PIDP 3260

PIDP 3260 Week 9

Link to my Feedback Strategies Digital Project:

https://magic.piktochart.com/output/16725103-feedback-strategies-digital-project


PIDP 3260 Week 8

As I am reflecting on my PIDP journey and realize that 3260 is the last course I need to complete before the Capstone, I am amazed at what I have accomplished over this past year.  I have stepped out of my shell/comfort zone to build a blog for 3100 and then reactivated it for 3260.  I have made a Podcast and a Pecha Kucha presentation for 3240 which I would never had done if I had not decided to go on this journey.  I have developed a curriculum for a Local Anesthetic course for dental hygienists in 3210.  So, when I look back I am truly amazed at how far I have come and know that some of the skills I have acquired in this journey will be put to good use.  

Some of the most important things that I have learned from this journey are the concepts in the Evaluation PIDP course.  Learning how to create a reliable and valid Knowledge Assessment Instrument was very useful and I found it quite the gruelling process to create.  It is not easy to create a summative assessment tool to determine students’ progress.  As I create new KAIs, I ensure to ask myself some of the questions raised when creating a valid and reliable KAI while maintaining alignment.

Thinking has changed as I realize that the role of a teacher/ instructor is a very complex and challenging one as learners today have changed with the introduction/use of information at their fingertips.  The awareness of the increase in online learning has also changed my view of how we learn.  Exploring the types of adult learners and their motivation for lifelong learning has changed my perceptions as it never occurred to me that with all the rapid changes in the world today we need to learn more skills to navigate/survive in this world.  

PIDP 3260 Week 7

WEEK 7
Brookfield (2015) states that “[w]hen it comes to learning critical thinking, it seems students constantly watch us, at least at the outset, to see what the process looks like (p. 157).” I agree with this statement as I often catch my students watching my every move to access/troubleshoot areas in the mouth that they were having trouble accessing.  As I am working, I am asking them questions about how they attempted to problem solve and trying to see if they are using their critical thinking skills.  Unfortunately, many students are weak in this area and give up without really trying or applying themselves.  I often will ask them about how they will manage when they are out in private practice without someone to help them.  I advise them to start developing strategies to problem solve because no one out there is going to help them and what will happen when the dentist comes in to do the exam and finds that there is still calculus on the patient's teeth.

I often get frustrated with and this “I can’t do it” attitude but have they really tried or just given up because it is too difficult?  This is not an easy job and it requires you to be able to think critically and problem solve as every mouth is unique.  So, I share with them the process that I use to problem solve situations like this by trying out a different instrument, moving the patient’s head, changing the position of my chair, ensuring that my instruments are sharp or raising the patient’s chair.  I see their amazement when I show them how easy it was to access the area they reported having trouble.  After which, we discuss what I did differently or identify what they did not try.  I hope that by doing this they will be able to remember the steps I used to problem solve.  

Brookfield, S. D. (2015). The skillful teacher On technique, trust and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.

Importance of lifelong learning as a professional

When I graduated from university with my BA I thought that I would never go to school again and the thought excited me as it was a long journey.  Then I decided that I would change careers so I needed to go to school again for 2 years to get my diploma in dental hygiene and again I thought yay I will never have to go to school again.  Foolish me!  As a health care professional, it is my responsibility to be up to date with current research regarding dental hygiene.  The College of Dental Hygienists of BC has a quality assurance program to ensure that dental hygienists are current with their knowledge and skills.  So, bottom line I will always be on this lifelong learning journey.  I have accepted it and have made my students aware that it is foolish to think that you will never have to go to school again.  I have explained to them that I am currently enrolled in online courses for my PIDP as I want to open more opportunities and I strongly believe that lifelong learning can open those doors for me.  By gaining more skills and knowledge especially in this day and age you will be able to highlight your new skills to potential future employers as I just recently did at a job interview.  Employers want to know that you can bring more to the table than just the norm and lifelong learning can help to that.  

