Board Prep Teaching Presentation

Objective: Demonstrate the application of principles used with instructional design and teaching and learning in content related to occupational therapy.

Instructions: Students will use the caseload from their clinical site to help guide the process in preparing for this assignment and class presentation.

Selecting a topic for the presentation:

1. Students will consider their assigned fieldwork practice setting, the caseload population at their site, and diagnoses/conditions/limitations they will mostly see in this assigned setting.

2. Students are expected to consult with the class instructor on ideas for their topic.

PRESENTATION HAS 2 PARTS:

Preparing the Presentation:

Using scientific and diagnostic reasoning, students will gather accurate and relevant content to create a PowerPoint presentation. Students will be expected to use ALL of the following resources:

1. preferred textbook(s)

2. scientific research articles

3. 3rd party board prep resources

Part 1 – Lecture Presentation (GRADED in OTAP2120)

1. Content Presentation will include the following supported from the student’s research:

1. Description of the chosen diagnosis/condition/limitation (Four or more aspects of the disability/ diagnosis/ limitation were explained. Could include but not limited to: what it is, what causes it, prevalence, prognosis, clinical presentation, picture images, typical treatments in the setting you are currently practicing/seeing the DX)

2. Case Profile Presentation will include the following:

1. Client’s background information : Dx, Age, Gender, Strengths &weaknesses, occupational roles

2. Identify & clearly justify selected FoR , provided key concepts that are relevant and connect to the intended outcomes for the described case study.

3. Clearly justifies WHY they chose the treatment approach and how it directly connects to the FoR. (Treatment approach comes directly from Table 13 in the OTPF).

4. Occupational Problem Areas & Limitations/Barriers: Gives 5+ limitations/barriers that are relevant to the case study, are prioritized, and each is linked to occupational performance areas

5. Goals: Two are provided; they are appropriate and represent 2 different occupational areas, both goals meet COAST criteria, are relevant to the client and are realistic or achievable

6. Treatment intervention/strategies (1 for each goal): 2 or more treatment ideas were suggested with supportive evidence-based resources providing a comprehensive summary.

3. The PowerPoint design requirements:

1. PowerPoint: provides visual representation of content through slides displaying elements of effective design and ease for the reader. (Fonts, colors, backgrounds, etc. are effective, consistent, and appropriate to the topic and audience.)

2. Information on slides displays an effective summary. (Not using AI – copy/paste)

3. Maximum of 20 content slides ( Additional slides required: intro slide, objective slide, summary/wrap up and reference slide – APA format, less than 10 years old); Slides consist of brief, bulleted content.

4. Provided a reference slide that classmates could utilize when studying for the board exam (in APA format, includes where visual images came from as well)

5. Assessment of audience’s comprehension : Created fun and engaging class activities to challenge their learning. Presented strategically within the presentation.

4. Additional Areas graded on the actual presentation:

1. Class Preparation (Preparedness)

1. Start on time and was well-prepared; Informed students what they were going to learn; presented content objectives to meet through the teaching presentation

2. Lesson/Lecture (Content being Delivered)

1. Presented the lesson in a logical manner that makes good use of the allotted time

2. Used practical, interesting, relevant examples to clarify or emphasize points and connected to career application

3. Periodically checked understanding and restated what was being learned / used interim summaries

3. Instructional Strategies (How you choose to Deliver)

1. Maintained the interest of the class, moved about the room, used class time wisely

2. Active lecture with student-centered learning activities to consider multiple learning styles

3. Used motivational techniques to create a positive, supportive learning environment

4. Closure and Follow-Up (Wrap up at end)

1. Summarized key points of lesson & Objectives of the lesson were met

5. Presentation Skills (How the teaching task was performed)

1. Displayed enthusiasm and maintained professional throughout: Spoke at an appropriate rate of speed using appropriate voice quality (tone & level)

***REFERENCE THE FULL RUBRIC ON THE CLASS ASSIGNMENT IN THE COURSE SHELL!***

B.4.21. Demonstrate the principles of the teaching-learning process using educational methods and health literacy education approach:

* To design activities and clinical training for persons, groups, and populations.

* To instruct and train the client, caregiver, family, significant others, and communities at the level of the audience.

B.6.6. Understand the principles of teaching and learning in preparation for work in an academic setting.

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