Johns Hopkins University
Master of Education in the Health Professions
MEHP
Evidence-Based Teaching
ED 880.629.9B
Spring 2012
Instructors:
Linda Adamson, Ed.D., Assistant Professor, School of Education
Adamson@jhu.edu
Anne Belcher, PhD, RN, AOCN ANEF, FAAN, Associate Professor, School of Nursing
abelche2@jhu.edu
Credit Hours:
3
Class Schedule: Hybrid/Blended, Tuesdays, 5:30-8:30 PM in the Simulation Center, JHOC
Online Sessions: February 14, March 6, April 10
Course Description:
This course prepares participants for leadership in education through translation of the best available
evidence and application of research into educational practice. Learners will develop the skills and
knowledge needed to review and synthesize the strength of evidence available and to recommend
educational practice changes if indicated.
School of Education Conceptual Framework:
http://education.jhu.edu/bin/d/c/conceptualframeworkFULL.jpg
Mission
http://education.jhu.edu/catalog/introduction/mission.html
Graduates of Johns Hopkins Master of Education in the Health Professions program are
expected to be data-based decision makers who integrate applied technology and use systematic
reflection to teach diverse learners using evidence-based practices and adult learning theory.
Evidence-Based Teaching will require learners to analyze an aspect of their current teaching to
strategically plan content-rich instruction for all learners in their classrooms or other teaching
settings with the goal of achieving higher quality results. In addition, learners will be required to
systematically reflect on how classroom instructional strategies and assessment decisions
promote their own learners’ achievement of desired instructional goals and objectives.
Course Learning Outcomes:
At the completion of the course, the learners will be able to:
1. Interweave reflection, planning, instruction and assessment to facilitate learning, based on
knowing their learners
1
2. Use evidence of learning to identify the need for change in instructional practice
3. Inform themselves from the current professional knowledge base, including research and experts’
recommended best practices, to build their own knowledge base
4. Select or design changes in current instructional practice, based on professional knowledge, that
are likely to improve learning
5. Monitor learner progress formatively in order to make appropriate adjustments
6. Analyze results of the implemented change in instructional practice, in order to draw justifiable
conclusions with a view to appropriate next steps to continue improving teaching and learning
Required Text
There is no text required for this course. The course faculty will provide readings appropriate to
different class topics.
Timely, High Quality Work
All assignments are to be completed by the assigned deadlines. All homework assignments
are expected to be virtually free of errors in writing mechanics, grammar, usage, and overall
quality of workmanship. Multiple errors will result in the instructor returning the
assignment for correction & resubmission, after which the assignment will be counted as late
work and graded accordingly.
Grading Scale
A
= 93-100%
A= 90-92%
B+
= 87-89%
B
= 83-86%
B= 80-82%
C+
= 77-79%
C
= 73-76%
C= 70-72%
F
= 69% and below
The grades of D+, D, and D- are not awarded at the graduate level.
Incomplete Policy
If, due to specific and approved circumstances, a student should need an extension for the
completion of work in this course, the notation of "Incomplete" (I) will be given on the grade
report. Incomplete grades must be made up within 30 calendar days following the conclusion
of the course. After 30 days, the Incomplete will convert to a grade of F. It is the responsibility
of the student to keep track of their progress in making up Incomplete grades
Religious Observance Accommodation Policy
Religious holidays are valid reasons to be excused from class. Students who must miss a class or
examination because of a religious holiday must inform the instructor as early in the semester as possible
2
in order to be excused from class and to make arrangements to make up any work that is missed.
Students who expect to miss several classes because of religious holidays are encouraged to meet
with their academic advisers to consider alternative courses.
Attendance
Participation in lectures, discussions, and other activities is an essential part of the instructional process.
