Flipgrid Planning Document Example
Pre-Licensure Example
| Course Objective /Goal | Discussion Question | Rationale | Time | Duration |
|---|---|---|---|---|
| N/A | Please take up to 3 minutes to introduce yourself to the class. Include any career goals, personal highlights, etc. Feel free to explore and use any of the feature! | Help establish community | 3:00 minutes | 1 week for response - due prior to first class |
| Students will be able to use critical thinking to respond to a patient question. | A patient asks you how they can improve their sugar (glucose) levels without taking additional medicine. While this may be a question for the PCP, they want your opinion. What would you tell them? Respond as though you were talking to the patient. | Practice presenting information to a patient in a safe environment. Feedback would be a good addition here. | 3:00 minutes | 1 week for response |
| Students will be able to reflect on practice. | You have now spent some time in the clinical setting. Reflect on any one experience (positive or negative) that you have had so far. HIPAA REMINDER - Do not share any identifiable patient information. Focus your attention on your experience. | Practicing nurses need to be reflective and mindful of their practice. | 3:00 minutes | 2 weeks for response |
| Students will be able to apply hands-on skills in the clinical setting. | Imagine you are responsible for explaining how to properly take a patient’s BP to a new student. | Demonstrate and explain the process for properly taking and recording BP. Nurses teach patients and others on a regular basis. This activity provides a safe practice environment as well as a means of formative assessment for understanding. | 3:00 minutes | 1 week for response |
The above table reflects a backwards mapping design (Wiggins & McTighe, 1998) for effective planning. Working from left to right, begin with the course objective/goal that the discussion will support. Then create the discussion question that allows the students to demonstrate understanding/mastery of the concept through the discussion. Rationale is included as a means of thinking about the “why” question of the assignment - Why would students do this? Decide an appropriate time for response (1 minute - 10 minutes) and how long the students will have to post. It is completely optional if you want students to respond to each other.
Wiggins, G., & McTighe, J. (1998). Backward design. In Understanding by design (pp. 13-34). ASCD.