PIDP 3260 Week 6


After reading Brookfield’s chapter on Lecturing Creatively, I started to self reflect and think about how I conduct my lectures and if there are some ways that I could incorporate his characteristics of helpful lectures:
  1. Use a variety of teaching and communication processes
  2. Be clearly organized so students can follow the thread of the lecturer’s thoughts
  3. Model the learning behaviours expected in the course
I started to think about lectures that I had sat in and thought about why some of them I really enjoyed and others I couldn’t stand to be in the room.  Some of the characteristics/common features that I came up with are shared in this TedTalk:




I agree with some of the points that Reynolds brings up in his talk about lectures and the discussion about PowerPoint presentations.  Students do not need someone to read the presentation word for word when they could do that themselves.  They need someone to expand and explain with examples the concepts/learning goals of the lecture.  

I searched further and came across an article entitled: Ten ways to make lectures more dynamic.Some of these strategies I really do make the effort to incorporate them into my lectures especially the animated one.  I really believe that humour, variations in intonation patterns and stories can help make the content more interesting.  I have had feedback from students where they have told me that they appreciate the stories that I share in class.  

In dentistry, the Commission on Dental Accreditation of Canada (CDAC) is responsible for accrediting dental hygiene programs in Canada.  The mission of CDAC is “[to] evaluate oral health educational programs and health facilities to determine eligibility for and grant accreditation.”  What is really interesting about dental hygiene was that about 10-15 years ago there was a shortage of dental hygienists in Canada.  Many dental hygiene schools opened up back east and students flocked to get their dental hygiene education in 18 months and earn a starting wage of $40+/hr.  Many of these schools were not accredited and employers found discrepancies with the clinical skills of some of these graduates.  Long story short, many of these schools were not able to get accreditation from CDAC and were forced to closed down leaving many students in a unpleasant situation.  

Fast forward to present time and we see that that all dental hygiene schools in Canada are accredited by CDAC and many of the provinces are working together to standardize dental hygiene education in Canada.  Right now, each province has a different scope of practice making it challenging for a dental hygienist to immediately work if he/she moves to a different province.  

I currently work and have worked for schools that have been accredited.  In order for a dental hygiene program to be accredited by CDAC they:

need to apply and submit detailed documentation outlining evidence addressing the   accreditation requirements.  A survey visit is then arranged, and an accreditation survey team conducts interviews with faculty members, students and other stakeholders, to secure additional information.  This process clarifies issues arising from the submission and generally verifies that the documentation reflects the program or service.  The survey team submits a report to CDAC.  CDAC then determines the eligibility of the program or service for accreditation.  

It is also important to note that in order to maintain accreditation, dental hygiene programs must complete an Annual Program Review for CDAC.  Below find a link to a news story about a dental hygiene school that closed up unexpectedly.


BBC Active (2010).  Ten ways to make lectures more dynamic.  Retrieved from:
    http://www.bbcactive.com/BBCActiveIdeasandResources/Tenwaystomakelecturesmoredynamic.aspx

Brookfield, S. D. (2015). The skillful teacher On technique, trust and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Commission on Dental Accreditation of Canada (2016).  Accreditation requirements dental hygiene.  Retrieved from: 
https://www.cda-adc.ca/cdacweb/en/accreditation_requirements/dental_hygiene/

Reynolds, G.  (2013, August 16).  Garr Reynolds: Presentation tips for teachers (Never give a boring lecture again!) TedxOsaka [Video file].  Retrieved from:  https://www.youtube.com/watch?v=YdtLELVhEQg


PIDP 3260 Week 5


"Education" by "anabel alicia."  Licensed under a Creative Commons Attribution 2.0 Generic (CC-BY2.0).  Accessed 11 September 2016.  https://flic.kr/p/8HVPCM

Brookfield (2015) states, “[r]esistance is a multilayered and complex phenomenon in which several factors intersect” (p. 219).  He lists various reasons in his book for why students are resistant to learning.  

