Your task for post #3 is to create 2-3 intended learning outcomes for an area of knowledge or skill within your area of expertise or training.
Then create a learning activity (or two) aligned to one or more of those intended learning outcomes.
Please make sure that your outcomes and activities address the design principles. Follow the suggested procedures for designing aligned learning experiences as outlined in this lesson.
When you are finished, please categorize your post under ‘otl301’ and tag it as ‘Post 3’.
I am trained in and educate others on Applied Suicide Intervention Skills Training. The intended learning outcomes of the ASIST Course is as follows and the one that will be used for further reflection are the ones that have been bolded.
- reflect on how their attitudes and beliefs about suicide affect their intervention role
- discuss suicide with a person at risk in a direct manner
- build a collaborative approach to intervention focused on safe outcomes
- review immediate suicide risk and develop appropriate safeplans
- demonstrate skills required to intervene with a person at risk of suicide
- identify resources available to a person at risk of suicide
- make a commitment to improving community resources
- recognize that suicide prevention is broader than suicide rst aid and includes life-promotion and self-care for caregivers
Constructive alignment refers to four stages in designing aligned assessments:
- Describe the intended learning outcome in the form of a verb (learning activity), its object (the content), and specify the context and a standard students are to attain.
- Create a learning environment using teaching/learning activities that address that verb and therefore are likely to bring about the intended outcome.
- Use assessment tasks that also contain that verb, thus enabling you to judge with the help of rubrics if and how well students’ performances meet the criteria.
- Transform these judgements into standard grading criteria.
I will now apply the one highlighted learning objective (demonstrate skills required to intervene with a person at risk of suicide ) to the above four stages in designing aligned assessments.
The intended learning outcome is to demonstrate skills required to intervene with a person at risk of suicide. Students will read about the ASIST model and watch a series of videos that demonstrate the models skills required to intervene with a person at risk of suicide. You will be required to video tape yourself as the “helper” with someone role playing an individual at risk of suicide in order to demonstrate the ASIST Model skills. You will demonstrate the Pathway for Assisting Life (PAL) and its three phases 1. Connecting with Suicide 2. Understanding Choices and 3. Assisting Life. You will need to demonstrate the following each worth 20%: 1. Explore Invitations, 2. Ask Directly about Suicidal Intent 3. Acknowledging their story 4. Identifying Turning Points and 5. Ways to Support the Turning Points. Certification is given to those who are able to demonstrate the above 5 skills.