PPT Izabela Lazar

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Mrs. Ronson:

Mrs. Ronson

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??? “Cyclobenzaprine hydrochloride tablets are indicated as an adjunct to rest and physical therapy for relief of muscle spasm associated with acute, painful musculoskeletal conditions. Improvement is manifested by relief of muscle spasm and its associated signs and symptoms, namely, pain, tenderness, limitation of motion, and restriction in activities of daily living. Cyclobenzaprine may enhance the effects of alcohol, barbiturates, and other CNS depressants. Cyclobenzaprine hydrochloride tablets, especially when used with alcohol or other CNS depressants, may impair mental and/or physical abilities required for performance of hazardous tasks, such as operating machinery or driving a motor vehicle .”

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??? How can professionals become versatile at translating technical jargon in language that we can all understand?

PIDP/3250 Instructional Strategies :

PIDP/3250 Instructional Strategies Student Engagement Techniques: The Directed Paraphrase By Izabela Lazar Instructor: Doug Mauger May 20, 2012

Overview:

O verview Definition – Characteristics – Purpose Some Advantages of Using the Directed Paraphrase for Students III. Some Limitations of this strategy IV. Application V. Alternate Applications VI. Further examples of how this strategy is applied VII . Online adaptation VIII. Plagiarism concerns IX . Review

I. Definition – Characteristics – Purpose :

I. Definition – Characteristics – Purpose The Directed Paraphrase = a structured activity  a highly specialized concept or an idea  technical jargon  explaining it in their own words and voice  embedding their own understanding  turning complex concepts simpler language  for non-technical audiences

Why “Directed”?:

Why “Directed”? aimed at a specific, authentic audience for a specific reason instructor’s ability to frame the context in which the paraphrase should be developed

Audience? Situation?:

Audience? Situation?

Main Characteristics :

Main Characteristics  primarily an individual activity  done in writing  real life uses  modeled in various disciplines  duration – doable in single sessions , repeated as needed can be used in online instruction  used mainly with advanced students; requires synthesis (high level thinking)

Bloom’s Taxonomy – Learning in Action:

Bloom’s Taxonomy – Learning in Action

II. Some Advantages of Using the Directed Paraphrase :

II. Some Advantages of Using the Directed Paraphrase For Students: helps students internalize the information h elps students restate information for specific audiences students practice what they have learned and retain details longer helps students interact with non-tech audiences  helps students develop generalization and text management skills

Clients … Patients …:

Clients … Patients …

II. Some Advantages of Using the Directed Paraphrase :

II. Some Advantages of Using the Directed Paraphrase For Instructors:  allows instructor to see whether the students read assigned materials  allows instructor to see how well students understood material  helps i nstructor assess students’ creativity

III. Some Limitations of this strategy :

III. Some Limitations of this strategy requires extensive, thorough preparation requires detailed planning entails careful research and anticipation effort requires repeated use to develop paraphrasing skill

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IV. Application :

IV. Application So , how do we use this strategy in the classroom?

IV. Application :

IV. Application 1. Assign a specific principle, a theory, passage that can be related to a real life situation encountered in various professions.

Text to be paraphrased:

Text to be paraphrased “Cyclobenzaprine hydrochloride tablets are indicated as an adjunct to rest and physical therapy for relief of muscle spasm associated with acute, painful musculoskeletal conditions. Improvement is manifested by relief of muscle spasm and its associated signs and symptoms, namely, pain, tenderness, limitation of motion, and restriction in activities of daily living. Cyclobenzaprine may enhance the effects of alcohol, barbiturates, and other CNS depressants. Cyclobenzaprine hydrochloride tablets, especially when used with alcohol or other CNS depressants, may impair mental and/or physical abilities required for performance of hazardous tasks, such as operating machinery or driving a motor vehicle .” http ://dailymed.nlm.nih.gov/dailymed/drugInfo.cfm?id=49952

IV. Application :

IV. Application 2. Assign and profile the audience for this text.

IV. Application :

IV. Application 3 . Set a time for students to think about the meanings, and give a sentence count. “As a pharmacist, paraphrase this text in 4 – 5 sentences for a patient who needs to understand side effects and warnings regarding this medication. Use 15 minutes and the note card included to tell your patient what s/he needs to keep in mind when taking this medication. You may work individually or with a partner.”

