Models of Instruction Used in SpeechLanguage Pathology Graduate Programs

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Models of Instruction Used in Speech-Language
Pathology Graduate Programs

• Amy J. Hadley, Ed.D., CCC-SLP
• Assistant Professor
• Richard Stockton College of N.J.
• amy.hadley_at_stockton.edu
• ASHA Annual Convention 2007
• Boston, MA

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Rationale for Present Study

• In order to meet the needs of a diverse student
  population while addressing the knowledge and
  skills content of coursework, faculty should
  develop a repertoire of instructional models.
  (Gunter, Estes, Mintz, 2007)
• Research-based instructional models which have
  appeared in literature from the fields of
  education and health care have been developed to
  support various learner outcomes.

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Rationale Evidence-Based Practice

• The goal of EBP is the integration of
• (a) clinical expertise,
• (b) best current evidence, and
• (c) client values to provide high-quality
  services reflecting the interests, values, needs,
  and choices of the individuals we serve.
  http//www.asha.org/members/ebp/intro.htm
• Are evidence-based practices being used in higher
  education?

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Rationale Division 10 Mission Statement

• To foster development of ever-expanding knowledge
  of instruction, learning strategies, and
  curriculum to provide the underpinnings of
  education and skills for practice of the
  profession.

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Division 10 Goals

• Disseminate state-of-the-art information on
  curriculum and instructional practices that are
  critical to the preparation of speech-language
  pathologists and audiologists.
• Discuss and develop better ways to provide
  academic and clinical education.
• Promote alternative models for delivering quality
  education to students and practitioners based on
  lifelong learning needs.

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Existing Research on Pedagogical Practices in
Communication Disorders Instruction.

• Greater body of work available in the literature
  from OT, PT, Nursing other allied health fields.
• In Communication Sciences Disorders
• Research on Distance Learning
• Research on Critical Thinking
• Limited Research on Instructional Models

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Models of Instruction Include

• Behavioral Models
• Direct Instruction
• Mastery Learning
• Information Processing Models
• Induction
• Concept Attainment
• Social Interaction Models
• Role Play
• Cooperative Learning
• Source Joyce, B., Weil, M. Calhoun, E. (2000).
  Models of teaching (6th ed.). Boston Allyn
  Bacon.

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The Present Study Addressed

• Which of the models of instruction are being
  utilized in CD programs at the graduate level?
• With what frequency are these models being used?
• Is there a relationship between type of course
  taught and model of instruction used?
• Is there a relationship between instructors
  years of experience and models of instruction
  used?

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Research Design

• Questionnaire was developed based on a review of
  the literature on models of instruction, used in
  various disciplines in higher education.
• Questionnaire administered through zoomerang.com.
• Link to zoomerang survey distributed
  electronically to program chairs of all ASHA
  accredited SLP graduate programs.
• Chairs asked to distribute link to appropriate
  faculty.

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Survey Tool

• Each survey item asked the participant to rate,
  on a 6-point Likert scale, the degree to which
  the instructional practice described in the item
  was reflected in their teaching of a single
  course in the speech-language pathology program.
• Rating of 1 0 of the Time/Never
• Rating of 6 81-100 of the Time/Almost Always
• Twenty-four survey items were related to the
  models.
• Four questions were demographic items.

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Survey Items

• Randomly presented question sets of four items
  each surveyed use of the following instructional
  models
• Induction
• Information Processing/Memory Strategies
• Social/Cooperative Learning
• Direct Instruction
• Problem-Based Learning
• Role Play

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Responses by Geographic Region

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Types of Courses Taught(n70)
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Number of Years in Higher Ed.
15
Size of Program
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Mean Ratings

• Frequency of Use by Model of Instruction

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Induction
18
Memory/Information Processing
19
Social/Cooperative Learning
20
Direct Instruction
21
Problem-Based Learning
22
Role Play
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Ranking of Models by Frequency of Use

• 1.Problem-Based Learning
• 2. Induction
• 3. Direct Instruction
• 4. Social/Cooperative Learning
• 5. Memory/Information Processing
• 6. Role Play

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Conclusions

• A variety of models are being used with greatest
  emphasis on inductive thinking and problem-based
  learning.
• No reportable difference in use of models of
  instruction by type of course taught.
• Differences were observed with instructors having
  more years of experience using a greater variety
  of instructional models than newer faculty.

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Recommendations

• Educate newer faculty of the availability of
  evidence-based models of teaching.
• Utilize mentoring to encourage use of varied
  models of instruction by newer faculty.
• Gather additional data on the effectiveness of
  utilized models in CSD instruction.

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References(Additional references will be
provided at session.)

• Educational Technologies at Virginia Tech. (2006,
  March). Teaching Models. Retrieved November 6,
  2007, from http//www.edtech.vt.edu/edtech/id/mode
  ls/index.html
• Gunter, M.A., Estes, T. H. Mintz, S.L. (2007).
  Instruction A models approach (5th ed.). Boston
  Allyn Bacon.
• Huitt, W. (1996). Mastery learning. Educational
  Psychology Interactive. Valdosta, GA Valdosta
  State University. Retrieved November 6, 2007 from
  http//chiron.valdosta.edu/whuitt/col/instruct/mas
  tery.html
• Huitt, W. (2002). Cooperative learning.
  Educational Psychology Interactive. Valdosta, GA
  Valdosta State University. Retrieved November 6,
  2007 from http//chiron.valdosta.edu/whuitt/col/in
  struct/cooplrn.html
• Joyce, B., Weil, M. Calhoun, E. (2000). Models
  of teaching (6th ed.). Boston Allyn Bacon.
• Smith, B., MacGregor, J. (1992). What is
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  A. Goodsell, M. Maher, V. Tinto, B. Smith, J.
  MacGregor, Collaborative learning A sourcebook
  for higher education. University Park, PA
  National Center on Postsecondary Teaching,
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  University. Retrieved November 6, 2007, from
  http//learningcommons.evergreen.edu/pdf/collab.pd
  f.
• Stepien, W.J. Gallagher, S.A. (1993).
  Problem-based learning As authentic as it gets.
  Educational Leadership. 50(7) 25-28.
• University of Illinois Champaign-Urbana. (1998).
  Inquiry page. Retrieved November 6, 2007from
  http//www.inquiry.uiuc.edu/index.php