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Abrefi Asare
EDHP 500: Teaching and Learning Theory
August 11, 2014


Topic: Interactive NBDE Part II Review



Audience: 4
th
Year Dental Students











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SECTION 1: Lesson Plan

Class content focus:
Patient Assessment
Diagnosis and Treatment planning

Learning objective(s) maximum of 3
Given different clinical scenarios, the fourth year dental student, will be able to
apply diagnostic terminology and develop a treatment plan with no error.

Type of learning activity or activities
Discussion Forum
Watch a recorded video

Describe the lesson provide a description of the teaching methods used including the role of
the teacher and role of the students during the activity or activities
Students are provided with a video and powerpoint of a patient/dentist interview,
intraoral and extra-oral examination, and radiographs. All these materials are
available on Blackboard.
In groups of 4 or 5
o Fill in patient health history as discussed with dentist from video and
powerpoint on form in Blackboard
o Create a treatment plan for patient dental needs, following the SADDM
format in Blackboard
Meet in larger group to discuss case with other groups with instructor as facilitator.



Assessment how will you assess whether the learning objectives are met?
Task completion reports-students summarize in a one page paper what they learned
within their small group discussion and what they learned after the larger group
discussion, especially topics that their small group did not discuss.


Types of resources needed for the lesson
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Section 2: Learning Theory
Based on your lesson, what learning theory best informs the activity/ies and method of
delivery?
The Constructivism Learning Theory best informs the lesson plan above. This lesson is an
example of problem-based learning and team based learning. When the students are given
the clinical scenario, they evaluate it individually and then in they work collaboratively with
their group to brainstorm ideas. Each student will probably notice different aspects that the
others in their group may not have noticed. As students talk and listen to one another, they
discuss their observations. The students must then organize their individual ideas as a unit
and write it up to be presented to their instructor prior to the large group meeting. The
students help and support each other in their learning through their interaction. Like
students help students in learning through interaction, instructors interaction with
students is needed. The instructor acts as a facilitator when students small groups meet in
a larger group to build on what the students already know by asking questions or providing
additional information that may change how students may treat the patient. The teacher
must understand that each student is an individual, therefore each small group is unique,
Blackboard
Pharmacology Database (Micromedex)
Students may need to refer to textbooks to aid in diagnosis


Time allowed for lesson
1-2 hr preparation outside of class
1 hour discussion in class

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and therefore some groups may struggle with a topic while others dont. It is the teachers
responsibility to understand each student.


Explain why you feel the identified learning theory best informs how you have chosen to teach
the topic. Support your response with a thorough explanation of the central tenets of the
theory.

The five central tenets of the Constructivism Learning theory are:
1) Knowledge is actively crated or invented by the child, not passively received from
the environmentstudents do not discover the way the world worksrather they
invent new ways of thinking about the world.
The lesson does not have the instructor talk at the students and tell the students
how they would treat the patient or how the students should treat the patient
instead the students watch a video and invent their own way of thinking about the
situation.
2) Children create new knowledge by reflecting on their physical and mental
actions. Ideas are constructed or made meaningful when children integrate them
into their existing structures of knowledge.
This course is geared towards 4
th
year students who have at least one year of clinical
experience. Students are able to convey their experience with their own patients
when their look at these simulated clinical scenarios. As a dental student, I often
refer to previous knowledge and experience with my own patients when assessing
clinical scenarios. Also, I ask myself, If this was my patient, what would I do? I
connect with the patient on a personal and professional level to help me come up
with a treatment plan.
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3) No one true reality exists, only individual interpretations of the world. These
interpretations are shaped by experience and social interactions.
The previous sentence is most pertinent to this lesson because the point of the
group work is to help shape the individual students interpretation of the clinical
scenario. The student is free to change their way of thinking when appropriate
based on the social interactions they have with their classmates when creating a
treatment plan.
4) Learning is a social process in which children grow into the intellectual life of those
around themstudents are involved not only in discovery and invention but in a
social discourse involving explanation, negotiation, sharing, and evaluation.
The transition from small groups to a larger group with facilitator aligns with this
tenet. With the guidance of the facilitator, each small group presents their ideas to
the rest. They explain why they choose the procedures for the patient. Other
groups chime in to challenge certain treatments and share what they would do
instead. The instructor seamlessly evaluates the students learning and
understanding as the conversation unfolds.
5) When a teacher demands that students use set methods, the sense-making activity
of students is seriously curtailed. [Students] beliefs about the nature of changes
from viewing [the topic] as sense making to viewing it as learning set procedures
that make little sense.
In order to keep this from happening, the instructor is simply a facilitator, they do
not present information for the students to memorize and dump on a test. The
instructor has a skeleton of the discussion and a plan for how to lead the lesson. He
understands that if needed, it is okay to deviate from the plan as longs as the main
objectives of the lesson are met. This way the students lead the lesson through their
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discussions and make sense of the scenario instead of memorizing what the
instructor thinks the treatment plan should be.
(Batissta 2009)
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Section 3: Lesson Plan Revised