Students are expected to attend class regularly; those who are compelled to miss class meetings should
inform their instructors of the reasons for absences. Faculty often include classroom participation and
attendance in student grading and evaluation. The instructor will clearly communicate expectations and
grading policy in the course syllabus. Students who expect to miss several class sessions for personal,
professional, religious, or other reasons are encouraged to meet with their academic advisers to
consider alternative courses.
Classroom Accommodations for Students with Disabilities
Students with a documented disability who require an academic adjustment, auxiliary aid or other similar
accommodations should contact the Disability Services Office at 410‐516‐9734 or via email at
soedisabilityservices@jhu.edu as soon as possible, preferably four weeks prior to the beginning of the
first class.
Statement of Diversity and Inclusion
Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order
to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of
students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of
one another’s success. Through its curricula and clinical experiences, the School of Education
purposefully supports the University’s goal of diversity, and, in particular, works towards an ultimate
outcome of best serving the needs of all students in K‐12 schools and the community. Faculty and
candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction,
management, and assessment.
Academic Integrity
“Violations of academic integrity include, but are not limited to, cheating, plagiarism,
unapproved multiple submissions, knowingly furnishing false or incomplete information to any
agent of the university for inclusion in academic records, and falsification, forgery, alteration,
destruction, or misuse of official university documents or seal.” See
http://onestop.jhu.edu/education/academic-support/printable-catalog/ for the full School of
Education catalog.
Statement of Academic Continuity
Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other
extraordinary circumstances, the School of Education may change the normal academic schedule
3
Emergency Weather Contact Information
In the event of inclement weather, contact 410-516-7781 or http://webapps.jhu.edu/emergency/notices to
find out if class has been cancelled
IDEA Course Evaluation
Please remember to complete the IDEA course evaluation for this course. These evaluations are
an important tool in the School of Education’s ongoing efforts to improve instructional quality
and strengthen its programs. The results of the IDEA course evaluations are kept anonymous—
your instructor will only receive aggregated data and comments for the entire class. Typically, an
email with a link to the online course evaluation form will be sent to your JHU email address
approximately 85% of the way through the course. Thereafter, you will be sent periodic email
reminders until you complete the evaluation. The deadline for completing the evaluation is
normally one week after the last meeting of class. Please remember to activate your JHU email
account and to check it regularly. (Please note that it is the School of Education’s policy to send
all faculty, staff, and student email communications to a JHU email address, rather than to
personal or alternative work email addresses.) If you are unsure how to activate your JHU email
account, if you’re having difficulty accessing the course evaluations or you haven’t received an
email reminder by the day of the last class, or if you have any questions in general about the
IDEA course evaluation process, please contact Rhodri Evans (410-516-0741; idea@jhu.edu).
For ALL assignments, the following levels of quality apply:
Highly Proficient (top 90% of possible points) work is thoroughly professional, addressing all
aspects of the assignment to a sufficient level of detail to demonstrate the learner’s complete
attainment of the goals of the assignment as well as to make a substantive contribution to the
learning of the class as a whole.
Proficient (75 – 89% of possible points) work is professional, addressing all aspects of the
assignment to demonstrate the learner’s general attainment of the goals of the assignment as well
as to make some contribution to the learning of the class as a whole.
No work is expected to fail to meet at least “Proficient” standards.
EVALUATION AND GRADING: The course grade will be computed as follows:
Evidence-Based Teaching Project (including all components, submitted sequentially,
as well as final project report and presentation)
Class Participation (including contributions to the learning of the class as a whole,
in both face-to-face classes and on-line class sessions)
75%
25%
4
ASSIGNMENT DESCRIPTIONS
Evidence-Based Teaching Project Overview:
 The Evidence-Based Teaching (EBT) Project represents the specific application of course content
to the practices of the learners; therefore, it is expected that learners’ projects will represent a
departure from key aspects of their current teaching practice, to achieve the goal of improving their
effectiveness as evidence-based teachers in the health professions.

This project is subdivided into components (see below) which learners submit in sequence in order to
facilitate timely feedback from the course faculty. This will help ensure the maximum effectiveness
of each learner; therefore, timely submission is expected of all learners.