Some of the reasons he lists are:

  1. Poor self-image as learner
  2. Fear of the unknown
  3. Disjunction between learning and teaching styles
  4. Apparent irrelevance of the learning activity
  5. Inappropriate level of required learning
  6. Students’ dislike of teachers
I currently have a class that is about double the size of the last class I taught last semester.  Same subject matter but I am nervous about possible student resistance to the material as I thought I sensed a vibe in our first meeting.  The class is made up a diverse group of students varying in age, work experience and education.  I often ask why/how did they end up here to find out their story and motivation for taking the program.  Many of these students are here because the program is short with the knowledge that after graduation their starting wage is $38-40/hr.  However, I believe that many have not fully explored the dental hygiene profession and do not realize that it is dirty, hard work!
So, I started searching out articles to help me overcome or manage the resistance that may occur over the next 18 weeks.  One article I came across suggested that my behaviour towards students may minimize the resistance.  Seidel & Tanner (2015) state, “[a]ctively maximizing these behaviours—smiling, learning students’ names, moving around the classroom space, and making eye contact—are simple behaviours that could prevent or reduce student resistance…” Their suggestions are easy to incorporate into my classroom.  I plan to make a conscious effort to try these suggestions as I prepare to see my class tomorrow.  

In order to attempt to overcomes student’s fear of the unknown, I have gathered advice and suggestions from previous students to give to this new group.  In that way, I hope that they will take to heart some of the words of wisdom from previous students as they start their journey and see that what they are feeling/experiencing during the program is perfectly normal.  This is a very stressful program and it is not uncommon for students to be crying because of the high levels of stress.  I often remind them that although they are stressed to remember that they are going to be a professionals in 18 months and with that comes the responsibility of ensuring that that their client’s needs are always put first rather than their own personal needs.  I find that in high stress times students will often compromise this in need to meet their own needs and that is not a sign of a professional.  

Brookfield, S. D. (2015). The skillful teacher On technique, trust and responsiveness in 
the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.


Seidel, S.B. & Tanner, K. D. (2015).  Strategies for preventing student resistance.  Faculty Focus.  Retrieved from:  http://www.facultyfocus.com/articles/effective-classroom-management/strategies-preventing-student-resistance/



PIDP 3260 Week 5

Dental hygiene is a self regulating profession and for that reason we have a Code of Ethics from the College of Dental Hygienists of British Columbia.  We are viewed as health care professionals and the public has put their trust in us.  For this reason, CDHBC’s mission “is to protect the public by developing, advocating and regulating safe and ethical dental hygiene practice in British Columbia” (CDHBC).

“The purpose of the Code of Ethics is to provide general statements of the principles of ethical conduct, and an explanation, so that Registered Dental Hygienists may fulfill their duty to the public and to their profession” (CDHBC).  There are 12 statements in our Code of Ethics which are:

  1. Hold paramount the health and welfare of those served professionally;
  2. Provide competent and appropriate care to clients;
  3. Practice the principle of confidentiality;
  4. Treat clients with respect for their individual needs and values;
  5. Regard the clients’ rights to control their own care;
  6. Inform clients of the dental hygiene care available to them, clearly advise them of probable consequences of not following recommended action, but respect the client’s right of informed choice;
  7. Recognize the expertise and contribution of colleagues and other disciplines as essential to excellent client care;
  8. Uphold the principle that the public should have fair and equitable access to dental hygiene services;
  9. Maintain a high level of skill by participating in programs of continued study to update and advance their body of knowledge;
  10. Report to their licensing body or other appropriate agencies any illegal or unethical professional decisions or practices by dental hygienists, or others.
  11. Avoid a conflict of interest in carrying out professional duties, but where such conflict arises, fully disclose the circumstances without delay to the client or appropriate agency;
  12. Represent the values and ethics of dental hygiene before others, and maintain the public trust in dental hygienists and their profession;

On the CDHBC website there is a section on Decisions and Public Notifications.  This is where CDHBC Inquiry and Discipline Committee hearings are published and “[i]n some cases, such as when a serious breach of professionalism has occurred, the registrant’s name will be included along with a description of, and reasons for, the disciplinary actions taken” (CDHBC).   The College takes complaints against its registrants very seriously.

