EDU 603 Applications in Adult Sonography 1

EDU 603 Final Project:

Curriculum Design for Applications in Adult Sonography

Melissa Klein

EDU 603: Post University

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EDU 603 Final Project: Curriculum Design for Applications in Adult Sonography

Part I: Statement of Educational Philosophy

As described by the National Center on Universal Design for Learning (UDL), the goal of

education should not be to just teach students to master certain concepts, but to master the

learning process (CAST, 2015). A primary component of life-long learning involves complete

understanding. In addition to promoting life-long learning, student understanding of the what,

how, and why of the ultrasound profession is necessary. Because ultrasound is a profession that

is entirely user-dependent, students must be proficient in: patient and physician interactions,

ultrasound machine use, and pathology discovery. Along with proficiency in these areas,

students must understand the great implications of their findings and the impact on patient’s

lives. Wiggins and McTighe (2005) described the difference between knowledge and

understanding:

Consider an analogy to highlight these similarities and differences: tiling a floor with

only black and white tiles. All our factual knowledge is found in the tiles. Each tile has

definite traits that can be identified with relative precision and without much argument. Each

tile is a fact. An understanding is a pattern visible across many tiles. There are many different

patterns, some of them encompassing many or few tiles. Aha! Suddenly we see that small

patterns can be grouped into sets of larger patterns—that was not apparent to us at first

(Wiggins and McTighe, 2005, p. 38).

Intentions, Strategies, and Core Beliefs

“Big picture” understanding will be the focus of the educator’s instruction. Student

understanding is a process that will include scaffolding of concepts that build on each other.

Cognitive understanding is only possible when students have proper fundamental concepts to
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build upon and are cognitively prepared (Wojcik, 2016). In alignment with Wiggins and

McTighe’s (2005) Understanding by Design, the educator will design curriculum based on the

“big picture” of the course content in a backwards fashion. Within this backwards design, the

educator will base lessons on a topic, select the resource, and then form instructional content

based on the topic and resource. It is essential to determine what specific knowledge is sought

before the educator creates teaching and learning activities (Wiggins & McTighe, 2005).

Students learn best by doing and are more successful in learning new concepts that are

interesting and relevant to them (Post University, n.d.).

Constructivism, socio-constructivism, and experimental learning theories will be the methods

for instruction. The constructivism theory is a student-centered theory of education that focuses

on how students learn new concepts by building on already-learned knowledge (Post University,

n.d.). The socio-constructivism theory differs from the constructivism theory in that it considers

knowledge to be situation-based and contingent on the context, culture, and activity that the

learner is exposed to. Experimental learning theories suggests that learning is at the core of

experiences, first or second hand (UNESCO, n.d.). Considering that students learn best by

doing, the educator will implement ways for students to have experiential and real-world

opportunities for learning. Kolb (2007), detailed the cycle of experiential learning:

(1) Concrete Experience- (the first stage) when the student has a concrete experience (such

as lab activity, or a specific patient case while shadowing a professional).

(2) Reflective Observation- when the student consciously reflects back on the experience.

(3) Abstract Conceptualization-where the learner attempts to conceptualize a theory or model

of what he or she observed.

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(4) Active Experimentation-where the learner is trying to test a theory or plan for a

forthcoming experience.

Teacher and Student Roles

Aligned with constructivism and socio-constructivism theories, student-centered learning

will be the method for teaching by the ultrasound educator. Wojcik’s (2016) Understanding by

Design and Universal Design: Instructional Models for a Variety of Teaching and Learning,

detailed the benefits of educators and students working together to achieve the student’s

academic goals. Adult students are motivated intrinsically, typically are self-directed learners,

and draw on their reservoir of prior experiences to aid in learning new concepts (Adult Learning

Theories, 2011). For this reason, the educator must cater to diverse student learning types by

offering multiple avenues of instruction and appealing to the goals of the student. The educator

will collaborate with each student to: determine the best methods for teaching, discuss the

student’s prior learning experiences, and determine areas of needed academic adjustments (Adult

Learning Theories, 2011). The educator will seek ways to engage students visually, aurally,

verbally, and kinetically in order to address diverse learning types (Post University, n.d.). In

order to fulfill the diverse student learning needs, the educator will offer lessons in a variety of

ways such as: classroom lectures with visual representations (images and videos), auditory

textbooks, small group and class discussions, the use of virtual reality and other technologies,

and lab time for hands-on scanning with direct ultrasound machine use. The professor will create

a positive classroom environment by:

 Promoting student-individualization using UDL principles

 Fostering intriguing classroom engagement and discussion

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 Keeping students hooked with essential questions and big ideas

 Creating real-world connections to classroom content

Students will be able to demonstrate knowledge and skill with the goal of understanding at

the conclusion of the ultrasound program. In order to accomplish the requirements of knowledge,

skill, and understanding, the higher education student must: participate in classroom activities,

take advantage of open-lab scanning hours, and demonstrate mastery of class and lab

assessments. At the start of the program, students will be required to self-evaluate and determine

the what, why, and how of their learning. To explain, students will create a Student Learning

Profile to develop a better understanding of who they are as learners, areas of learning they find

challenging, and what motivates them (UDL, 2018). Lastly, students will have opportunities to

gain understanding while participating in a 12-month clinically-based externship experience their

final year of the program.