Each learner will select a topic and learners for classroom, seminar, clinical or faculty/staff
development instruction (as appropriate to his/her own current teaching in the health professions). He
or she will use the Evidence-Based Teaching (EBT) Project Plan to develop the change to his/her
current teaching practices; the course faculty will review and provide feedback on the plan prior to
implementation. The EBT Project Plan will include topic (the overall focus of the teaching), learner
needs assessment (what each participant’s own learners already know related to this topic), learning
objectives (what the participants’ learners will know/be able to do as a result of the teaching), content
outline (what will actually happen in the teaching over what period of time), instructional
strategies/media (evidence-based ways to enhance the learning), plans for evaluation of learning
(levels of mastery of participants’ learners) and plans for learners’ evaluation of the teaching. Based
on course faculty’s feedback on the EBT Project Plan, learners will refine and more fully develop
each separate component of the overall project. (See description, weight and due date of each
component below.)

The course faculty will, whenever possible, observe and provide feedback on the actual delivery of
the EBT Project. If the project implementation is observed by a colleague or preceptor, that person
will be asked to complete the Feedback form.

The learners will complete the EBT Project Final Report and Presentation using course rubrics. The
final report will include a substantive self-evaluation by each learner of his/her own learning and
development as an evidence-based teacher in the health professions over this semester.

The course faculty will use the EBT Project Evaluation rubric to evaluate the written report and
PowerPoint (or other presentation tool) used for in-class presentation.

The learners in the course will use the course peer review rubric for providing feedback to classmates
on their EBT Projects and will each respond to feedback received.
5
Evidence-Based Teaching Project Components:
Evidence-Based Teaching Project Plan and Objectives (10% of course grade – DUE Feb. 14)
The teaching project plan should be clearly stated and should include the following:
 project topic/title with brief rationale
 learner objectives
 brief content outline and duration
 description of learners and number anticipated
 setting and length of presentation(s) [when known, include the date, time and location of
the presentation(s) so that faculty can plan to attend the class]
 planned teaching strategies/media
 plans for evaluation of learning
 plan for learners’ evaluation of teaching
NOTE that specific tools for needs assessment, final evaluation or learners’ feedback are not
needed at this time. A general description of each is sufficient.
Learner Needs Assessment (5 % of course grade – DUE Feb. 28)
The learner needs assessment is designed and implemented in order to determine your learners’
current knowledge/skill level and the gap between that current level and the anticipated
outcome(s) of the EBT Project. Describe the strategy you will use for documenting your learners’
background in the topic of your project; include the tool you have created/are using (with source,
if not original) and how results will be scored/evaluated.
Literature Review (15% of course grade – DUE Mar. 13)
The literature review may focus on (a) the content to be presented and/or (b) teaching
strategies/media to be used. Create abstracts for at least three evidence-based articles using APA
format. Each abstract should be approximately 150-250 words. The literature review will include
a rating of the quality of evidence provided by each source (tool provided). You will upload your
completed literature review to the course website for all to access, after responding to course
faculty feedback as appropriate.
Instructional Strategies/Media (5% of course grade – Mar. 20)
Describe the instructional strategies/media to be used in the EBT Project and relate each of them
to the learner objectives. Specify how these strategies/tools are an evidence-based departure from
your customary teaching practices, and predict what different results you hope to see
demonstrated by your learners.
Evaluation Items and Rubric/Scoring Tool (10% of course grade – Mar. 27)
Create an evaluation tool and design a rubric/scoring tool that can be used to measure your
learners’ attainment of the objectives. In addition, create a tool for your learners to provide
specific feedback on your teaching and the quality of their learning experience.
