EOH Unit - University of South Florida



|Unit Title: |

|Unit Introduction |[pic]A recorded audio/videos Message from Dr. Instructor |

| |Provide written or audio overview of this unit/lesson in this section. |

| |Note from ETA: The unit/lesson overview should include the general purpose of this unit and student expectations for this unit. Do not |

| |list learning/performance objectives in this section. |

|Pre-Instructional | |

|Activities |Description of Pre-Instructional Activity |

| |Note from ETA: Pre-instructional activities are meant to motivate learners (Keller’s ARCS Model). They should appease to one of the |

| |following: Attention, Relevance, Confidence and Satisfaction. |

| |This is an activity where instructor makes an effort to motivate learners using strategies such as: 1) asking thought-provoking questions |

| |(e.g., audio/video with questions), 2) Applying previous knowledge and experiences to real-life situations or stories, 3) relating what is|

| |to be learned to important goals in learners’ life (e.g., why do we have to study this) and 4) connecting what students already know and |

| |what they will learn (e.g., reviewing previous lessons, informing prerequisite knowledge/skills, pre-test). |

| |For more examples, view this document: Instructional methods by Learning Components. |

|Course Learning | COMP # List learning objective 1 |

|Objectives [CLO] |COMP # List learning objective 2 |

| |Be sure to include the related competency number. All course learning objectives should be aligned to a course competency. |

| |Note from ETA: Course learning objectives are listed in the course syllabus. |

|Lesson Objectives |At the end of this lesson, you will be able to: |

|[LO] |CLOs # List lesson objective 1 |

| |CLOs # List lesson objective 2 |

| |Be sure to include the related learning objective number. All course learning objectives should be aligned to a course competency. |

| |Note from ETA: Lesson objectives are specific measurable, short-term, observable student behaviors. For more information , view this |

| |document and narrated presentation on how to write learning/performance objectives |

|Content Presentation |1. Interactive Lecture Presentation:  |

| |Narrated PPT, High Quality Video |

| |LOs # Title of Presentation 1: MP3 Audio | Handout | Transcript |

| |2. Required Readings: |

| |List textbook chapter(s), PDF files, and/or external links to articles |

| |LOs # Title of Reading 1 |

| |3. Required Videos/Website: |

| |List external links to videos, embedded videos, and/or videos uploaded to Canvas |

| |LOs # Title of Video 1 |

| |Supplemental Resources: |

| |Insert additional resource materials for this unit (eg. Videos, readings, website) |

| |LOs # Title of Additional resources 1 |

| | |

| |Note from ETA: Narrated lecture presentation is one of many ways to deliver content to students. See the instructional method matrix for |

| |content delivery methods. Also, view the presentation guidelines. |

|Learner Participation |Sample practice activities include: Video activity, discussion, synchronous session, practice quiz, breakout groups, web quest |

|(practice and feedback)|LOs # Title of Practice Activity 1 |

|(0 or low point score | |

|value) |Note from ETA: Here is a list of various types of instructional methods that can be used as learner participation or for practice with |

| |feedback. |

|Assessments |Sample assessments include: Quiz, Papers, Discussions, Projects, Presentations etc. |

|(Graded) |LOs # Title of Assignment 1 |

| | |

| |Note from ETA: Assignments should ensure that learning objectives in this unit were in fact met. Here is a booklet that describes types of|

| |assessments and suggested use of assessments. It also takes you through the steps of planning your assessments for a lesson/course. |

| |Additionally, view this presentation and chart that explains the relationship between objectives, assessments and cognitive levels. |

|Evaluation |[pic] Rate this unit |

| |Note from ETA: Be sure to allow opportunities for the student to provide feedback. This should be a short (5-7) question survey that |

| |provides feedback on the unit content, assessments and overall design. |

Any questions, please contact your instructional designer in COPH ETA at eta@health.usf.edu

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