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Target Your Training: Techniques to Adapt Your Content to Meet Your Students Needs

  2. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     You  can  access  the  recording  of  the   live  webinar  presenta6on  at     Home  for  Trainers    Interpreter  Trainers  Webinars  Work  Group   An  ini6a6ve  of  the  Standards  and  Training  CommiBee­‐for-­‐trainers  
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  4. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Welcome!     Guest  Presenter:   Eliana  Lobo,  M.A.,  CoreCHITM   Trainer  of  Trainers  of  Healthcare  Interpreters  
  5. Learning Objectives for Today •  Learn how to break up or tier, existing lesson plans and workshop content for: •  Levels of proficiency •  Teaching styles •  Both •  Review how to •  Identify learning objective(s) using Bloom’s Taxonomy •  Create lesson plans/learning plans that are tiered into a minimum of three, and a maximum of six tiers, using Bloom’s six stages as a guide •  Create Rubrics for •  Formative assessments •  Summative assessments
  6. What is Tiering? •  Often, attendees have different levels of proficiency when they show up for your workshop or conference presentation. You, as the trainer, often spends a good portion of your limited time slot, reviewing basic concepts with beginners. This can end up short changing the more proficient and experienced learners present. •  Tiering allows the trainer to break-out learning content, so that it can work with different students’ levels of proficiency, all within the same training or workshop •  Tiering can also be utilized to develop learning plans that are differentiated by learning styles •  Auditory •  Visual •  Kinesthetic
  7. Before You Tier •  Identify/Clarify the Learning Objectives for your class or workshop •  Develop Rubrics for each module to peg students’ •  Understanding •  Competence •  Proficiency
  8. Competent vs. Proficient What’s the difference?
  9. The best interpreters are highly proficient, rather than merely competent. In other words, they are able to fulfill the demands of the task at hand as they come up.
  10. Competency • Competency: as defined by Merriam-Webster, is the ability to do something successfully or efficiently. For interpreters, it means having the skills set of languages, terminology, knowledge of culture and strong listening and memory skills combined to function capably as an interpreter. I want you to aspire to being MORE than merely a competent interpreter. • How does competent differ from being proficient? 10
  11. Proficiency •  Proficiency: as defined in the goals and targets for teachers of world languages means one can--Use language spontaneously, in unexpected situations, to communicate any and all needs during that particular moment in time •  As interpreters, our profession is filled with daily unexpected, spontaneous moments. •  We often have to draw upon knowledge of history, geography, world events, regional conflicts as well as traditional beliefs and practices, in order to do a good job for our patients and have their providers understand their needs and complaints. 11
  12. Tiering Existing Lesson/ Learning Plans For Different Proficiency Levels
  13. Creating Tiered Training for Different Levels of Proficiency 1.  Define Learning Objective 2.  Apply Bloom’s Taxonomy 3.  Develop Rubrics for different proficiency levels 4.  Create Teaching Style Grid for the Training A. Basic B. Standard C. Specialized 5. Devise learning plans for different delivery or teaching styles A. Audio –Students learn by listening B. Visual - Students learn by observing C. Kinesthetic - Students learn by doing
  14. Defining Learning Objective •  Having clear learning objectives for each level of proficiency, and, for each of the three main teaching styles is your starting point •  I find it helpful to use Bloom’s Taxonomy to clearly state the final learning objective and then work my back down the steps to the beginning of the process •  So let’s review Bloom’s Taxonomy
  15. Bloom’s Taxonomy •  In 1956, Benjamin Bloom (with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl), published a framework for categorizing educational goals: Taxonomy of Educational Objectives •  Familiarly known as “Bloom’s Taxonomy” •  The framework elaborated by Bloom et. al., consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. •  While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.