6
EBT Project Final Report (20% of course grade – DUE Apr. 17; Presentation DUE Apr. 24 (Group
A) or May 1 (Group B); Self-Evaluation DUE May 1)
 Overall: Shows evidence of having applied course faculty feedback
regarding previously submitted project components to enhance
quality of the EBT Project
 Topic stated, with rationale for its importance; objectives clearly
stated and measureable
10%
 Content outline logical and consistent with objectives; timing clear
20%
 Teaching strategy(ies)/media correctly used and appropriate for
learners, content and objectives; rationale clearly stated, with
citations from literature review as appropriate
10%
 Test questions/evaluation method appropriate for learners,
content and objectives; scores received by the learners, reported as
group data
10%
 Appropriate evaluation tool developed for learner feedback;
summary of feedback to the teacher
10%
 Presentation of EBT Project to class
20%
 Self-evaluation of learning throughout this project, including goals
for continued professional growth as an evidence-based teacher
20%
Total (20% of overall course grade): 100%
Peer Review (5 % of course grade – DUE Apr. 24)
Use assigned tool to evaluate the EBT Project of an assigned classmates.
Response to feedback from Peer Review (5% of course grade – DUE May 1)
Respond to the peer review provided by the assigned classmates.
Assignment Summary Schedule (ALL assignments are to be submitted electronically):
% of
COURSE ASSIGNMENT DUE DATES
Due
Grade
Evidence-Based Teaching Project Plan and Objectives
10%
Feb. 14
Learner Needs Assessment
5%
Feb. 28
Literature Review
15%
Mar. 13
Instructional Strategies/Media
5%
Mar. 20
Evaluation Items and Rubric/Scoring Tool
10%
Mar. 27
Evidence-Based Teaching Project Final Report (uploaded)
20%
Apr. 17
Peer Reviews; EBT Project Presentations (Group A)
5%
Apr. 24
Response to Feedback from Peer Reviews; Self-Evaluation (culminating
component of EBT Project Final Report); EBT Project Presentations (Group
5%
May 1
B)
TOTAL proportion of final course grade for Evidence-Based Teaching
75%
Project (including all components):
TOTAL proportion of final course grade for Class Participation, both face25%
to-face and on-line:
7
Course Outline:
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





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Historical roots, purposes and techniques of action research and reflective, evidence-based practice in
health professions schools in the US and internationally
Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and
learning
Alignment of contextual priorities for improving teaching and learning with specific needs of a group
of learners
Development of instructional objectives to facilitate evaluating levels of mastery
Professional reflection and self-analysis supporting improved learning
Ethical considerations and constraints
Basic quantitative and qualitative research methodologies as they apply to action research in a
teaching context
Working theories of causation and their relationship to hypothesis testing and to appropriate evidence
of impact/identification of valid, reliable evidence of learning, misconceptions and gaps
Evaluation of teaching and learning resources for credibility, recency, and contextual appropriateness
Design and recording of pre-intervention, formative and post-intervention data
Aggregation and disaggregation of data
Analysis of data including identifying patterns and drawing conclusions
Communication of results to varied stakeholders
Neuro education research
Evidence-based practice model ; evidence-based teaching model
8
COURSE SCHEDULE
Session,
Date
Session 1
Session Topics, Objective(s)
Addressed
Introduction to
Evidence-Based Teaching
 ELC updates
 Historical roots, purposes and
techniques of action research
 Evidence-based practice in
health professions in the US
with a focus on the Chickering
& Gamson publication
 Objectives addressed:
 All (overview)
 #1: Interweave reflection,
planning, instruction and
assessment to facilitate
learning, based on knowing
the learners.
 #3: Inform self from the
current professional
knowledge base… to build
own knowledge base.