Part II: Curriculum Rationale

Applications in Abdominal Sonography is an entry-level course for students who have

just entered the Diagnostic Medical Sonography program. This is the introductory class to

abdominal sonography which details abdominal sonographic anatomy and pathology correlating

to ultrasound imaging strategies and techniques.

Student Types

Students within this class are higher education adult students, mainly from the Northwest

region of North America. They will commonly be recent high school graduates and some non-

traditional career-change college students. Typical students at this education level will be

adjusting to life away from home for the first time and learning how to manage school and
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homework without the direct supervision of parents or teachers. They are mostly Caucasian and

from the United States. Students within this class have applied to the ultrasound program directly

and have completed requirements for the program such as: a rigorous application, interview, and

specified prerequisite classes.

Curriculum Choices and Sequence

Curriculum design for this unit is based on the Understanding by Design (UbD) (Wiggins &

McTighe, 2005) platform and the Universal Design for Learning principles (UDL) (CAST,

2015). The curriculum is designed in a backwards fashion; the goals, big ideas, main text,

essential questions, and standards for the unit are established before the creation of assessments

and unit activities. The big idea of the unit is based around empowering students to be life-long

learners who understand the big-picture of ultrasound, that is: the important role of a

sonographer in a patient’s life. The goals of the unit are for student understanding in the many

facets of ultrasound and the transfer of knowledge to real-world contexts. The standard of the

unit is the American Registry of Diagnostic Sonographers (ARDMS) which certifies ultrasound

professionals. Essential questions formation is key to creating content understanding for students

and making content transfer to other areas (Wiggins and McTige, 2005). Wiggins and McTighe

(2005) essential questions are grouped into 6 criteria:

1. Cause genuine and relevant inquiry into the big ideas and core content

2. Provoke deep thought, lively discussion, sustained inquiry, and new understanding, as

well as more questions

3. Require students to consider alternatives, weigh evidence and support their ideas and

justify their answers

4. Stimulate vital, ongoing, rethinking of big ideas, assumptions, and prior lessons
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5. Spark meaningful connections with prior learning and personal experiences

6. Naturally recur, creating opportunities for transfer to other situations and subjects (p.

110).

Teaching & Learning Context with UDL Applications

Once the big ideas, goals, standards, and essential questions of the unit are established,

the sequence of the class will be based on scaffolding educational methods. Understanding is

only possible when fundamental concepts are offered first to build upon and student are prepared

cognitively to learn new concepts (Wojcik, 2016). Concepts within the curriculum will

continually build upon prior knowledge to support deeper student understanding. Instruction will

be designed with the student at the center of teaching and offered in many forms to supplement

all different learning types and student variability. According to the UDL format, instruction

should be offered in a variety of ways and offer students multiple avenues for learning. The unit

is designed to support not only the academic goals of the learner, but also their socio-emotional

goals and behavioral goals (Post University, n.d.). Learners will be exposed to a variety of

representations to accommodate all learning types: kinesthetic, visual, aural, and verbal learners.

Daily lessons will be developed based on the defined big ideas and goals of the unit and will

offer several representations to help students make connections to real life experiences (Post

University, n.d.). Language variety is also an important area of the UDL principle of

representation. Medical terminology can create confusion in many cases so the educator must

ensure that language use is clear and connects to previously learned concepts. Classroom time

will be filled with professor and student-led lectures, PowerPoint visuals, in-class discussions,

and hands-on ultrasound lab scanning time. Students will create organ models, offer

presentations, work in groups for discussions and projects, practice ultrasound instrumentation
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and imagery, and participate in creating their self-evaluations and assessment rubrics.

Technology will be used to offer students tools in their learning which aligns with the second

UDL principle of action and expression (Post University, n.d.). The unit’s incorporation of

technology allows the educator to individualize the classroom and connects classroom topics to

the technologically driven culture of 21st Century students (National Center on Universal Design

for Learning, 2012). Technologies that will be used to enhance students learning are virtual

reality and a web-based social platform. The use of virtual reality will be assistive to students

and allow them to be exposed to real-world scenarios, scanning simulation, and patient

interactions. The social, web-based education environment is intended to help students relate

personally to the classroom topics. Lastly, engagement (the third principle of UDL) is a crucial

part of student goals, accountability, and achievement. Teacher and student engagement will be

at the heart of the curriculum with students understanding the expectations of them before,

during, and after the ultrasound program. Student Learning Profiles will be created by the student

and professor at the beginning of unit to foster a teamwork approach to the student’s academic

success (Post University, n.d.). The creation of Student Learning Profiles gives the educator

insight into ways that the student learns best and areas that they see need for improvement

(Please see Appendix D for an example of a Student Learning Profile) (Post University, n.d.).

Additionally, the educator will create a Student Planning Pyramid which provides “guidelines for

planning instruction in inclusive classrooms” (Gould & Vaughn, 2000, p. 364). The Student

Planning Pyramid has three levels or degrees of learning: the layer at the bottom represents what

all students will learn, the middle layer represents what most (but not all) will learn, and the top

layer represents what only some students will learn (Please see Appendix A for an example). The

unit educator will develop the learning plan and activities based on what they determine all
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students must learn, what most will learn, and what some will learn. Gould & Vaughn (2000)

described the Student Planning Pyramid as “an organizational tool designed to focus instruction

to maximize learning for all students” (p. 365).