  16. Start with Bloom’s Taxonomy
  17. Develop an exercise or task for each level of Bloom’s (beginning with the bottom level of the pyramid) 1.  Remember 2.  Understand 3.  Apply 4.  Analyze 5.  Evaluate 6.  Create
  18. Develop an exercise or task for each level For example, enhancing memory or recall •  Remember/Recall •  Recall a list of seven different prescription medications •  Understand •  Differences between long-term and short-term memory •  Techniques to use to support recall (chunking, creating a story, etc.) •  Apply •  Experiment with different memory techniques using random word lists •  Analyze •  Track errors according to the technique utilized •  Record metrics over multiple attempts with different techniques •  Evaluate •  Assess to choose a technique that is beneficial for a student’s learning, OR •  Self-Assess to choose a technique that is beneficial for one’s learning •  Create •  Customized training routine
  19. Free Online Tools for Developing Rubrics for your training/learning plans •  Rubistar. •  Has a page to help you develop a new, custom rubric for your training and teaching • screen=NewRubric •  Rubric Maker •  Also allows you to create custom rubrics •
  20. Rubric created with RubiStar, for my Portuguese language class
  21. Sample Ways to Tier Terminology for scenario practicum in class, individuals roles could be assigned according to each student’s proficiency •  Basic Medical Terminology •  Basic – Basic Human Physiology, understanding and finding equivalents for Healthcare Provider Job Titles in target language, Insurance, Family Medicine/Primary Care •  Medical & Social Services Terminology •  Standard - Human Physiology and Medical Specializations, Housing, Customer Service, Infection Control, Wayfinding, Clinics and Therapy, Domestic Violence •  Specialized Terminology •  Advanced - Mental Health, Acute Care, Oncology, Genetics Counseling, Organ Donation, Neuropsychological evaluations, Involuntary commitment
  22. A second way to tier lesson plans By Delivery Method or Teaching Style
  23. Creating Tiered Training for Different Teaching Styles •  Often, we think of these three basic categories when we think about different delivery or teaching styles •  Audio •  Visual •  Kinesthetic But there are many more…
  24. Differentiating Content by Teaching Styles Different approaches to teaching and learning
  25. Tweaking your existing lesson plans to better suit different learning styles •  Verbal •  Visual •  Musical/Auditory •  Physical/Kinesthetic •  Combination •  Solitary •  Social •  Logical/Mathematical •  In-Person classroom (0-30 students) •  In-Person conference/large audience •  Remote/Online delivery
  26. Tiering a Memory Exercise Examples/Sample Tiers
  27. For Auditory Delivery Read ALOUD from a list of 12 or more everyday items Do this twice, have students write down as many as they can recall. •  Mardi Gras bead •  Wooden Spoon •  Magnifying Glass •  Shoe horn •  Date stamp •  Ceramic tile •  Golf ball •  Moisturizer •  Chopsticks •  Keychain •  Penlight •  Teacup •  Red apple •  Sea shell
  28. For Auditory Delivery Play a recording of someone reading a list of 12 or more everyday items, then have students write down as many as they can recall. •  You can select different audio files and then vary or increase the speed •  The more words per minute, the greater the degree of difficulty •  For best results, you should have the recording downloaded onto a flash drive or embedded in the presentation to minimize lag time
  29. For Visual Delivery Display photo of a sample grouping of 12 or more everyday items for 90 seconds, students write down as many as they can recall
  30. For Kinesthetic Delivery Bring a wooden bowl to class containing everyday items for memory exercise, allow students to hold or manipulate items for 90 seconds, then cover with a towel. Have them write down as many as they can remember.