IV. Application :

IV . Application 4 . Require students that they write the paraphrase .

Further Guidelines :

Further Guidelines  different parts to different students  same text  several renditions  compare ad d, extend, or delete some wording change words or expressions by using different parts of speech or synonyms reverse or change sequence of sentences  change the style of the original text by altering tone or formality

Directed Paraphrase for patient by pharmacist over the phone::

Directed Paraphrase for patient by pharmacist over the phone: “Cyclobenzaprine is an excellent muscle relaxant. It is very effective, but you should be aware that you may feel very sleepy when you take it. Don’t drive and don’t drink alcohol after you take a pill because it can make the effects even worse. Also, keep in mind that you may have trouble concentrating when you use this drug, so avoid using any machinery or doing activities that may require a lot of concentration, for example, a sewing machine, which may cause an accident when you are not quite alert .” Adapted from: Hull, M. (2010). Medical English Clear and Simple . Philadelphia: F.A. Davis Company. Mrs. Ronson

IV. Application:

IV. Application 5. Give Feedback levels of evaluation Excellent, Adequate, Minimal , or Confused prepare possible version encourage student contributions increase their confidence in their paraphrasing skills

V. Alternate Applications :

V. Alternate Applications model a similar text to your class first to demonstrate the steps students create two different paraphrases of the same text for two different audiences  students keep a journal of paraphrases  " expert" to comment on the paraphrases

VI. Further examples:

VI. Further examples Professor Alec Tricity  gives students a list of key topics  asks students to read the sections from the textbook  requires students to read the materials until they understood the topics as ks students to close their books and write down all essential information on a note card asks students to compare their versions with the original students make changes and submit their cards

Textbooks…:

Textbooks…

VI. Further examples:

VI. Further examples b. The Radiation Oncology course instructor profiles audience instructor points out importance conveying the meanings of the medical terms students are required to practice the directed paraphrase in pairs e ach pair is assigned a number of high frequency medical terms instructor asks students to take turns in their pairs and explain to their “patients” the meanings of various terms. Example of prompt: “Explain to a patient the differences between sterotactic radiation therapy, remote brachytherapy, and unsealed internal radiation therapy.”

VI. Further examples:

VI. Further examples

VII. Online adaptation :

VII. Online adaptation video demonstration student submissions will be collected through online tool used collaborations facilitated through discussion tools

VIII. Plagiarism concerns :

VIII. Plagiarism concerns require students to approach paraphrasing process in steps three-draft model step 1: students identify key words step 2: students re-formulate sentence structure for clearer meanings step 3: students adjust, edit, and proofread the paraphrase  instructors detailed sources

IX. Review :

IX. Review Definition – Characteristics – Purpose Some Advantages of Using the Directed Paraphrase for Students III. Some Limitations of this strategy IV. Application V. Alternate Applications VI. Further examples of how this strategy is applied VII. Online adaptation VIII. Plagiarism concerns

Focus Directed paraphrasing, Simple paraphrasing, Summarizing:

Focus Directed paraphrasing, Simple paraphrasing, Summarizing

The Directed Paraphrase:

The Directed Paraphrase Thank you!

Sources: :

Sources: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques . San Francisco: Jossey -Bass. Barkley, E. F. (2010). Student Engagement Techniques. A Handbook for College Faculty. San Francisco: Jossey -Bass . http://dailymed.nlm.nih.gov/dailymed/drugInfo.cfm?id=49952 Hull, M. (2010). Medical English Clear and Simple . Philadelphia: F.A. Davis Company.

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