Special Topics in Teaching (CTE219)

Title: Classroom Assessments and Motivation: How & Why Framing Matters,Jane Klinger, Department of Psychology

Abstract: Classroom assessment is regarded as a key tool for teachers, but also for students—in imparting greater self-awareness (Steadman, 1998). Indeed, in the goal literature, there is a long history of research highlighting the importance of specific goal-monitoring and feedback for effective goal progress (e.g., Carver & Scheier, 1982; Locke & Latham, 2002). Interestingly, though, feedback can at times be perceived as controlling and actually undermine an individual’s intrinsic motivation for the goal (Ryan & Deci, 2000; Tang & Hall, 1995). I propose that one important difference in what makes feedback motivating or demotivating is in the way the feedback is framed. If one’s performance on the assessment is kept in perspective as one measure of the broader goal, it is more likely to be helpful in increasing self-awareness and motivation. However, if one’s performance on the assessment is treated as synonymous with the overall success (i.e., the goal is the assessment itself), it can become harmful and decrease motivation.

Title: Implementing blended learning for teaching practical competencies to health science professionals, Laura Williams, Department of Kinesiology

Abstract: If you had to teach your students practical, hands-on skills, how would you do it? How do you ensure that they are going to be competent? Health professions (medicine, physiotherapy etc.) require both theoretical knowledge and practical clinical skills competency. Blended learning is rapidly becoming very prevalent in higher education comprising both face-to-face and online course facilitation and instruction. This research presentation will discuss considerations with respect to implementing and integrating clinical skill instruction into course curriculum.