Here is the link to the public notices:




I visit the website from time to time to see the public notices and am sometimes really stunned at the decisions made by these dental hygienists.  The dental world is very small and it surprises me that I know some of these people that are on the public notification list.  

Brookfield, S. D. (2015). The skillful teacher On technique, trust and responsiveness in 
the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
College of dental hygienists of British Columbia. (2016).  Decisions and Public Notifications 


PIDP 3260 Week 4

In chapter 19 of Brookfield’s (2015) book, he states that, “[s]tudents know I have the power to define curricula, direct classroom activities, assign resources, set evaluative criteria, and then apply these criteria to decide the worth of their work.  Until I’ve proven otherwise, many of them are suspicious of how I wield that power.  Experience has taught them that those teachers who act as if power isn’t in the room often use it in subtle and insidious was to penalize and reward” (p. 239).

After reading that quote, I came to the realization that I have a lot of power.  Probably more than I recognized and that I should be aware of it so students do not feel I am abusing my power.  I came across this article in Faculty Focus entitled: Different Sources of Power that Affect the Teacher-Student Relationship.  It explains that individuals exert influence over other individuals based on five different sources of power:

  1. Reward Power:  Students learn quickly that teachers can give them rewards such as bonus points, extra credit, or other forms of positive feedback.  Students do what the teacher asks or tells them to do because they are motivated to get these rewards.
  2. Coercive Power:  Students also learn that teachers can punish.  There may be penalties for late papers or unexcused absence.  In this case, students respond to the teacher’s power because they want to avoid these kinds of punishments.
  3. Legitimate Power:  Students expect teachers to have some authority over them.  Teachers determine what students will study, what assignments they will complete, and what standards they must reach in order to pass and do well.  If students accept these agreed-upon definitions of a teacher’s role, they will acquiesce to the teacher’s direction.
  4. Referent Power:  Students do the teacher’s bidding because students admire the teacher.  Because students identify with the teacher and have positive regard for him or her, they willingly do as the teacher says.
  5. Expert Power:  This power comes from the teacher’s knowledge of content and/or expertise as an educator.  Students are willing to do as the teacher says because they recognize that the teacher knows more than they do.
The article goes on to say that “[t]eachers make moves based on these sources of power—they tell students how to solve a problem, or that points will be taken off if papers are late, and they respond with smiles, nods, and positive reactions to a student’s answer.”

Brookfield, S. D. (2015). The skillful teacher On technique, trust and responsiveness in 
the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.

Faculty focus Higher Ed. (2015).  Different sources of power that affect the teacher-student relationship.  Retrieved from: http://www.facultyfocus.com/articles/teaching-and-learning/different-sources-of-power-that-affect-the-teacher-student-relationship/



I have been a dental hygienist for over 10 years and in that time I have worked at a variety of offices.  This has allowed me to increase my dental knowledge and experience.  I recently started teaching p/t dental hygiene in the classroom but have been a p/t clinical instructor for a couple of years now.  


Looking to the next 5 years, I would like to move away from being a clinical dental hygienist and transition into the classroom.  For this reason, I need to get my Masters degree in Education.  I have started to look around at some of the different programs.  I am seriously considering applying to SFU for their January 2017 program.  Dental hygiene is a diploma program and a degree program at UBC.  In the next 2 years, dental hygiene programs in BC will become a degree program which means that there will be more job opportunities to teach in dental hygiene.  I have started to network with the Department Heads of the various programs, letting them know that I am interested in teaching at their schools.  Many have said that I will need to apply when their dental hygiene programs become a 4 year degree program.  