Class content focus:
Patient Assessment
Diagnosis and Treatment planning

Learning objective(s) maximum of 3
Given different clinical scenarios, the fourth year dental student, will be able to
apply diagnostic terminology and develop a treatment plan with no error.

Type of learning activity or activities
Directions to students: This project is an opportunity for you to demonstrate your
INTELLIGENCE through an assignment that correlates with your strongest intelligence. You
can pick any of the following options.
o Option 1: Spatial Intelligence
o Option 2: Intrapersonal Intelligence
o Option 3: Musical Intelligence

Describe the lesson provide a description of the teaching methods used including the role of
the teacher and role of the students during the activity or activities
Option 1: Spatial Intelligence
For this assignment, you will create a comic strip that depicts a dental procedure
needed for the patient in the scenario. The strip does not necessarily have to be
funny. The comic strip should contain at least 4 slides, each with a colored picture
and a caption that accurately depicts the steps of the procedure. Additionally, one of
the captions of the comic strip must explain the reason why the procedure is needed
Project Rubric:
_____/ 10 points: At least 4 slides
_____/ 14 points: Dental procedure and reason it is necessary appropriately
shown
_____/ 10 points: Effort demonstrated in captions and colored pictures
_____/ 6 point: This rubric attached with comic strip

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Option 2: Intrapersonal Intelligence
For this assignment, you will create a faux diary of your interactions and
experiences with your patient in the scenario. The diary should be written in the
first-person perspective and be least 4 hand-written (or 2 typed) pages long.
Additionally, one of the procedures you perform on the patient must be explained.
Feel free to be creative and expressive (you can add additional theatrical and
dramatic elements).
Project Rubric:
_____/ 10 points: At least 4 hand-written (or 2 typed) pages long; 12 pt font;
1 margins
_____/ 14 points: Dental procedure and reason it is necessary appropriately
shown
_____/ 10 points: Grammar, punctuation, creativity in writing
_____/ 6 point: This rubric attached with diary
Option 3: Musical Intelligence
For this assignment, you will create and record a song that details the case scenario.
Be sure to include all the important aspects of the patients health history, not just
the basics. Be sure to include the steps to one of the procedures you plan to perform
on the patient. You will need to create lyrics and then also record (through a CD or a
video file) your performance of the song. In addition to singing, at least one other
musical instrument must be utilized. The song should last a minimum of two
minutes.
Project Rubric:
_____/ 10 points: Song lasts at least two minutes
_____/ 14 points: Clinical scenario and clinical procedure accurately and fully
depicted through lyrics
_____/ 10 points: Recorded in appropriate medium; musical instrument
utilized
_____/ 6 point: This rubric attached with song lyrics



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Three tenets are important in the definition of intelligence are listed below. The reasons
why I made these revisions in relation to the Multiple Intelligences Theory are also below.
1) Intelligence is the ability to solve problems. This is the core feature in IQ tests
problem solving and logical reasoning to determine the one right answer.

