST BE ALIGNEDALL PARTS MUST BE ALIGNED

ALL COURSES NEED ALL PARTSALL COURSES NEED ALL PARTS

Keys for Student ImprovementKeys for Student Improvement

High expectations for High expectations for allall

Alignment among:

Instruction Assessment

Curriculum

What does What does alignment of alignment of

curriculum mean?curriculum mean?

BLUEPRINTBLUEPRINT• Basic structure of course

• Cognitive level of objectives

• Percentage of course per objective (converts to time)

• Aligned to course outline and assessments

Let’s Look at the Let’s Look at the Details of a BlueprintDetails of a Blueprint

Let’s Look at the Let’s Look at the Details of a BlueprintDetails of a Blueprint

Competencies = major ideas within units

Percentages = class time & number of questions on post-assessment

How are percentages How are percentages converted to class converted to class

hours?hours?

# of class hours

100% = class hours

per 1%

ExampleExample180 class hours

100%= 1.8 hours = 1% of course

33%% x x 1.8 1.8 hours =hours = 5.4 5.4

class hours

If an objective = = 3% 3% thenthen

Objectives = more details about competency

Cognitive levels = how and what to teach

Blueprint ReviewBlueprint ReviewWhat is the most important What is the most important information on the blueprint?information on the blueprint?

Subject TopicsSubject Topics

Cognitive LevelsCognitive Levels

PercentagesPercentages

Bloom’s Bloom’s TaxonomyTaxonomy

Simplified Version

Three Cognitive Domains

Bloom’s TaxonomyBloom’s TaxonomyBloom’s TaxonomyBloom’s Taxonomy

Cognitive DomainCognitive Domain

Psychomotor DomainPsychomotor Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeKnowledge

C1 KNOWLEDGEC1 KNOWLEDGE

Recognition of: terminology specific facts principles generalizations

Remembering/recalling information

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeKnowledge

C1 Key WordsC1 Key Words

WhoWho

WhatWhat

WhenWhen

MatchMatchSelectSelect

NameName

ListList

C1 ObjectivesC1 ObjectivesThe student/learner will be able to:

List tools used to lay brick.

Identify parts of a keyboard.

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeKnowledge

C1 Potential Activities & C1 Potential Activities & ProductsProducts

List the primary parts . .

Put the dates in a timeline . .

Recite the formula for .

Make a facts chart about .

Label the parts of . .

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeKnowledge

C1 Sample Question C1 Sample Question StemsStems

Who was responsible for . . .?

What is . . . ?

What are the three . . .?

When was the first . . . ?

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeKnowledge

Which is a C1 Which is a C1 question?question?

Polymer is the scientific name for:A Fiberglass.B Glass.C Metal.D Plastic.

Engineers in the textile industry must be able to:A Analyze market trends.B Illustrate fashions.C Convince customers to buy goods.D Solve problems efficiently.

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeKnowledge

C1 ReviewC1 Review

Design the floor plan for a house.

Which would you teach in a Which would you teach in a C1 objective?C1 objective?

Name the kinds of equine.

Explain the purposes of a business plan.

Evaluation

Synthesis

Analysis

Application

ComprehensioComprehensionnKnowledge

C2 C2 COMPREHENSIONCOMPREHENSIONGraspingGrasping or or understanding the understanding the

meaningmeaning

Evaluation

Synthesis

Analysis

Application

ComprehensionComprehensionKnowledge

C2 Key WordsC2 Key Words

Discuss

Explain why

Summarize

Restate

Outline

Reword

C2C2 Objectives Objectives

The student/learner will be able to:

Explain the purpose of each tool used to lay brick.

Outline the steps for setting up headers and footers on a manuscript.

Evaluation

Synthesis

Analysis

Application

ComprehensionComprehensionKnowledge

C2 Potential Activities & C2 Potential Activities & ProductsProducts

Discuss why . . .

Explain what happens when . .

Outline the reasons for . . .

Write a summary of the most .

Evaluation

Synthesis

Analysis

Application

ComprehensionComprehensionKnowledge

C2 Sample Question C2 Sample Question StemsStems

What is the difference between . .?What is the main idea . .?

How does the principle of. .?

What happens after . .?