The Importance of Context for
Evidence-Based Teaching and
for Learning
 Comparison of EvidenceBased Practice in medicine,
nursing, and public health
contexts
 Contextual characteristics
(school, profession, clinical
practice) with potential impact
on teaching and learning
Session 2
 Alignment of contextual
priorities for improving
January
teaching and learning with
31
specific needs of a group of
learners, i.e., students,
faculty/staff
 Planning for diverse learners
in specific contexts: Universal
Design for Learning
January
24
 Objectives addressed:
 #2: Use evidence of
learning to identify need for
change in instructional
Readings, Focus
Assignment DUE
Read to make specific
connections between the seven
principles and your own
experience as both learner and
teacher:
Chickering & Gamson, 1991
Scan to make specific
connections between the
descriptions/recommendations
presented and current practice
in your own health professions.
Pay special attention to
material that is most closely
aligned with your own setting
but also review that of the
other health professions:
Felver, et al., 2010, 6-16.
Montori & Guyatt, 2008, 18141816.
Newhouse, Dearholt, Poe, Pugh,
& White, 2007, 3-13.
Victora, Habicht, & Bryce, 2004,
400-405.
In class:
Examine the
websites listed
below (Resources)
and explore one or
more websites
specific to your
specialty.
Resources
http://prcstl.wustl.e
du/EBPH/Pages/EB
PHCourse.aspx
www.cast.org/udl
9
practice
 #3: Inform self from the
current professional
knowledge base… to build
own knowledge base.
Development of Instructional
Objectives
 Examination of formats of
appropriate instructional
objectives in the cognitive,
affective and psychomotor
domains
 Alignment of objectives in the
different domains with specific
learning goals
Session 3
 Alignment of instructional
objectives with evidence of
February
accomplishment
7
 Objectives addressed:
 #3: Inform self from the
current professional
knowledge base… to build
own knowledge base.
 #4: Select/design changes
in current practice, based
on professional knowledge,
that are likely to improve
learning
Session 4
February
14
ONLINE
Identifying Learner
Characteristics and Needs
 Identification of learner needs
 Multiple assessment
tools/learning styles
inventories
 Theory of multiple
intelligences
Articulating Theories of
Causation
 Working theories of causation
and their relationship to
hypothesis testing and to
appropriate evidence of
impact/identification of valid,
reliable evidence of learning,
misconceptions and gaps
 Objectives addressed:
 #1: Interweave reflection,
Read to prepare specific
questions regarding
development of instructional
objectives relevant to your own
EBT Project:
Bastable & Doody, 2011, 377404
Complete and bring to class:
Teaching Goals Inventory
(TGI) in Angelo & Cross, 1993,
13-23.
Teaching Goals Inventory (TGI):
http://fm.iowa.uiowa.edu/fmi/xsl
/tgi/data_entry.xsl?-db=tgi_data
Complete and be prepared to
discuss results of
VARK Learning Styles
Inventory (www.VARKlearn.com/documents/The%VAR
K%20 Questions
Read in order to be able to
identify ways the authors’
perspectives are/are not
aligned with your own
experiences both as a learner
and as a teacher in the health
professions:
Re Multiple Intelligence Theory:
www.howardgardner.com/FAQ/f
aq.htm
Gardner, 1999, 79-92.
Evidence-Based
Teaching (EBT)
Project Plan and
Objectives
Re Learning Styles:
http://www.npr.org/blogs/health/
10
Session 5
February
21
Session 6
February
28
planning, instruction and
assessment to facilitate
learning, based on knowing
the learners.
 #2: Use evidence of
learning to identify need for
change in instructional
practice
Evaluating Evidence: Linking
Evidence-Based Practice to
Evidence-Based Teaching
 Compare the approaches to
evidence-based teaching in
the different health
professions
 Identify ways to collect
evidence of the effectiveness
of teaching
 Understand how to evaluate
evidence to literature review
 Objectives addressed:
 #2: Use evidence of
learning to identify need for
change in instructional
practice.
 #5: Monitor learner
progress formatively in
order to make appropriate
adjustments.
