EDUC. 540 Learning Module
Student:
Sierra Garber
sierra.garber@sckans.edu
1820 Warren Ave. Box #72
Winfield, KS 67156
Day Telephone:
574-538-8673
Evening Telephone:
574-538-8673
Assignment Title:
Week 8 Lesson Plans
Date of Submission:
Sunday March 2nd
Assignment Due Date:
Sunday March 2nd @ Midnight
Course:
EDUC. 540 Learning Module:
Course Instructor:
Vickie Cummings
Faculty Mentor:
Certification of Authorship: I certify that I am the author of this paper and that any assistance
received in its preparation is fully acknowledged and disclosed in the paper. I also have cited
any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I
certify that this paper was prepared by me specifically for the purpose of this assignment, as
directed.
Student’s Signature: Sierra Garber
Week 8 Lesson Plan 3
Grade Level:
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College Freshman
Theme:
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Athletic Training (Introduction)
Subject:
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Pharmacology (general understanding of medicine)
Objectives:
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The student will learn common, frequently used medical abbreviations
The student will be able to identify ethical and medical legal issues for the certified
athletic trainer.
The student will learn a basic understanding of pharmacology and pharmacokinetics
including absorption, bioavailability, distribution, metabolism, and elimination.
The student will be able to identify the major classifications of medications that are
commonly encountered by the athletic trainer (anti-inflammatory, NSAIDs,
corticosteroids, oral and topical analgesics, asthma and allergy treatments,
antibiotics/antifungals, gastrointestinal preparations, and various OTC medications)
The student will be able to list general indications, contraindications, and adverse
reactions to the following classifications: anti-inflammatory, NSAIDs, corticosteroids,
oral and topical analgesics, asthma and allergy treatments, antibiotics/antifungals,
gastrointestinal preparations, and various OTC medications
Kagan Structure:
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Fan-N-Pick
o Considering Fan-N-Pick is a good teambuilding structure, I plan to use it quite
frequently in the classroom as a review type of game after each objective is
taught. For each separate objective of the class I would have review question
cards. For that particular objective one student would hold up the question cards
in a fan and say, “pick a card, any card.” Another teammate would pick a card and
read the question aloud, providing think time for the entire group. The next
teammate would answer the question, while the forth teammate would respond to
the answer by either praising their teammates correct answer or tutoring them on
how to get to the correct answer. For example, lets say the question cards covered
the commonly used medical abbreviations. One teammate reads the question,
“What does the medical abbreviation qid stand for?” Another teammate may
answer, every four hours, which is incorrect. So the forth teammate would help
tutor his teammate on how he remembers what the right answer is. He may say
something along the lines of, “q reminds him of quad which is 4, I reminds him of
in, and d reminds him of day, which means qid stand for 4 times a day.” This
teambuilding structure allows students to develop mutual support and synergy
(through the use of praising and tutoring one another).
Key Vocabulary:
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Food and Drug Administration
Chemical name (names of specific medication related to athletic training)
Generic name (names of specific medication related to athletic training)
Trade name (names of specific medication related to athletic training)
Pharmacology
Pharmacodynamics
Pharamacokinetics
Absorption
Bioavailability
Distribution
Metabolism
Elimination
Classifications of medications: (anti-inflammatory, NSAIDs, corticosteroids, oral and
topical analgesics, asthma and allergy treatments, antibiotics/antifungals, gastrointestinal
preparations, and various OTC medications)
Materials:
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Textbook
o Cummings, N. H., Stanley-Green, S., & Higgs, P. (2009). Perspectives in athletic
training. St. Louis, Missouri: Mosby, Inc.
Medication bottles (to read labels with medical abbreviations and dosages)
EpiEen (demonstrate and practice use of)
www.fda.gov as a resource for drug recalls and alerts, drug approvals and clearances, and
drug safety
www.usp.org as a resource that offers standards and services for healthcare professionals
(athletic trainers)
Motivation:
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I would motivate students to learn by using team activities that involved ongoing
discussion about pharmacology topics, keeping the students engaged in learning.