  31. Outside/Online Resources •  Often, online resources will feature a handful of suggested links, featuring specific exercises or skills drills. •  These are often already tiered progressively in terms of difficulty, for you •  Upon review, you can select or tweak the suggestions for your learning objective and students’ needs
  32. For example: 9 memory exercises • memory-while-interpreting/ ― Exercise 1: shadowing ― Exercise 2: shadowing with a twist ― Exercise 3: Freer shadowing with a twist ― Exercise 4: attentive listening for key elements ― Exercise 5: progressively expanding recall apacity ― Exercise 6: visualization ― Exercise 7: segmentation ― Exercise 8: recognizing incoherence or ambiguity ― Exercise 9: remembering messages you disagree with or find offensive
  33. For example: 5 memory exercises • ― Exercise 1:  The 4-Details Observation Exercise ― Exercise 2:  Number Brain Exercises That Skyrocket Your Concentration ― Exercise 3:  Repeat What People Say In Your Mind ― Exercise 4: The Metronome-Clapping Exercise ― Exercise 5: Create A Memory Palace
  34. Tech tools to assist you in creating: progressive and interactive exercises/drills iPhone •  Best voice recording apps for iPhone and iPad - iDownloadBlog • 2016/05/22/best-voice-recording- apps-iphone-ipad/ •  Audio Speed Changer Free on the App Store - iTunes - Apple • audio-speed-changer-free/ id680523422?mt=8 Android •  How to Change the Speed of Audio Playback With these 4 Android Apps • alter-speed-audio-playback-android- apps/ •  Speed Changer - Android Apps on Google Play • details? These voice recording apps for smart phones, which are ubiquitous today
  35. Assessing Student Learning Formative and Summative Assessments
  36. 2 Classroom Tech tools to assist in facilitating: interactive participation and formative assessments iPhone •  Plickers on the App Store - iTunes – Apple • us/app/plickers/ id701184049?mt=8 Android •  Plickers - Android Apps on Google Play • store/apps/details? id=com.plickers.client.andr oid&hl=en Plickers: Plickers is a powerful, yet simple tool, that lets teachers collect real-time formative assessment data without the need for student devices or app installation
  37. 2 Classroom Tech tools to assist in facilitating: interactive participation and formative assessments •  Free version online •  Mentimeter is an interactive presentation and training tech tool, very much like Plickers •  Ask a question •  Audience/Students vote or answer •  Can display answers as graphs or charts •  Results displayed in real-time with no app installation needed Mentimeter:
  38. Formative Assessments •  Tech tools like Plickers and Mentimeter allow the trainer greater flexibility in making formative assessments during the actual training class •  These tools allow for anonymity since “players” (students or attendees) can select an avatar rather than using their real name •  Still, it affords the teacher or trainer a real glimpse into how many in your group have a firm grasp of a concept and how many don’t •  Allows for tailoring content delivery on the fly, in order to review or re-introduce an idea, topic or skill in a brand new way
  39. Assessing the effectiveness of your lesson plan Formative & Summative Assessments
  40. Formative vs. Summative Assessments
  41. A third way to tier your lesson plans By BOTH Proficiency & Delivery Style
  42. Tiering by Task Type Moving beyond lecture and assigned reading If you can teach a single concept in different ways, students will retain the learning better. The very same exercise or skills drill, when taught in multiple ways, will appeal to different learning types. Your goal is to have something for everyone. It may sound funny, but this is one of the reasons I always have some kind of healthy snack like popcorn or grapes, as well as a tray full of items to fiddle with in the center of the table for each student grouping. The tray holds assorted pipe cleaners and different colored markers, as well paper. The tactile items assist kinesthetic learners pay attention in class. The snacks engage students’ sense of smell, taste and touch. All of which helps retention of the material being taught. So, how does one tier a lesson plan by task?