Instructional Strategies and
Tools: Making the Learning
Real to the Learners
 Identify commonly used and
recommended components of
case-based learning
 Identify key features of a
concept/mind map
 Organize key features of
discussion & questioning,
effective lectures, and
collaborative/cooperative
learning groups to be able to
critique for appropriateness in
addressing learners’
characteristics and needs
 Share plans for identifying
appropriate evidence for
instructional strategies in
EBT Project
2011/08/29/139973743/thinkyoure-an-auditory-or-visuallearner-scientists-say-its-unlikely
http://www.psychologicalscience
.org/journals/pspi/PSPI_9_3.pdf
Read in order to be able to
compare strategies used by
medicine, nursing and public
health to evaluate evidence:
Felver, et al., 6-15
Montori & Guyatt, 2008, 18141816
Guyatt, Rennie, Meade, & Cook,
2008. Preface retrieved from
http://jamaevidence.com/resourc
e/preface/520.
In-class resource:
Nilson, 2010, 315328.
Victora, Habicht, & Bryce, 2004,
400-405
Wise, 1981, 5-9
Read assigned chapter to
identify key features for
discussion in class:
In Nilson, 2010:
 Large-group didactic
learning: Making the
Lecture a Learning
Experience, 113-125.

Discussion and questioning:
Questioning Techniques for
Discussion and Assessment,
137-144

Collaborative learning:
Learning in Groups, 155165
Learner Needs
Assessment
Yoder-Wise, & Kowalski, date
11
unknown, handout
 Objectives addressed:
 #2: Use evidence of
learning to identify need for
change in instructional
practice.
 #4: Select or design
changes in current
instructional practice, based
on professional knowledge,
that are likely to improve
learning
Instructional Strategies and
Tools
Session 7
March 6
ONLINE
Session 8
March 13
 Analyze principles which
guide the teacher in the
laboratory and clinical
settings
 Evaluate the components of
laboratory and clinical
teaching related to the
selection of contextappropriate instructional
strategies and tools
 Compare formative and
summative evaluation in
the clinical setting,
including the tools
available for conducting
both types of evaluation
Listen to/view the lecture and
determine the extent to which
you now can meet the
objectives for the session.
View the videos and respond to
the discussion question for
each.
Read the Taylor & LittletonKearney article (2011, 84-88)
with a focus on concept
mapping as a teaching strategy
Objectives addressed:
 #2: Use evidence of
learning to identify need for
change in instructional
practice.
 #4: Select or design
changes in current
instructional practice, based
on professional knowledge,
that are likely to improve
learning
Think about your experience
to date with simulation and
other ways in which you can
use it in your teaching role.
Evaluative Strategies:
Evaluating the Learners’
Levels of Mastery
 …
 …
 …
Read to identify and be able to
critique characteristics of
effective evaluative strategies
and their alignment with
specific learning contexts:
Apperson, Laws & Scepansky,
Literature Review
In-class
Resources:
Angelo & Cross,
1998, 88
12
2006, 148-153
 Objectives addressed:
 #5: Monitor learner
progress formatively in
order to make appropriate
adjustments.
 #6: Analyze results of the
implemented change in
instructional practice, in
order to draw justifiable
conclusions with a view to
appropriate next steps to
continue improving
teaching and learning.
Evaluative Strategies:
Evaluating the Quality of
Teaching
 Develop ability to make
appropriate judgments about
strategies for evaluation of
teaching:
 Formative evaluation
 Course evaluation
 Peer review
Session 9
March 20
Session
10
March 27
 Objectives addressed:
 #5: Monitor learner
progress formatively in
order to make appropriate
adjustments.
 #6: Analyze results of the
implemented change in
instructional practice, in
order to draw justifiable
conclusions with a view to
appropriate next steps to
continue improving
teaching and learning.
Evaluating the Learning:
 Analyze the applicability
of Dale’s Cone of
Experience to their teaching
project and to their teaching
in general.