Evaluation

Synthesis

Analysis

Application

ComprehensionComprehensionKnowledge

Which is a C2 question ?Which is a C2 question ?Compared with growth during infancy, growth during toddlerhood:A Stays the same.B Slows down.C Speeds up.D Stops.

What is normal body temperature?A 37.4°CB 98.6°FC 98.6°CD 101°C

Evaluation

Synthesis

Analysis

Application

ComprehensionComprehensionKnowledge

C2 ReviewC2 Review

Are students involved in performance activities at the C2 level?Can I teach vocabulary at the C2 level?

C3 APPLICATIONC3 APPLICATION

Evaluation

Synthesis

Analysis

ApplicationComprehension

Knowledge

The use of previously learned information in a new situation

HOTS

HOTS

Evaluation

Synthesis

Analysis

ApplicationApplicationComprehension

Knowledge

C3 Key WordsC3 Key Words

◊ Use

◊

Solve

◊ Predict

◊

Construct◊ Illustrate

◊

Produce

◊

Develop

◊

Compute

C3 ObjectivesC3 Objectives

The student/learner will be able to:

Develop a blueprint for a brick walkway.

Use line, color, and texture in a technical document..

C3 Potential Activities & C3 Potential Activities & ProductsProducts

Select the colors for .

Construct a model of . . .

Develop a recipe for . . .

Design a market study of . . .

Evaluation

Synthesis

Analysis

ApplicationApplicationComprehension

Knowledge

Make a flow chart to show . . .

C3 Sample Question StemsC3 Sample Question Stems

What should be used if. . ?

Why do the changes occur when. .?How is this similar to . .?

When is the best time.. ?

Evaluation

Synthesis

Analysis

ApplicationApplicationComprehension

Knowledge

What would happen if. . ?

Which is a C3 Question?Which is a C3 Question?

Evaluation

Synthesis

Analysis

ApplicationApplicationComprehension

Knowledge

Belinda has an old rose plant with an unusually pretty flower. If she wants another identical plant, she should:A Buy a seed and plant it.B Plant a seed from the plant.C Root a stem cutting.D Root a leaf cutting.

A car tire should be checked weekly for:A Color.B Pressure. C Tread wear.D Size.

C3 ReviewC3 Review

What cognitive levels must a student What cognitive levels must a student learn before applying the information learn before applying the information to new settings?to new settings?

Evaluation

Synthesis

Analysis

ApplicationApplicationComprehension

Knowledge

What does theWhat does the PP mean inmean in C3C3PP??

Bloom’s TaxonomyBloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Show me how Show me how curriculum is curriculum is

correlated.correlated.

MEDICALSCIENCES I I

HEALTH OCCUPATIONS EDUCATIONCOURSE BLUEPRINT for 7222 MEDICAL SCIENCES II

Recommended hours of instruction: 135-180

Course WeightComp #Obj #

Unit Titles/Competency and Objective Statements(The Learner will be able to:)

TimeHours Cognitive Performance

TypeBehavior

IntegratedSkill Area

CoreSupp

1 2 4 5 6 7 8

Total Course Weight 100%Total Cognitive and Performance Weights 59% 41%

A PROFESSIONAL DEVELOPMENT 14%MS201.00 Apply employability skills. 6% C3P C/SS CoreMS201.01 Summarize professional attributes. 2% C2 C/SS Core

MS201.02 Demonstrate employment strategies. C3P C/SS SuppMS201.03 Communicate effectively in a clinical setting. C3P C/SS Core

MS202.00 Differentiate between legal and ethical issues impactinghealth care.

8% C3 C/SS Core

MS202.01 Analyze legal responsibilities, limitations, and implications ofactions.

4% C3 C/SS Core

MS202.02 Contrast personal and professional ethics. 4% C3 C/SS Core

B SYSTEMS 9%MS203.00 Analyze health care delivery systems. 4% C3 H/SC CoreMS203.01 Differentiate various facilities and organizations. 2% C3 H/SC CoreMS203.02 Explore the accessibility and financial issues of health care. 2% C3 H/SC Core

MS204.00 Investigate systems changes. 5% C3 H/SC CoreMS204.01 Review trends in health care. 2% C3 H/SC CoreMS204.02 Critique alternative medical modalities. 3% C3 H/SC Core

C SAFETY 12% 11%MS205.00 Apply infection control measures in the health care setting. 6% 2% C3P H/SC Core