Part III: Understanding by Design Application

Wiggins and McTighe (2005) described in the textbook, Understanding by Design, a

unique and successful method for curriculum design. Stage one of the Understanding by Design

(2005) matrix defines the key desired learnings and understandings based on the established

standard, big ideas, and essential questions. Table I details stage one of the Universal by Design

(2005) plan:

Stage One

Table I

Collegian Sophomore: Applications of Abdominal Sonography I

This is the entry-level course for students who have just entered the Diagnostic Medical
Sonography program. This is the introductory class to abdominal sonography which details
abdominal sonographic anatomy and pathology, along with ultrasound imaging strategies and
techniques. Students will be able to identify and produce sonographic images of the liver,
pancreas, gallbladder, right and left kidney, and spleen. Students will know how to identify the
most common abdominal pathologies involving the above-mentioned organ groups.

Standards & Goals

What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.
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CONTENT STANDARD(S)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances
ABD 1.1-Identify sonographic images of Students will know sonographic landmarks
liver, pancreas, gallbladder, kidneys, and for each abdominal organ and know
spleen. vascularity, ligaments, along with physiologic
function/purpose
ABD 1.2-Produce sonographic images of Students will be able to produce specific
liver, pancreas, gallbladder, kidneys, and sonographic images of each abdominal organ
spleen. and know image planes based on probe
techniques and machine manipulation.
ABD 1.3-Recognize pathology within liver, Identify pathology of abdominal organs and
pancreas, gallbladder, kidneys, and spleen. know correlation/relationship of pathology to
other organ systems. Know the physiology
and pathophysiology of organ groups and
organ function correlation.
ABD 1.5-Clinical correlation to specific Students will correlate specific patient case
patient signs and symptoms. studies to images and lab values to identify
pathology.
ABD 1.4-Realize that obtaining specific Students recognize that the goal of an
“ultrasound images” is not the goal of abdominal ultrasound is to scan and assess for
abdominal ultrasound. pathology or a reason for the patient’s
symptoms.
Enduring Understandings Essential Questions
(Students will understand THAT) Inquiry used to explore generalizations
Overarching Enduring Understandings:  What is the purpose of the medical field?
 Students make connections to real-world case  How does ultrasound fit into the medical
studies and abdominal exams. field?
 Students will understand the great importance  In what ways does abdominal ultrasound help
of not missing abdominal pathology. people?
 Students correlate pathology findings between
organ systems.
Unit Specific Enduring Understandings:
 Students will recognize sonographic images of
liver, pancreas, gallbladder, kidneys, and
spleen.
 Students will proficiently create specific
ultrasound images of the liver, pancreas,
gallbladder, kidneys, and spleen using correct
machine settings and technique.
 Students will identify common pathology with
abdominal organs.

KNOWLEDGE AND SKILLS

What students are expected to know and be able to do
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Please see Appendix A for an example of Student Planning Pyramid.

Knowledge

The students will know...

 How to identify sonographic images

of abdominal organs.
 Physiologic functions of abdominal
organs and organ function correlation.
 Common abdominal organ
pathologies.

Skills
The students will be able to...
 Proficiently and accurately produce
sonographic images of the liver,
pancreas, gallbladder, kidneys, and
spleen.
 Recognize common pathologies
within sonographic images of
abdominal organs.
 Clinically correlate patient signs and
symptoms to sonographic findings.
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Stage Two

Stage two of the Understanding by Design (2005) matrix defines the assessments needed

to demonstrate and evaluate for understanding. Authentic assessment refers to assessments that

connect classroom topics to real-world scenarios (Frey, Schmitt, Allen, 2010). The purpose of

authentic assessments is to offer students meaning and value of the topic beyond a score or grade

(Frey, Schmitt, Allen, 2010). Wiggins and McTighe (2005) described in Understanding by

Design a list of characteristics of authentic tasks:

1. Is realistically contextualized.

2. Requires judgement and innovation.

3. Asks the students to “do” the subject.

4. Replicates key challenging situations in which adults are truly “tested” in the

workplace, in civic life, and in personal life.

5. Assesses the student’s ability to efficiently and effectively use a repertoire of

knowledge and skill to negotiate a complex and multistage task.

6. Allows appropriate opportunities to rehearse, practice, consult resources, and get

feedback on and refine performances and products (p. 154).

Authentic assessments are especially important in a pre-professional environment such as

a Diagnostic Medical Sonography program because of the real-world expectations of the

ultrasound profession following graduation. In order for students to be successful in their

profession, they must be assessed in real-world contexts. While creating authentic assessments

for the unit, the educator considers the real-world job expectations and performance of the

profession. Please see Appendix B for an example of an authentic assessment rubric.

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The Understanding by Design (2005) matrix offers the acronym GRASPS to assist

educators in creating authentic assessments. The acronym is defined below:

G Establish real-world GOAL

R Define the ROLE of your learner

A Consider the AUDIENCE for the

context

S Describe the SITUATION or SCENARIO

behind the authentic performance
task (APT)

P What will the PRODUCT be of the

authentic performance task? What
will learners have to PRODUCE?

