Heather Goodworth

Lots of gret options here - We currently use simulations, clinical experiences and skills labs to help build the knowledge-base our students need. I look forward to implementing the QFT model in my courses. 

I've never really done a lesson plan -- I can definitely see the advantage in pre-planning to make sure you're actually focusing on the objectives & outcomes that are most important. This also serves to make sure your course is in alignment on every axis - I've downloaded the Indiana lesson plan template & am excited to use it. 

As a side note: The link to the lesson plan template from Rochester (?) didn't work. Looks like that page is no longer active. 

I am looking forward to going back through my course and aligning my course objectives with my summative and formative assessments. I like the idea of looking at formative assessments as a way of guaging where students are with the stated objectives. Often, the content covered in a single class period is so immense (I teach college-level nursing courses) that it can get overwhelming trying to figure out what to focus in on (for me and my students!) - coming back to the objectives, then building formative assessments to reinforce those objectives and summative assessments to evaluate mastery . .… >>>

Although I was formerly familiar with program-level alignment, I hadn't given much consideration to course / lesson alignment. I love the emphasis on workplace skills - especially soft skills and employability! SO HUGE! 

This course has given me a lot to think on -- I have worked on goals & objectives with individual students, but usually only after they're in trouble in class. I can see where it would be valuable to do this right out of the gate - get their buy in within the first week or two. 

Everything can change in an instant and it's on us, as instructors, to be aware of what's going on in the classroom, lab, workshop, etc. Often, it seems, there are behaviors that precede risk-taking activities (horseplay, goofing off, etc.) - It seems the trick is to be able to identify the line between students enjoying the class and things getting out of hand and nip it in the bud early. 

I really appreciated the video on Trauma-Informed Schools. This is the first time I've heard of this initiative. I have spoken with students who are experiencing trauma in their private lives and consequently struggle in class. It's hard for students to think about learning pathophysiology when they don't know if they'll eat tomorrow, or where they're sleeping tonight or if the abusive boyfriend is going to be there after class. Learning about the resources & support services offered at my school has been HUGE in helping me to steer these students towards those offices & organizations that can help them… >>>

I can speak to the importance of developing those collegial relationships with others in my CTE content area - I am fortunate to have several wonderful faculty teaching in my program and their support, encouragement and willingness to step in and help out has saved me more than once. I had a mentor early on (my first year) but I didn't know what I didn't know and she had never mentored before so it wasn't the most effective / helpful experience. Still, I was grateful to at least have a point person to go to with questions / concerns while… >>>

I hadn't realized how long CTE had been a part of the educational structure of this country, or how diverse the areas it covers.