 Critique different media/
technology tools to support
effective learning in
different contexts across the
Berk, 2002, 155-181
Nilson, 2010, 273-294
Taylor & Littleton-Kearney,
2011, 84-88
Read to relate recommended
practices to own teaching
experience in order to approve
experiences of learners:
Berk, Naumann, & Appling,
2004, Article 10
Brownson, Fielding & Maylahn,
2009, 175-201
Elzubeir & Rizk, 2002, 313-319
Hatzipanagos & Lygo-Baker,
2006, 97-105
Read to identify connections
between these authors’
recommendations and own
uses of technology/varied
media in the context of =
teaching:
Zwirn & Muehlenkord, 2009,
335-350
Perrin & Reuter,
retrieved from
http://edtech.clas.pd
x.edu/presentations/
frr98/affective_asse
ss_table.html
Instructional
Strategies/Media
In-class resources:
Arreola, 2006, 6570,125-138
Felder & Brent,
2004, 200-202
Kirschling, et al.,
1995, 401-410
Nilson, 2010, 315328
Evaluation Items
and Rubric/
Scoring Tool
In-class
Resources:
http://www.etsu.edu
/uged/etsu1000/doc
uments/Dales_Cone
_of_Experience.pdf
13
health professions
 Share with their classmates
useful/evidence-based
findings from their review
of the literature with regard
to instructional
strategies/media
 Objectives addressed:
 #5: Monitor learner
progress formatively in
order to make appropriate
adjustments.
 #6: Analyze results of the
implemented change in
instructional practice, in
order to draw justifiable
conclusions with a view to
appropriate next steps to
continue improving
teaching and learning.
The Scholarship of Teaching:
 Characteristics of Scholars
of Teaching
 Tomorrow’s Professors
Session
11
April 3
Session
12
April 10
ONLINE
 Objectives addressed:
 #5: Monitor learner
progress formatively in
order to make appropriate
adjustments.
 #6: Analyze results of the
implemented change in
instructional practice, in
order to draw justifiable
conclusions with a view to
appropriate next steps to
continue improving
teaching and learning.
Review of Final Expectations
Course faculty provide a detailed
review of specific expectations
for:
(a) Final EBT Project
(formal paper);
(b) EBT overview
presentation (PPt, etc.);
(c) Peer Feedback
assignment; and
Read to identify connections to
own EBT Project and to own
career as an evidence-based
teacher in the health
professions:
Jenkins, 201
Paul & Elder, 2007
In-class resource:
Critical Thinking
Grid retrieved from
www.criticalthinkin
g.org/files/Critical
%20Thinking%20
Grid.doc
Proposed EBT
Research
Questions/Studies
(Discussion on
course site)
14
(d) Self-Evaluation and
Response to Feedback
assignments.
Objectives addressed:
 #2: Use evidence of
learning to identify need for
change in instructional
practice.
 #6: Analyze results of the
implemented change in
instructional practice, in
order to draw justifiable
conclusions with a view to
appropriate next steps to
continue improving
teaching and learning.
INDIVIDUAL WORK DAY
Session
13
April 17
Session
14
April 24
Session
15
May 1
Participants finish work on their
Evidence-Based Teaching
Projects: a formal paper + a brief
PowerPoint (etc.) presentation
for the class.
Project Presentations
(Group A)
 One-half of class
participants present their
Evidence-Based Teaching
Projects
 Class discussion on
connections among projects
Project Presentations (Group
B)
 Second half of class
participants present their
Evidence-Based Teaching
Projects
 Class discussion on
connections among projects
 Post-Assessment: learners
self-evaluate, reflect
collectively on their growth
as evidence-based teachers
EBT Project Final
Report: upload to
course site
Peer Review to
assigned
colleagues’ EBT
Projects;
EBT Project
Presentations
(Group A)
Response to
Feedback from
Peer Reviews and
Self-Evaluation
(culminating
component of EBT
Project Final
Report); EBT
Project
Presentations
(Group B)
15
Classroom Participation Rubric
16
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