S Identify the SPECIFIC

STANDARDS for SUCCESS

(Post University, n.d.).

Table II details an example of an authentic assessment:

Table II

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired
understandings, knowledge, and skills? (describes the learning activity in “story” form.
Typically, the P.T. describes a scenario or situation that requires students to apply knowledge
and skills to demonstrate their understanding in a real-life situation. Describe your
performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal o Goal: To complete the necessary patient intake interaction
What should students accomplish by and questioning, followed by obtaining all the diagnostic
completing this task?
R – Role
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What role (perspective) will your images necessary for a complete abdominal ultrasound in 30
students be taking?
minutes or less.
A – Audience
Who is the relevant audience?
o Role: You are a registered diagnostic medical sonographer.
o Audience: Reading radiologist and the patient’s referring
S – Situation provider.
The context or challenge provided to o Scenario: You are scanning a patient within the diagnostic
the student.
imaging department of a hospital.
o Product: A completed intake form and a complete
P – Product, Performance diagnostic abdominal ultrasound.
What product/performance will the
student
create?

o Specific Standards for Success: A successful result will be

S – Standards & Criteria for a thorough assessment of the patient’s signs and symptoms
Success accompanied by a diagnostic imaging study.
Create the rubric for the Performance
Task Please See the Appendix B for an Authentic Assessment
Rubric.

Other Evidence Student Self-Assessment

Through what other evidence (work samples, How will students reflect upon or self-
observations, quizzes, tests, journals or other assess their learning?
means) will students demonstrate achievement
of the desired results? Formative and summative
assessments used throughout the unit to arrive at
the outcomes.

Students will demonstrate desired results
through:
 Individual and group projects
 Student-led topic discussions and
lectures
 Hands-on ultrasound application of
classroom topics
 Authentic assessment practicals that
combine classroom topics with
ultrasound instrumentation
Students will be active participants in their
assessments. They will take part in the
creation of rubric formation and self-
assessment criteria. Please see Appendix E
for an example of student self and peer-
assessments.
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Student Involvement and Specific Standards for Success

Wiggins and McTighe (2005) described the importance of beginning with the standard

when creating curriculum as an educator in the backwards design fashion. The standard and big

picture goals should mold the curriculum. In the same vein, authentic assessments allow students

to be well apprised of the grading standard and students are welcomed to be involved in creating

the rubric or scoring criteria. Student involvement, commitment, and ownership in a task

increases when they are active participants in creating the rubric or self-evaluation (Frey,

Schmitt, Allen, 2010). Jacobs (2010) described the need for a shift in student’s perception of

assessments in the 21st Century. As active participants in their assessments, students will learn

the value of feedback and how to self-modify their performance as life-long learners (Jacobs,

2010). Please see Appendix B for an example of an authentic assessment rubric.

Stage Three

Stage three of Wiggins and McTighe’s (2005) Understanding by Design detailed the

elements needed to create a learning plan that implements the principles defined in stage one and

two with the acronym WHERETO. Refer to Table III below which describes the WHERETO

acronym elements, along with a specific learning plan for the educational unit Applications for

Abdominal Sonography:

Table III

Learning Plan (Stage 3)

Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
 This unit details abdominal sonographic anatomy and
pathology, along with ultrasound imaging strategies
and techniques.
 Students will be able to identify and produce
sonographic images of the liver, pancreas, gallbladder,
right and left kidney, and spleen.
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How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,  Students are given opportunities for revision of
and refining their work?
16
 Students will know how to identify the most common
abdominal pathologies involving the above-mentioned
organ groups.
 Students will be engaged by classroom discussions,
projects, and hands-on scanning and ultrasound
machine adjustment.
 Classroom materials will directly correlate to real-
world scenarios and outcomes.
 Essential questions will be presented to students at the
beginning of unit.
 Instruction will be offered in a variety of ways to
appeal to diverse student learning types.
 UDL principles will be applied such as:
 Representation: Lesson instruction is offered in
a variety of ways such as classroom readings,
lectures, individual and group projects,
discussions and debates, and immediate hands-
on scanning application following instruction.
 Action & Expression: Multiple tools for
learning, with implementation of technology to
correlate to student’s lives
 Engagement: Students are active participants in
their learning and understand expectations
before, during, and, after learning (Post
University, n.d.).
 Specifically, lessons will involve course material
readings of specific organ, professor-led lecture paired
with in-class topic discussion, student and group
projects, and hands-on scanning correlating to class
readings/discussion.
 Students will also be given the opportunity to teach
their classmates on a certain topic to enhance learning.
This will require them to do their own research and
explore a topic deeply.
 Assessments will be offered early and often to assure
understanding for scaffolding of concepts.
assessments and ultrasound scanning practicums to
deepen topic understanding.
 Class topics will require students to reflect and rethink
previously learned topics in order to connect concepts
to the big picture and real-world scenarios.
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How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise  This unit will be tailored to meet the diverse learning
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of lecture PowerPoints, project creation, video clips,
the unit?
 Technology will be integrated to relate to students on a
 Group activities will give students the opportunity to
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
17
 Essential questions will be reflected upon often to
ensure big picture thinking and content transfer.
 Unit lesson plans are designed to allow opportunities
for reflection on prior weeks and course readings.
 Students participate in journal activity at beginning
and end of unit to reflect on mindset before and after
learning.
 Students will actively participate in self-assessing and
creating the grading rubric.
 In some instances, students will offer peer feedback
and evaluation.
 Please see Appendix F for an example of student self
and peer assessment forms.
needs of students. Students will be given a plethora of
study materials and options for accessing class
information such as: course textbooks, class notes,
class and group discussions, guest speakers, hands-on
scanning, and real-world reenactments, etc.
personal level and individualize curriculum. Students
will participate in a web-based social platform with
peers and former students. This social platform will be
a site for students to interact with one-another to offer
support, feedback, ask questions, and engage about
interesting case studies.
work in the role that they feel most comfortable.
 A course rubric will be available to students at the start
of the unit. It will detail the unit’s goals, instructional
direction, course material expectations, and all course
work or important submission deadlines.
 The instructor will post announcements regularly
through Blackboard to keep students up-to-date and
engaged in class specifics.
 Power points, all classroom materials and notes will be
accessible through Blackboard.
 Google Docs will be utilized in group projects so that
students will have access to the project at any time.
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Please see Appendix C for the educator self-rubric for quality assurance that UbD stage
guidelines are met.