  43. Tic-Tac-Toe Grid for building tiered learning plans Basic Standard Advanced Audio Visual Kinesthetic
  44. Example: Tiered Memory Exercise Basic Standard Advanced Audio Visual Kinesthetic Recall 4-5 items from audio clip Recall 6-7 items from audio clip Recall 7-9 items from audio clip Recall 4-5 items from slide or illustration Recall 6-7 items from slide or illustration Recall 7-9 items from slide or illustration Recall 4-5 items from 3D objects* Recall 6-7 items from 3D objects* Recall 7-9 items from 3D objects* * Eclectic assortment of household items in a bowl or basket
  45. Example: Tiered Terminology Basic Standard Advanced Audio Visual Kinesthetic Recall list of medical specialties Recall/interpret list of medical specialties, discuss specific challenges for individual scenarios Identify and Interpret bodily systems from pictures Identify equipment by touch, when blindfolded Identify and interpret names for equipment by touch, when blindfolded Don and doff PPE, (personal protective equipment) properly Recall and Interpret list of medical specialties Identify from pictures and Interpret names for tools or machinery providers use in different depts Identify and Interpret forms used by providers in different departments from samples
  46. Always begin with Bloom’s Taxonomy
  47. Develop an exercise or task for each level, beginning with the bottom level 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
  48. Link exercises to each level 1.  Remember 1.  Assigned Reading 2.  Lecture 2.  Understand 1.  Asks questions 2.  Pair and share 3.  Apply 1.  Explain to partner 2.  Quiz 4.  Analyze 1.  Discuss in small groups 2.  Debate in teams 5.  Evaluate 1.  Debrief discussion or debate 2.  Feedback 6.  Create 1.  Personal materials like glossaries for one’s language pair, scripts for challenging situations 2.  Scenario/Skits
  49. Keep in mind how students take in information, have tasks prepared for each type of process •  Taking it IN •  Reading •  Watching (video or film) •  Listening to a recording or lecture •  Putting it OUT •  Writing •  Drawing •  Discussing •  Interactive •  Share and Pair •  Shadowing fellow students •  Playing a Part in a Scenario or small group activity •  Presentational •  Show and Tell •  Practicum •  Sight Translation
  50. Tic-Tac-Toe Grid for building tiered learning plans Basic Standard Advanced Inward Outward Presentational
  51. Tic-Tac-Toe Grid for building tiered learning plans Basic Standard Advanced Inward Outward Presentational Introduce yourself in both languages, reminding parties to use 1st person & HIPAA Write your standard intro- duction, that you will use going forward Read about the components that should be present in your introduction Interpret patients’ rights & responsibilities for the facilities where you will be working Write about your understanding of patients’ rights & responsibilities for the facilities where you will be working Read about patients’ rights and responsibilities Read about advanced directives Write about your understanding of advanced directives and any culturally specific challenges for your language pair Interpret advanced directives for your language pair
  52. Recommended Resources for Developing Training Content • Healthcare related content ü free-online-courses-heres-the-full-list-d9dd13600b04 ü ü ü ü • Recorded speeches in specific language pairs ü ü
  53. Resources Used in this Webinar •  Bloom’s Taxonomy, by Patricia Armstrong, Assistant Director, Center for Teaching, Vanderbilt University, https:// •  Tic-Tac-Toe Grid for Learning Plans, Teach-nology – The Online Teacher Resource, lessons/lsn_pln_view_lessons.php? action=view&cat_id=1&lsn_id=22041 •  Rubistar, screen=NewRubric •  Rubric Maker, •  9 exercises to improve short-term memory while interpreting, 2 August 2017, By Catarina Ramos, 9-exercises-to-improve-short-term-memory-while- interpreting/ •  5 Brain Exercises That Ensure Memory Improvement, Last Updated October 12, 2017 By Anthony Metivier, https://
  54. Remember, You Can Do It! Just remember these steps: •  Identify/Clarify the main Learning Objectives for your class, your workshop or presentation •  Create your lesson/learning/workshop plan •  Develop Rubrics for each module •  Use the Tic-Tac-Toe grid to create activities that support learning for each of the three main levels of proficiency and for each of the three main teaching styles. •  You are now ready to face a roomful of workshop attendees •  Choose tasks that will enhance their learning experience •  Tweak content to reflect greater or lesser degree of prior knowledge or proficiency in the room as determined by your formative assessment during the course of your training
  55. Questions? Please feel free to contact me!
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