TEACHING STRATEGIES PLAN

Condensed Portfolios: Creating a global disease

portfolio for the prevention of and control of a nonNAME OF LEARNING communicable disease.
ACTIVITY
Learning Activity
Summary

This strategy involves a culmination of work over the semester

on global health awareness. Included in this condensed
portfolio will be goals aimed at improving public health. This
will be accomplished through detection, response, prevention,
and control of a chosen global health non-communicable
disease. Each student was given a topic to choose from at the
beginning of the semester. Topics include: Global cancer
prevention and control, Tobacco control, Global Hypertension
treatment project, Cardiovascular disease and salt reduction,
Unhealthy lifestyle including Diabetes. Portfolios may include:
papers, journal articles, and research articles, use of evidenced
based practice, and classroom and clinical assignments. This
assignment will be worth 20 percent of their final grade.
Cognitive (identify level): Remembering, Understanding,
Apply, Analyze, Evaluate, Create

Domain of Learning
(Blooms Taxonomy
Affective: Receiving, Responding, Valuing
Revised)
Psychomotor:

Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
Identify chronic health diseases and risk factor activities for
global health protection.
Create a condensed portfolio utilizing available resources and
educational tools over the course of the semester.

Preparation Required The Facilitator needs to establish clear evaluation policies for
by Teacher/Facilitator and the use of the portfolios. Expectations of the condensed
Materials Needed
portfolio are listed in the class syllabus. Each student will be
given a portfolio guideline with clear expectations of and a
rubric.

Time Allotted

Learning Styles
Addressed by Activity

Class and clinical time (at the discretion of the facilitator) will
be given over the course of the semester.
Visual, Verbal, Active, Reflective, Holistic

How is content connected Content learned in class and clinical throughout the semester
to prior learning?
is integrated with the portfolio. The portfolio provides a
detailed record of their progress.
Reflective Debriefing Debriefing takes place throughout the semester using formative
with Learners (post- and summative feedback. Also, the facilitator will ask the
learning activity) How will students to share their experiences of their individual
it be accomplished?
portfolios.
Evaluation of Learning Formative and Summative evaluations and a graded rubric.
(How will it be
Reflection of the students responses in the portfolio.
accomplished?)
Teacher Reflection

Student portfolios is a wonderful way to display their

educational experience. Portfolios can combine knowledge
(justify choice of learning from classroom and clinical settings from assignments that
activity and good fit for have been building on over the semester. It is a great
the identified learning achievement and can be used for perspective employers in the
objectives)
future.