Stage 4

Please Refer to Table IV for detailed lessons activities for Applications in Adult Sonography.

Table IV

# Lesson Title Lesson Activities Resources

Week 1  Reading before class (E1, W, O). Diagnostic

Introduction  Rubric discussion/overview (W, E1, O). Ultrasonography 6th
to  Discuss/Review Essential questions (W, Edition
Applications H, R). Sandra Hagen-
in Adult  Student/Professor one-on-one meeting to Ansert
Sonography I discuss academic goals and create student  Chapters 1, 2& 3
learning profile (W, E1, T, O).
 Professor led lecture and classroom
discussion (W, E1, T, O).
 Class discussion “Role of a Sonographer”
(H, E1, T).
 Journal assignment: What makes an
excellent sonographer? (H, T).
 Instrumentation-Hands-on lab activity
(E1, T).
 Scanning plane project (E1, T).
Week 2 Liver, Liver  Reading before class (E1, W, O). Chapters 4, 5, &6
Vasculature,  Professor led lecture and classroom
and Biliary discussion (W, E1, T, O).
System  Introduction to social, web-based
platform for student interaction and
support (E1, T, E2, H).
 Introduction to abdominal scanning
techniques and protocols: patient
positioning, labeling, scanning planes
(W, H, E1, T).
 Lab scanning application of basic liver
images and sonographic planes (H, E1,
 **Individual class assessment. Patient
positioning, labeling, scanning planes
(E1, R, E2, T).
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Week 3 Liver, Liver  Reading before class (E1, W, O). Chapters 4, 5, &6
Vasculature,  Professor lead lecture and class
and Biliary discussions. Inclusion of social web-site
System (2) for student peer interaction (W, E1, T,
E2, O).
 Anatomic Liver Project-create Anatomic
Liver (biliary system and vasculature)
using any material (clay, play-dough,
cardboard, etc.) (H, E1, T).
 Hands on ultrasound application of class
lecture and discussion of liver,
vasculature, and biliary system (H, E1, R,
T).
 **Liver scanning ultrasound authentic
assessment. Timed practical of specified
liver images, patient intake, and protocols
(E1, R, E2).
 Students complete self-evaluation
checklist (R, E2).
 Students self-evaluate assessment (E2, R,
T).
 **Liver and biliary system individual
assessment of laboratory tests related to
sonography (R, E2).
Week 4 Gallbladder  Reading before class (E1, W, O). Chapter 6&7
 Professor led lecture and classroom
discussion. Inclusion of social web-site
for student peer interaction (W, E1, T,
E2, O).
 Gallbladder group project: scanning
planes, pathology, function (H, E1, T).
 Hands-on ultrasound application of class
lecture and discussion (H, E1, R, T).
 **Gallbladder scanning ultrasound
authentic assessment. Timed practical of
gallbladder and liver with patient intake
and protocols (E2, R, T).
 Students complete self-evaluation
checklist (R, E2).
 **Gallbladder individual assessment of
knowledge and sonographic applications
(R, E2).
Week 5 Common  Re-read before class (W, E1, R). Chapter 6&7
Pathology of  Professor led lecture and group
discussion. Inclusion of social web-site
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Liver and for student peer interaction. (W, E1, T,