PIDP 3260 Week 3

Assumption #1:  Skillful Teaching is Whatever Helps Students Learn

This is one of Brookfield’s Core Assumptions of Skillful Teaching which resonated with me when I first read it.  I believe that it is foolish to think that what works for one student will work for another as each learner has a unique learning style.  I am aware that for me to learn a new skill I need to watch a demonstration and then have my instructor watch over and correct me as necessary while I attempt the skill.  I admire those learners who are able to watch a demo and then fearlessly perform the skill whether or not it is done correctly but I understand that it is due to their learning style.  As I progress in this program, I am being introduced to new and different approaches when encountering different learning styles.  I acknowledge that I need to take some of these new skills and adopt them into my classroom in order to help teach my students.  

As I prepare for my new class with a different group of students this assumption is on my mind.  
Brookfield states that, “[t]he truth is that most of us approach teaching a new class with a collection of biases, intuitions, hunches, and habits that frame our initial activities” (p. 16).  I wonder if I have some biases and assumptions about this new group of students.  This class is double the size as the last group and I question whether or not it will present with more challenges as the new term starts.  I suspect it will.  Will the dynamics be similar as the last group or because there are so many more different personalities will I have more challenges?What kinds of education and life experiences will these students bring to the classroom?  
In tying in with Brookfield’s assumption, will I have a group of more visual learners which require me to adjust my teaching style to ensure that I reach the most number of learners or will I need to find ways to incorporate more technology into the classroom so I reach more students?

This assumption also got me thinking about how I teach clinical skills and I realize that I do change how I teach certain students because of their learning style.  For some students they need to be reminded of the “basics” as the skills build on knowledge of the basics.  For some students, they need to have something pointed out to them so that they can correct themselves and for others they may need me to step in and show them again how to do the skill so that they can duplicate it.  I do believe that whatever method I do use in the clinic what my students ultimately need is the ability to make rationale decisions and think critically.  

Brookfield, S. D. (2015). The skillful teacher On technique, trust and responsiveness in 

the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.

In Dan Meyer’s 2010 TED Talk, he states that, “[w]e need to become more patient problem solvers”

Many of my students are very close to finishing their program and should be at an entry-to-practice level however, I find that many are unsure of themselves and lack the confidence to make decisions and problem solve.  It appears that it is easier to go and ask someone for the answer than to think for yourself.  However, students may find that the inability to critically think and decision make will affect them in the working environment.

I have over 10 years of working in a variety of dental offices and have worked alongside many dentists.  Developing these skills took time and effort as I had to work hard at problem solving and formulating strategies for finding solutions.  Also, my success in this field has been my ability to show dentists my decision making skills and critical thinking.  It is because of these skills that dentists respond well to me and value what I have to say in the dental office.  I provide individualize patient care and make decisions specific for that patient rather than using a “cookie cutter” technique.

I came across this quote from Mr. Chase’s blog (2013), “[i]n so many areas of life, we give up too easily when faced with a problem.  We don’t realize, that if we just looked at the problem a little longer, if we came back to it a few more times, if we dove a little deeper, the problem would crack.” I ponder this thought and reflected on my experiences in clinic with this group of students.  I can say that I have seen many students give up too easily when faced with a difficult patient or situation.  I find myself reminding them that I will not be with them in a couple of months and that they will need to solve the problem by themselves.  They will need to come up with a problem solving strategy to help them answer their questions when they are by themselves in private practice.  So perhaps, students need to as Mr. Chase suggests come back to the problem a few more times, dive a little deeper, or look at it a little longer in order to come up with a solution.

I need to ensure that students understand the significance of being able to problem solve and to be patient with themselves as it is not always easy.  I need to create a learning environment where they feel safe in expressing themselves and comfortable to make mistakes.  In their careers, they will encounter a variety of different patients and their unique dentitions.  In doing so, they will need to be able to problem solve in order to provide their patient with individualized personal care.  I need to give my learners opportunities to develop their problem solving skills and encourage those who may find that problem solving does not come as easily. 

