766 Alignment Chart

Johnine Ornelas
Updated June 1, 2015
Brief description of proposed project:
Delivery method: A blended critical reading and thinking course. Half the time will be spent online, the other half face-to-face.
Target audience: First year nursing students
Purpose: To increase nursing student success during their first two semesters by developing their critical reading and thinking skills.

1. Terminal Objective: Student differentiates between sound and unsound arguments in a variety of expository texts, verbally
or in writing. (Cognitive-behavioral)

Enabling Objectives

Assessment Idea

Absorb Activity

Do Activity

Student differentiates
between fact and opinion
with 100% accuracy.

Group Quiz: True/false,

Multiple choice questions
on definitions and key
concepts

PowerPoint/ Key terms &

definitions/examples

Group Quiz

Discussion

Reading/ topic: Should

nurses be allowed to
prescribe medication?

Discussion of the reading

to identify authors intent,
tone, bias and point of
view.

Reading: Online reading

A Skeptics Guide to the
Universe: Logical Fallacies

Logical Fallacies Summary Chart, using a second website

as a resource.

Student identifies author

intent, tone, bias, and
point of view with 80%
accuracy.

Short essay

Student describes the

characteristics of a sound
argument with 100%
accuracy.

Summary chart

Student recognizes and

can describe common
logical fallacies with 80%
accuracy.

Mastery Quiz: True/false,

Multiple choice

Game: Logical Fallacies

Jeopardy!

Game: Logical Fallacies

Jeopardy to review and
prepare for Mastery Quiz
Mastery Quiz

Connect Activity

A brief written response to

the question: Where do
you stand on the issue and
why?

Student finds two

examples of logical
fallacies and posts them to
the online discussion
board asking students to
identify the logical fallacy.

2.

Terminal Objective: Student analyzes the quality and completeness of evidence presented in a variety of expository texts,
either verbally or in writing. (Cognitive-behavioral)

Enabling Objectives

Assessment Idea

Absorb Activity

Do Activity

Connect Activity

When reading or viewing a

video presentation, the
student identifies the
authors premises,
arguments and
conclusions with 80%
accuracy.

Written summaries of the

reading and video

Reading/ topic: Racial

disparities in health care
outcomes

Summary of authors
premises, arguments and
conclusions.

Discussion: Does race and

ethnicity impact health?
How and why?

Concept chart or map

Video: Unnatural Causes:

When the Bough Breaks

Summary of video
presentations premises,
arguments and
conclusions.

A concept chart or map

comparing similarities and
differences between the
reading and the video.

Discussion of readings

Topic: TBA

Essay evaluates three

readings.

Reading 1

Discussion of evidence,
bias and logical flaws and
their impact on the
authors arguments and
conclusions.

Written essay comparing

and evaluating the three
readings.

Student compares
similarities and differences
between alternate points
of view and conclusions
with 80% accuracy.
Student evaluates the
relevant evidence for bias
and logical flaws with 80%
accuracy.

Discussion

Reading 2
Student assesses the
validity and soundness of
alternate points of view
and conclusions with 80%
accuracy.

Tip sheet: Critically

assessing sources of
information

Reading 3

In small groups: Create a tip

sheet for what students
should look for when
evaluating an authors
arguments and conclusions.

3. Terminal Objective: Student critically reflects on their own value assumptions and point of view, verbally or in writing, 100%

of the time. (Cognitive-behavioral and affective)

Enabling Objectives

Assessment Idea

Absorb Activity

Student demonstrates an
awareness of their own
thinking, perspective, and
biases over the course of
the semester.

Discussion

PowerPoint/ Overview of
expectations and grading
for discussion and selfevaluation

Student clearly expresses

their own arguments,
opinions or claims,
verbally or in writing.

Research project

Student evaluates their

own and others
arguments, opinions, and
claims by applying a
critical thinking rubric to
student presentations.

Self-evaluation
Reflection assignments

1. Written summary of
sources
2. Presentation of
analysis and
evaluation of their
findings
3. Peer review of
presentation

PowerPoint/ Overview of
project and rubric for peer
review/ grading
Summary handout:
Critically assessing sources
of information (Student
generated.)

Do Activity

Connect Activity
Reflection assignments (3)

Discussion of problems or controversial issues in nursing

(see above)
Research Project and Presentation
1. Student identifies a problem in nursing to explore.
2. Student states their own opinion on the issue and
any evidence they have to support it.
3. Student researches the problem, identifying and
summarizing at least four reputable sources of
information.
4. Student creates a presentation based on their
research.
5. Student evaluates whether their original opinion
and arguments are supported or not supported by
their research and/ or experience applying what
theyve learned in their nursing courses.
6. Student evaluates 3 other students presentations
using the rubric.