Gallbladder E2, O).
 Individual student-led interactive lecture/
PowerPoint detailing a specified
pathology (E1, R, E2, T).
 Peer Evaluation of student-lecture (R, E2,
T).
 Laboratory correlation to pathology and
sonographic findings (E, R).
 **Authentic Assessment: virtual reality
applications/simulation of patient with
specific symptoms and sonographic
pathology findings. Inclusion of social
web-site for student peer interaction (H,
E1, R, E2).
 Students complete self-evaluation check-
list (R, E2).
 ** Individual student assessment of
knowledge of liver and gallbladder
pathologies and laboratory correlation
sonographically (R, E2).
Week 6 Pancreas  Reading before class (W, E1, O). Chapter 8
 Professor led lecture and classroom
discussion. Inclusion of social web-site
for student peer interaction (W, E1, E2,
T, O).
 Hands-on ultrasound application of
classroom discussion of pancreas (H, E1,
R, T).
 Group project- detailing Pancreatic
physiology and laboratory data
correlation to sonography (H, E1, E2, T).
 **Pancreatic ultrasound authentic
assessment with patient intake and
scanning protocols (E2, R, T).
 Students complete self-evaluation
checklist (R, E2).
 **Individual assessment of pancreatic
sonographic imaging and laboratory
knowledge (R, E2).
Week 7 Spleen and  Reading before class (W, E1, O). Chapter 9&11
Gastrointestin  Professor led lectures and classroom
al Tract discussion. Inclusion of social web-site
for student peer interaction (W, E1, E2,
T, O).
EDU 603 Final Project 21

 Hands on application classroom topic and

discussion of sonography of spleen and
GI tract (H, E1, R, T).
 Class group discussion of spleen and GI
tract vasculature, laboratory values, and
sonographic applications (E1, R, E2, T).
 **Spleen ultrasound authentic
assessment with patient intake and
scanning protocols (E2, R, T).
 Students complete self-evaluation
checklist (R, E2).
 **Individual assessment of spleen
sonographic images and laboratory
knowledge (R, E2).
Week 8  Re-read before class (W, E1, R). Chapter 8, 9, & 11
Common  Professor led lectures and class
Pathology of discussion. Inclusion of social web-site
Pancreas, for student peer interaction (W, E1, E2,
Spleen & GI T, O).
tract  Student-led interactive lecture detailing
specific pathology (E1, R, E2, T).
 Peer evaluation of student lecture (R, E2,
T).
 **Authentic Assessment: virtual reality
applications/simulation of patient with
specific symptoms and sonographic
pathology findings (H, E1, R, E2).
 Students complete self-evaluation
checklist (R, E2).
 Individual student assessment of
knowledge of pancreatic and splenic
pathologies and laboratory correlation
sonographically (R, E2).
Week 9 Urinary  Read before class (W, E1, O) Chapter 10 &12
System and  Professor led lecture and class discussion
Retroperitone of kidneys and retroperitoneum.
um Inclusion of social web-site for student
peer interaction (W, E1, E2, T, O).
 Hands on application of classroom topic
and discussion (H, E1, R, T).
 Individual anatomic model creation of
urinary system and vasculature (H, E1,
T).
 **Individual assessment of urinary
system and retroperitoneum sonographic
EDU 603 Final Project 22

images and laboratory knowledge (R,

E2).
Week Urinary  Reading before class (W, E1, O). Chapters 10&12
10 System and  Professor led lectures and class
Retroperitone discussion. Inclusion of social web-site
um (2) for student peer interaction (W, E1, E2,
T, O).
 Individual student created Infograph
using online resources to detail renal
laboratory functions related to
sonography (E1, T).
 **Kidney ultrasound authentic
assessment with patient intake and
scanning protocols (E2, R, T).
 Students complete self-evaluation
checklist (R, E2).
 **Individual assessment of renal
laboratory findings correlating to
sonographic findings (R, E2)
Week Urinary  Re-read before class (W, E1, R). Chapters 10 &12
11 System and  Professor led lecture and classroom
Retroperitone discussion. Inclusion of social web-site
um Pathology for student peer interaction (W, E1, E2,
T, O).
 Student led lectures detailing specific
urinary and retroperitoneal pathologies
(E1, R, E2, T).
 Peer evaluation of student lecture (R, E2,
T).
 **Authentic Assessment: virtual reality
applications/simulation of patient with
specific symptoms and sonographic
pathology findings (H, E1, R, E2).
 Students complete self-evaluation
checklist (R, E2).
 Individual student assessment of
knowledge of urinary system and
retroperitoneal pathologies and laboratory
correlation sonographically (R, E2).
Week Adult  Reflect on reading, lectures, and projects Chapters 1-12
12 Abdominal (H, E1, R, E, T).
Sonography:  Discuss journal entry, what has changed?
Putting it all  Reflect on essential questions (W, H, E2,
together T).
EDU 603 Final Project 23

 In-group discussion of essential question

application to unit (H, E1, R, T).
 **Final authentic assessment: Complete
abdominal ultrasound, with patient intake
and protocols (H, E1, R, E2, T).
 Students complete self-evaluation
checklist (R, E2)
 **Final individual assessment of
abdominal sonography related to
imagery, laboratory findings, and
pathology (R, E2).
 EDU 603 Final Project 24