Practice/Application:
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I would incorporate in and out of class activities to enhance student learning.
o For example: an in class activity may include demonstration of how to use an
EpiPen for an allergic reaction, then dividing students into teams to practice how
they would use an EpiPen in a real-life situation.
o For example: an out of class assignment may be incorporated into the athletic
training students clinical time. When giving medications to student athletes, an
athletic trainer must log information in a medication log. This medication log
includes the date and time the medication was given, the athletes name, the type
of medication given, the dosage, the reason the medication was given and the
athletic trainers signature. The assignment may be to log a week’s worth of giving
out medication during clinical time, while also writing a short paper as to the
importance of a medication log.
Review/Assessment:
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I would use the Kagan structure listed previously (Fan-N-Pick) as a review of students’
knowledge over the concepts learned in class. This would allow students the opportunity
to help each other with learning the concepts. Being able to bounce ideas off each other
on how they could remember certain concepts of pharmacology would be very beneficial
for increasing student understanding.
Extension:
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I could extend the lesson by having students learn more about how exercise affects the
action of specific drugs and vise versa
I could extend the lesson by having students learn more about the specifics of drug
testing and different drug testing options
Reference Page:
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Cummings, N. H., Stanley-Green, S., & Higgs, P. (2009). Perspectives in athletic
training. St. Louis, Missouri: Mosby, Inc.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan
Publishing.
Week 8 Lesson Plan 4
Grade Level:
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College Freshman
Theme:
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Athletic Training (Introduction to)
Subject:
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Writing (SOAP notes/documentation)
Objectives:
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Improve communication between all medical professionals (ATs, PTs, Team
Physicians)
Identify obstacles and develop strategies to assist athletes in achieving goals
Demonstrate ability to develop short-term and long-term goals of rehabilitation
Demonstrate ability to differentiate between Subjective, Objective, Assessment,
and Plan (SOAP)
Kagan Structure:
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Find-the-Fiction
o Considering Find-the-Fiction is a good decision-making structure, I plan
to use it often when deciding which statements go into each part of the
SOAP note. A SOAP note is a document that is written after a complete
evaluation of an athlete’s injury and it includes a subjective, objective,
assessment, and plan portion. The subjective portion is the athlete’s
history, basically whatever the athlete tells you (how they feel, what
happened according to them). The objective portion is the athletic trainers
observation of the athlete (palpation, ROM, special tests). The assessment
portion includes the differential diagnosis, the goals (short and long term).
The plan portion describes the way to achieve the goals stated. So during
the Find-the-Fiction structure, students write down multiple statements
and read them to their teammates. Teammates try to find which of the
statements is fiction. For example, one teammate would write down
statements and indicate which of these statements would not fit under the
subjective portion of a SOAP note? The other teammates would write
down their best guess of the statement that is fiction and then they
announce their answers one by one round robin style. This would help
students when writing SOAP notes by giving them good decision making
skills and better understanding of what statements go where on the SOAP
note.
Key Vocabulary:
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SOAP note
Athletic injury documentation
Subjective information
Objective information
Assessment
Plan
Short-term goals
Long-term goals
Materials:
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Textbook
o Cummings, N. H., Stanley-Green, S., & Higgs, P. (2009). Perspectives in
athletic training. St. Louis, Missouri: Mosby, Inc.
Clickers (review game)
Motivation:
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I would motivate students with the use of interactive games and incorporating
SOAP noting into their clinical hours to make sure students stay engaged.
Practice/Application:
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I would have students in teams of two and have students perform mock (practice)
evaluations on each other. One student would act as the injured athlete, while the
other student would write up a SOAP note on the injured athlete. This would
entail the student writing the SOAP note to practice asking certain questions that
fall under different portions of the SOAP note and students to use their decision
making skills.
Review/Assessment:
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I would use the Find-the-Fiction structure mentioned above to conduct a review
game for students using the clickers. Each team of two students would have one
clicker and statements would be made up and projected on the board. The teams
of students would each have 30sec to discuss the statements and decide which one
of the statements was false and would not fit into the selected portion of the
SOAP note. The teams would then use the clicker to submit their answer and the
answers would be accumulated, shown on the board, and discussed among the
class.
Extension:
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I could extend the lesson by having students learn up follow up documentation
after a SOAP note (progress note)
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I could extend the lesson by having students learn other types of documentation
(i.e. insurance claim forms)
Reference Page:
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Cummings, N. H., Stanley-Green, S., & Higgs, P. (2009). Perspectives in athletic
training. St. Louis, Missouri: Mosby, Inc.
Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca:
Kagan Publishing.