Chase, M. (2013, January 29).  Patient problem solving [Web log post].  Retrieved from: 
Meyer, D.  (2010, March).  Dan Meyer:  Math class needs a makeover  [Video File].  Retrieved from: http://blog.ted.com/7-talks-for-inspiring-transformed-curriculums/

PIDP 3260 Week 2

Brookfield Chapter 1:  Experiencing Teaching

Brookfield (2013) lists some of the following truths which speaks volumes to me:

  • I will always feel like an imposter and will never lose the sense of amazement I feel when people treat me as if I have something valuable to offer.

  • I will never be able to initiate activities that keep all students engaged all the time.  
There is an expression that I have heard many instructors around me use, "fake it, until you make it". All of us passed a National Board Exam and were granted a license to practice dental hygiene but many of us doubt our ability in certain areas of dental hygiene.  I know that I felt like an "imposter" when I first started working but I should have trusted in my ability, skills and knowledge.  I have gained a level of confidence after working for 10 years in private practice but in the classroom/clinic I am still thrown for a loop by students.  It does amaze me when they look up to me with admiration and look to me for answers or guidance.  

Recently, some students asked if they could do a report/presentation about me and my work experience.  I found it flattering that they would choose me and at the same time surprised as I didn't feel worthy of this.  I need to wrap my head around this truth and believe that I am good at what I do and it shows.

The second truth is a relief because I feel that there is an expectation to keep students engaged all the time even when there are many obstacles to overcome.  I found the article 11 tips to engage and inspire adult learners very useful with great reminders such as make the content relevant.  Learners will check out if the content is not relevant.  They need to understand and be shown how this will affect them in the dental clinic.  With all students bringing a laptop to the classroom, I think that getting them to do online searches can help engage them in the classroom.  

This truth takes off the unnecessary pressure that I feel when I am standing in front of the classroom and can see students tuned out or engaged in another activity.   One other thing that can be done is to set up and discuss classroom expectations which include texting and online searching which may help to minimize distractions.  

Brookfield, S. D.  (2015).  The skillful teacher On technique, trust, and responsiveness in the 
     classroom.  (3rd ed.).  San Francisco:  CA: Jossey-Bass

Pappas, C. (2014).  How to engage and inspire adult learners.  Retrieved from:  
     https://elearningindustry.com/11-tips-engage-inspire-adult-learners




My Teaching Perspectives Inventory:

Transmission Total: (Tr):43 (B = 14; I = 15; A = 14)
Apprenticeship Total: (Ap):42 (B = 15; I = 13; A = 14)
Developmental Total: (Dv):35 (B = 12; I = 12; A = 11)
Nurturing Total: (Nu):34 (B = 11; I = 11; A = 12)
Social Reform Total: (SR):28 (B = 10; I = 9; A = 9)
Beliefs total: (B)62
Intentions total: (I)60
Action total: (A)60

Mean: (M)36.4
Standard Deviation: (SD)5.54
Dominant Threshold: (HIT)41.94
Recessive Threshold: (LOT)30.86
Overall Total: (T)182

This was the first time that I have taken the Teaching Perspectives Inventory, however, I was not surprised by the results which showed that I am dominant in Transmission and Apprenticeship.  These perspectives were in the 40s range which indicate that these perspectives are strongly held.

Dental hygiene students are learning the skills they need to work in a dental clinic and need to learn from highly skilled practitioners of dental hygiene.  Learners need to gain the knowledge from Bloom's Cognitive Domain before they can move into the Psychomotor domain to learn the skills needed for dental hygiene care.  Learners also need instructors who are masters of the subject matter and represent the content accurately and efficiently.  

My results also showed that I was recessive in Social Reform which does not surprise me as teaching dental hygiene has nothing to do with changing society but rather learning the necessary skills to perform the job.  


Other interesting things that I noted about my results are the high internal consistency with all the perspectives indicating that beliefs, intentions and actions are aligned.  

Bloom's Taxonomy of Learning Domains: The Three Types of Learning.  Retrieved from:
http://www.nwlink.com/~donclark/hrd/bloom.html


Pratt, D. D., & Collins, J. B. (2014).  Teaching perspective inventory.  Retrieved from: http://www.teachingperspectives.com/tpi/