The Multiple Intelligence Options Project allows the learner to be creative and
expressive about themselves. They are allowed to be themselves in school, not have
to conform to the strictness of a classroom. This is especially true because the
learner has to pretend to be in a clinical scenario. They have to be imaginative while
at the same time, be realistic in their use of logic and problem solving to treat the
patient.

Assessment how will you assess whether the learning objectives are met?
Assessment is based on rubric above. Rubric Revised from Multiple Intelligence Classical
Conditioning Project found on web
http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/10265/Multiple%20Intel
ligence%20Classical%20Conditioning%20Assignment.doc
Types of resources needed for the lesson
Blackboard
Pharmacology Database (Micromedex)
Students may need to refer to textbooks to aid in diagnosis
Colored Pencils, Journal, CD or DVD

Time allowed for lesson
1-2 hr preparation outside of class
Projects presented in small groups-1hr
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2) Intelligence, however, is not limited to the capacity for rapid, logical problem-
solving and convergent thinking. Intelligence includes the abilities to create
products and provide valuable services.

The purpose of this project is for the learner to create! They can create a comic
strip, a journal or a song. This activity can provide a valuable service to their actual
patients because they can use different methods to educate their patient, based on
the patients intelligence.

3) Intelligence isnt something that happens in your head, but it also includes the
materials and values of the situation where and how the thinking occurs.

The situation and how a learner reacts to the situation is part of intelligence. Being
open-minded and fluid in thinking and learning how to adapt and react in different
situations are also part of intelligence. The lesson gives students a clinical scenario
and they have to react based on the patients medical history, i.e. past illness,
current health status, family history, etc. One example is that a student must check
vitals on a patient at each visit and ask if there have changes in their medical history.
These types of facts affect treatment on visit-to-visit basis.
(Shearer 2004)





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Section 4: Annotated Resource List
Clements, D. H., & Battista, M. T. (2009). Constructivism Learning and Teaching. Putting
research into Practice in the Elementary Grades: readings from journals of the
National Council of Teachers of Mathematics (pp. 6-7). Reston, Va.: NCTM.

This article discusses how elementary students learn math when they construct their
own understanding. It outlines the definition of constructivism by discussing the
central tenets of this learning theory in five main ways.

Fincham, A., & Shuler, C. F. (2001). The changing face of dental education: the impact of PBL. .
Los Angeles: Journal of Dental Education.

This paper discussed why there has been a shift to using PBL learning in dental
schools. It also discusses the matters that come along with this change, such as
training teachers and modifications in curriculum. The students learning through
PBL received higher scores on their NBDE Part I than their peers using the traditional
lecture method to learn.

Kumar, V., & Gadbury-Amyot, C. (2012). A case-based and team-based learning model in oral
and maxillofacial radiology. Kansas City: Journal of Dental Education.
As stated in the abstract,
The purpose of this article is to describe the process of transitioning a
traditional face-to-face oral and maxillofacial radiology (OMR) lecture course
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to a case-based, team-based learning model for students ready to enter their
fourth and final year of dental school.
The students were put into teams and asked to make a presentation of a case on a
clinical scenario posted in Blackboard by their instructor. The cases were then
discussed in class. At the end of the course, students gave feedback through a survey.
There was an improvement in the National Board Dental Exam scores of these
students compared to previous years.

Shearer, B. (2004). Multiple Intelligences Theory After 20 Years. Kent State University:
Teachers College Record.

This article addresses the developments in MI theory, originated by Howard Gardner,
over the last 20 years. It discusses the definition of intelligences, as well as the types of
multiple intelligences and their connection to different anatomical parts of the brain.
It also discusses how teachers in the classroom can use MI.