1.03 Communication in clinical settingA. Modes of communication

1. Communication modela. Senderb. Messagec. Receiverd. Feedback

2. Listening skillsa. Selective listeningb. Eye contactc. Reflection

3. Verbal/nonverbal communicationa. Body languageb. Voice tonec. Message discrepancyd. Written

B. Barriers1. Language2. Culture3. Sensory4. Life experiences5. Physical6. Age7. Bias

C. Defense mechanisms1. Rationalization2. Projection3. Displacement4. Compensation5. Daydreaming6. Repression7. Denial8. Withdrawal

D. Teamwork1. Team concepts2. Characteristics of effective teams3. Roles of team participants4. Compromise5. Conflict resolution

2.00 Legal and ethical issues2.01 Legal responsibilities, limitations, and implications of actions

A. Torts1. Malpractice2 Negligence3. Assault and batters4. Invasion of privacy

2.00 Legal and ethical issues2.01 Legal responsibilities, limitations, and implications of actions

A. Torts1. Malpractice2 Negligence3. Assault and battery4. Invasion of privacy

Unit A: Professional Development (continued)

Competency HO 02.00: Differentiate between legal and ethicalissues impacting health care.

Objective HO 02.01: Analyze legal responsibilities,limitations, and implications ofactions.

Cognitive Level: C3

Content Outline Student Learning Activities

Legal responsibilities, limitations,and implications of actionsA. Torts

1. Malpractice2. Negligence3. Assault and batters4. Invasion of privacy5. False imprisonment6. Abuse7. Defamation

B. Contracts1. Informed Consent2. Parts of a contract3. Legal disability4. Agent

C. Privileged communications1. Exempt information2. Health care records3. Patient confidentiality

Basic Skills

Complete the worksheet, “Application of LegalIssues” found in Appendix 02.01 after reading theunit on legal responsibilities in DHO text.

To increase your knowledge of Medical Legalterminology, take the “Legal Terms ConcentrationQuiz” found in Appendix 02.01. As a class, discussthe answers.

Critical Thinking

Create ten situations using legal torts, then providean example of how each could lead to a legalaction. Complete the “What Doesn’t Belong? WorkSheet. Compare answers with a partner andcorrect any wrong responses.

Employability Skills

Invite a professional to class to speak on legalissues in health care. This could be a hospitalattorney, malpractice attorney, or a legal nurse.Take notes on the “Professional Speaker” form andthe last column of the “Legal and Ethical IssuesRelated to Medicine” activity, both found inAppendix 02.01.

Application of Legal Issues Name ________________________________________ Date ____________________ Directions: Make notes concerning each of the following cases and be prepared to discuss the legal responsibilities. 1. While catheterizing a female patient, the nurse leaves the door to the room open

so she can see if a doctor walks by. 2. A surgeon operates on the wrong leg. 3. A dental assistant slaps a screaming child. 4. A physical therapist fractures a patient’s leg while performing exercises. 5. A medical assistant sends a copy of a patient’s record to an insurance company

without the patient’s consent. 6. A nurse working for a plastic surgeon tells a patient that a face lift will make the

patient look ten years younger.

7. A nursing assistant ties an elderly patient to the bed with sheets and tape to keep him from walking in the halls.

8. A patient complains to the nursing assistant of chest pain and difficulty breathing.

It is time for the nursing assistant to go to lunch and the complaints are not reported to the nurse and the patient dies of a heart attack.

9. A sixteen year old gets breast implants and a consent form was never signed. 10. A medical assistant following the doctor’s order gives an antibiotic injection to a

patient. She explains what she is about to do to the patient; the patient turns over so the assistant can give the injection, but never says a word.

Objective HO 02.01: Analyze legal responsibilities,limitations, and implications ofactions.

Materials and Resources

State-Adopted Textbooks

Simmers, Louise. (Latest Edition). Diversified health occupations. Albany, NY:Delmar Pulbishers.

Judson, Karen. (Latest Edition). Law and ethics for health occupations. NewYork, NY: Glencoe/McGraw-Hill.

Keir, L., Wise, B. & Krebs, C. (Latest Edition). Medical assisting, administrativeand clinical. Albany, NY: Delmar Publishers.

State-Adopted Textbook Resources

Keir, L., Wise, B. & Krebs, C. (Latest Edition). Medical assisting: administrationand clinical competencies, instructor’s guide and teacher’s resource kit andworkbook. Albany, NY: Delmar Publishers.