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance assessment and learning
experiences?
The entirety of the unit focuses around the established goals, big ideas, essential
questions, and standards. The outcomes, performance assessments, and learning
outcomes all align with the goals of the unit. Lesson plans are designed to
connect student course readings immediately to hands-on application and real-
world scenarios. Lessons are designed to foster student big-idea-thinking and
understanding. The addition of student journaling, the use of social media and
technology relates class topics to learners personally to enforce understanding.
Essential questions are presented early in the unit and are the focus of the lesson
activities. Unit assessments are designed to mimic real-life scenarios and the
expectations that students will face as professionals.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum content (not
outcomes), instructional practices, and/or the learning environment to meet -Students may find support
the learning needs and diversities of all my students? in the interactive social
The Universal Design for Learning principles are at the root of instructional web-based
practices, learning environment, and learning activities. Activities are designed to -Students will spend time
meet diverse learning needs with course topics addressed for kinesthetic, aural, in lab hands-on scanning to
visual, and verbal learners. Along with learning needs, the unit has been designed discuss scanning strategies
to accommodate not only the academic goals of students but also their socio- -Teacher meets with
emotional goals, and behavioral. At the beginning of the unit, the educator will students to discuss
meet one-on-one with students to create a student learning profile to discuss their academic goals
personal goals, academic goals, and strategies for learning. Please see Appendix -Learning environment
D for an example of a Student Learning Profile. fosters open-door policy
for educator and student

For students who need a

challenge:

-Adding supplemental
resources for students
-Giving students the
opportunity to be a
teaching assistant for lab-
scanning time.

Instructional Approaches:
 EDU 603 Final Project 25

Do I use a variety of teacher directed and student centered instructional

approaches?
Instruction is entirely student-centered based on the UDL principles of
representation, action and expression, and engagement (Post University, n.d.).
There is a plethora of instructional approaches to meet the learning needs of a
variety of learners such as: classroom lectures with visual representations (images
and videos), auditory textbooks, small group and class discussions, the use of
virtual reality and other technologies, and lab time for hands-on scanning with
direct ultrasound machine use
Resource Based Learning:
Do the students have access to various resources on an ongoing basis?
The course textbook was determined as the focal resource of lesson plans for the
unit. There will be a variety of supportive resources offered to students
throughout the unit such as additional textbooks, articles, and videos.
FNM/I Content and Perspectives/Gender Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring each child’s
identity?
Maintaining student diversity is part of the student-centered guidelines of UDL
principles. Students are met with on an individual level so that the educator can
relate to them personally while creating a Student Learning Profile and strive to
meet their educational and personal goals while maintaining their
This unit was designed considering the expectancies of the student planning pyramid; some students will
know, most students know, and all students will know. Please see Appendix A for an example of a
Student Planning Pyramid.

Conclusion

Applications in Adult Sonography is a unit created with based upon the Understanding by

Design platform with integrated Universal Design for Learning principles and tools. The

understanding of and passion for ultrasound, along with a desire to be a part of student growth

and life-long learning will be the basis for educating within this ultrasonography environment.

To ensure student understanding and success the Applications in Adults Sonography curriculum:

is based upon Wiggins and McTighe’s (2005) backwards design strategy, instruction is focus on

student-centered learning and caters to diverse students and learning types, fosters experiential,

real-world learning opportunities, and offers students authentic assessments.

EDU 603 Final Project 26

References

Adult Learning Theories. (2011). TEAL. Retrieved from

https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf

CAST. (2010). UDL at a Glance. Retrieved from

https://www.youtube.com/watch?v=bDvKnY0g6e4

CAST. (2015). Universal design for learning guidelines. Retrieved from

http://www.udlcenter.org/sites/ udlcenter.org/files/updateguidelines2_0.pdf

Experiential Learning (Kolb). (2007, February 13), Retrieved from https://www.learning-

theories.com/experiential-learning-kolb.html.

Frey, B., Schmitt, V.L., & Allen, J.P. (2012). Defining Authentic Classroom

Assessment. Practical Assessment, Research and Evaluation, 17(2), 1-18.

Gould, A., & Vaughn, S. (2000). Planning for the inclusive classroom: Meeting the needs of

diverse learners. Journal of Catholic Education, 3(3). Retrieved from Education

Source. (Accession No. 21133477).

Instructional Methods. (n.d.). The Iris Center. Retrieved from

http://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content

Jacobs, H.H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria,

VA: ASCD.

McTighe. (2013). What is Understanding by Design?. Hawker Brownlow Education. Retrieved

from https://www.youtube.com/watch?v=d8F1SnWaIfE

Musallam, R. (2013). 3 Rules to Spark Learning. TED. Retrieved from:

https://www.youtube.com/watch?v=YsYHqfk0X2A
EDU 603 Final Project 27

National Center on Universal Design for Learning. (2012). UDL and Technology. Retrieved

from http://www.udlcenter.org/aboutudl/udltechnology

Post University. (n.d.). Developing instructional goals: Universal Design for Learning

instructional model. Retrieved October 26, 2016 from https://post.blackboard.com

Post University. (n.d.). Educational Philosophy and Theory. Retrieved on July 8, 2018 from

https://post.blackboard.com/bbcswebdav/pid-4326930-dt-content-rid-

32080782_1/courses/EDU603.301086045304/Documents/EDU603%20-

%20Unit%203%20Lecture%20Notes.pdf

Post University. (n.d.). Learner Profiles and Planning Pyramids. Retrieved on July 8, 2018 from

https://post.blackboard.com

Post University. (n.d.) Step 3: The Learning Plan and the Elements of WHERETO. Retrieved

from

https://post.blackboard.com/bbcswebdav/courses/EDU603.301086045304/Documents/E

DU603%20-%20Unit%207%20Lecture%20Notes.pdf

Post University. (n.d.). Using the GRASPS Tool for Authentic Assessment. Retrieved from

https://post.blackboard.com/bbcswebdav/pid-4326935-dt-content-rid-

32080789_1/courses/EDU603.301086045304/Documents/EDU603%20-

%20Unit%206%20Lecture%20Notes.pdf

UCD Teaching and Learning. (n.d.). Education Theory. Retrieved from

http://www.ucdoer.ie/index.php/Education_Theory

UDL. (2018). Student Profiles. British Columbia Ministry of Education. Retrieved from

http://udlresource.ca/2017/12/student-profiles/
EDU 603 Final Project 28

UNESCO. (n.d.). Most Influential Theories of Learning.