Simmers, Louise. (Latest Edition). Diversified health occupations, workbook andteacher’s resource kit. Albany, NY: Delmar

Supplemental Resources

Delmar’s Medical assisting video series, administrative and clinical procedures.(2nd edition). ISBN: 0-8273-8306-1. Tape 2: Legal and Ethical Issues. Toorder call 800.347.7707

Flight, Myrtle. (Latest Edition). Law, liability, and ethics. Albany, NY: DelmarPublishersNational HOSA. HOSA competitive events handbook. Section B. Flower Mound,

TX: Published annually by Health Occupations Students of America.

Web Site Resources

www.aslme.orgwww.healthlaw.orgwww.harp.comwww.hosa.orgwww.medweb.emory.edu Look under legal health care.http://eahec.ecu.edu/telehealth Search for mock trials. Great information on

how to get startedhttp://afip,org/legalmed/legalmed.html

Appendix

Legal Responsibilities TransparenciesTortsContracts

Legal Disabilities

Classroom assessment questions and accountability assessment questions should

directly test the blueprint and outline. They should also be correlated to student learning

through instruction and other activities.

7222 Medical Sciences IICorrelated VoCATS Classroom Assessment Questions

Which situation is malpractice if the patient is injured as a result of a health care workers actions?

A A health care taker fails to wipe up some water that he/she spilled on the floor.

B A health care worker forgets to put up the patient’s bedside rail.

C A health care worker performs a special procedure on a patient that he/she is not instructed to perform.

D A heating pad with a defective cord is used on a patient even though the health care worker knows it is defective.

A health assistant wishes to watch an operation on a patient, even though the assistant is not directly involved in the patient’s care. Whose permission is necessary in order for the assistant to be present during the operation?

A Both the doctor and the patient

B Doctor

C No one

D Patient

Who Decides How CTE Who Decides How CTE Post-Assessment Scores Are Used In Post-Assessment Scores Are Used In

Student Grades? Student Grades?

CLASSROOM TEACHERSSCHOOL ADMINISTRATORSLOCAL SCHOOL BOARDS

USE OF SCORES IS A LOCAL DECISION

Use of student scores is an issue for

What is a teacher What is a teacher allowed to do in allowed to do in

CMS ?CMS ?• Add questions to the bank

• Make improvements to questions

How is this done?How is this done?

Access passwordAccess passwordfrom your VoCATS Coordinatorfrom your VoCATS Coordinator

Teachers need administrator-level Teachers need administrator-level access to fully use the classroom access to fully use the classroom assessment bank for instructional assessment bank for instructional

management.management.

To change the answer click on the correct answer

Must be in DEVELOPMENT tab

Select the question

To edit the question, double click on this panel

After you double click the question appears in Word. Make changes. Close screen.

Close screen when finished making

changes

Remember the Remember the ““Gold Standard” Gold Standard”

Teach the curriculumTeach the curriculum

GOOD STUDENT GOOD STUDENT OUTCOMESOUTCOMES

Test the curriculumTest the curriculum

In compliance with federal law, including the provisions of Title IX of the Education

Amendments of 1072, N.C. Public Schools does not discriminate on the basis of race, sex,

religion, color or national or ethic origin, age, disability, or military service in its policies,

programs, activities, admissions or employment.

Inquiries or complaints should be directed to:

The Office of Curriculum and School Reform Services6307 Mail Service CenterRaleigh, NC 27699-6307

Telephone (919) 807-3761; fax (919) 807-3767

For Questions ContactFor Questions ContactYour VoCATS Coordinator andYour VoCATS Coordinator and

CTE DirectorCTE Director

North Carolina Department of Public InstructionNorth Carolina Department of Public Instruction6358 Mail Service Center6358 Mail Service Center

Raleigh, NC 27699-6358 Raleigh, NC 27699-6358 http://http://www.NCPublicSchools.org/workforce_development/vocatswww.NCPublicSchools.org/workforce_development/vocats

Rhonda WelfareRhonda Welfare Mary Jo NasonMary Jo NasonVoCATS ConsultantVoCATS Consultant VoCATS ConsultantVoCATS Consultant919.807.3876 919.807.3876 [email protected] [email protected]@dpi.state.nc.us