http://webarchive.unesco.org/20170207125809/http://www.unesco.org/new/en/education/

themes/strengthening-education-systems/quality-framework/technical-notes/influential-

theories-of-learning/

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Assoc. for

Supervision and Curriculum Development.

Wojcik, J. (2016). Understanding by design and universal design: Instructional models for a

variety of teaching and learning contexts. Post University

EDU 603 Final Project 29

Appendix A

Student Planning Pyramid

Some students will know

o Clinically correlate pathology findings to real-world referring provider relationship and

patient outcomes.
o Know rare abdominal pathologies and how they relate to other abdominal organs.
o Perform a complete abdominal sonogram in less than 30 minutes with excellent image
quality and machine technique.

Most students will know

o Clinical correlation sonographic findings with patient symptoms and lab values.
o Understand how to “scan” for pathology instead of taking specific images.
o Perform a complete abdominal sonogram in 35-40 minutes with adequate to good image
quality and machine technique.

All students will know

o Recognize/Identify sonographic images of abdominal organs

o Produce specific sonographic images of liver, pancreas, gallbladder, kidneys, and spleen.
o Identify common pathologies within abdominal organs.
o Perform a complete abdominal sonogram in 45 minutes with adequate image quality and
machine technique.
 EDU 603 Final Project 30

Appendix B

Authentic Assessment Rubric Example

Abdominal Exam Practicum Criteria

Thorough 0 1 2
Patient Intake
 Confirms Does not confirm Incomplete confirmation Confirms name and date of birth
patient name patient name or date of patient name and date with patient.
and date of of birth of birth
birth.

 Ask pertinent Does not ask patient Asks questions of patient Thoroughly completes patient
questions questions related to regarding symptoms but inquiry by connecting relevant
related to his or her incomplete in making questions to the doctor’s order
doctor’s signs/symptoms connections to the and goals of the referring
order. doctor’s order or goal of physician.
the referring provider

 Describes Does not describe the Partially describes the Fully details exam process to
exam process exam to the patient exam to the patient the patient by telling him or her
to patient. what to expect and the study
length. Also details who reads
the images and when they will
get results.
Abdominal 0 1 2
Ultrasound
Imaging
Study contains all required
images:
 Exam 3-5 images missing 1-2 images missing from
includes all from study study  Transverse Pancreas (2 images)
diagnostic  Longitudinal IVC and Aorta
images (Proximal, Middle, Distal) (4
required for images)
complete  Transverse and longitudinal
study Spleen with and without
measurements (4 images)
 Transverse and longitudinal
right and left kidneys with and
without measurements (8
images)
 Transverse and longitudinal
right and left liver (including
 EDU 603 Final Project 31

hepatic and portal veins) (8

images)
 Gallbladder in supine and left
lateral decubitus positioning
with and without wall
measurements (4 images)
 Common bile duct with and
without measurements (2
images)

32 images total

 Image quality More than 5 images Less than 5 images with 3 or less images with quality
technical errors or poor image quality. issues. Majority of exam
poor image quality contains images with proper
(motion, incorrect machine adjustment (gain, focal
gain, or machine zone, frequency, and TCG
settings) adjustment)
EDU 603 Final Project 32

Appendix C

Professor Self-Assessment Rubric

EDU 603 Final Project 33
EDU 603 Final Project 34

Appendix D

Student Learning Profile Example

EDU 603 Final Project 35

Appendix E

Student Self and Peer Evaluation Checklist

Abdominal Practical Self-Assessment

Yes (2) Partial (1) No (0)

Did you introduce

yourself to the patient
and ask them their DOB
and double-checked
name spelling
Did you ask questions
directly pertaining to
physician’s order, patient
symptoms, and exam
type?
Did you explain the
exam to the patient
thoroughly? Including
who reads the exam and
when the patient will get
results?
Did you obtain all the
specified images?
Did you adjust your
machine appropriately to
optimize the image?
(Focal zone, TCGS,
depth, gain)
Total: /10
EDU 603 Final Project 36

Student-Led Lecture Peer Review Form

Yes (2) Partial (1) No (0) Comments

Topic was fully
covered and
included
sonographic
imagery,
laboratory
findings, and
big-picture
connections to
pathology
Lecture
included at least
three methods
of instruction
(visual,
auditory, verbal,
kinesthetic)
PowerPoint was
well-designed
and error-free
Presenter was
well-versed in
topic and able
to appropriately
answer follow-
up questions
Final follow up
question to class
is intriguing and
correlates to
big-idea
thinking
Total: /10