merged_document

ACP

Portfolio Flip Book

Jason Herbert

Fall 2015

Table of Contents

Syllabus snapshot
Student preparation strategy
Boppps lesson plan
Power point – lesson
Test questions
Rubric
Showcase presentation
Reflective essay

LONE STAR COLLEGE—CYFAIR CAMPUS

PHED 1306 First Aid & Safety

Mon & Wed 1:30 - 2:50PM

Room Location HSC1 103

Fall Syllabus Snapshot 2015

Search Syllabus on myLonestar for complete Syllabus

Class Description 2. Responding to Emergencies Grade Determination:
Instruction and practice for First Aid
emergency care. Designed Pop Quizzes 20%
to enable students to recog- Both certifications are valid for 2 Exam 1– Quiz # 1 20%
nize and avoid hazards years from date of course com- Exam 2—Quiz # 2 20%
within their environment, to pletion. Practical Skills Evaluation 20%
render intelligent assistance ARC Exams 20%
in case of accident or sud- Equipment: Each student will be Total 100%
den illness, and to develop required to have a Resuscitation
skills necessary for the imme- Mask. Required Text:: American Red Cross Your Professor Jason Herbert
diate and temporary care of Required Text: American Red Cross
the victim. Successful com- Note: For this course, the col-  Phone 713-419-0716
pletion of the course may lege will provide needed equip-
enable the student to re- ment and apparatus. Any dam-  Email [email protected]
ceive a certificate from a age due to misuse or loss will  Important Dates
nationally recognized charged to the student.  Last Day to Drop and Receive a
agency.
Your success is my primary Grade of “W” Nov 9th 2015
ARC Certificates Issued and concern! If you are experiencing  Final Exam Dec 9th 2015
Validity Period challenges achieving your aca-
1. CPR/AED for Professional demic goals, please let me know.
Rescuers and Health Care Lone Star can provide assistance
Providers with academic needs, ADA ac-
commodations, classroom difficul-
ties, financial concerns, and other
issues. See official syllabus for
contact information.

Instructor guidelines and policies

Attendance: Class participation the exam. tered in the Cy-Fair College Participation: Active participa-
(attendance) is required of all Assessment Center. tion is required for kinesiology
students enrolled in PHED Make-up Exams: Students classes and is a part of your
courses. Emergencies are dealt should contact the instructor Electronic devices: Will not be grade. Active participation in-
with on an individual basis. prior to missing a scheduled allowed during classes, please volves active listening and partici-
TWO TARDIES WILL EQUAL examination by phone, in- turn them off prior to class. pating in skills instruction
ONE NON-PARTICIPATION person, by e-mail, or by voice throughout the entire class ses-
(ABSENCE). Students are mail. You must have a written Department/Division Contact: sion.
expected to be present for all verifiable excuse to retake an Physical Contact: The physical
exams. Make-up exams are the exam. An opportunity to nature of activity classes is of- Department/Division Contact:
EXCEPTION! If it is necessary take an alternative examina- ten facilitated by hands-on Ronald Nespeca,
for a student to miss an exam, tion will be offered at the dis- correction. It is not a necessity, [email protected],
arrangements must be made cretion of instructor. All make but can be very helpful. If you
prior to the scheduled time for -up exams will be adminis- prefer not to have this type of 281-290-3289
correction, please advise the

PAGE 2 PHED 1306 FIRST AID & SAFETY

Purpose of the American Red Cross CPR/AED for
Professional Rescuers and Health Care Providers program

Is to train professional-level rescuers to •Demonstrate how to use a bag-valve- a heart attack.
mask resuscitator (BVM) with two rescu-
respond to breathing and cardiac emer- ers. • Identify how to care for a heart at-
• Demonstrate how to care for an ob-
gencies in adults, children and infants until structed airway (adult/child and infant). tack.
more advanced medical personnel take • List the links of the Cardiac Chain of • Identify special situations that may
Survival.
over. With the below objectives. • Recognize the signs and symptoms of arise when performing CPR.
• Identify the responsibilities and charac- • Describe the role and importance of
Getting you prepared for all situations.
teristics of professional rescuers. early CPR in cardiac arrest.
• List the series of events that occur when • Demonstrate how to perform CPR

the emergency medical services (EMS) sys- (adult/child and infant).

tem is activated. • Demonstrate how to perform two-
• Understand how legal considerations rescuer CPR (adult/child and infant).

affect professional rescuers. • Describe what defibrillation is and
• Recognize a life-threatening injury or how it works.

illness. • Describe the role and importance of

• Demonstrate how to perform a primary early defibrillation in cardiac arrest.
assessment. • List the general steps for using an

• Determine when it is appropriate to call automated external defibrillator (AED).
for more advanced medical personnel. • Identify precautions for using an AED.

• Describe instances in which a victim • Demonstrate how to use an AED
should be moved. (adult, child or infant).

• Recognize and care for a breathing • Describe the differences in using an

emergency. AED (adult, child and infant) when CPR
• Demonstrate how to give ventilations is in progress.

using a resuscitation mask (adult/child and • Decide what care to provide for
infant). breathing and cardiac emergencies.

Purpose of the American Red Cross Responding to Emergencies First Aid program

Helps participants recognize and re- Before Giving Care and Checking an emergency medical services (EMS) sys-
Injured or Ill Person
spond appropriately to cardiac, breath- tem.
• Describe how to recognize an emer-
ing and first aid emergencies. The • Explain how to check a conscious or
gency. unconscious person for life-threatening
course teaches skills that participants
need to know to give immediate care to • Identify how to reduce the risk of and non-life-threatening conditions.
disease trans- • Recognize the signals of shock and
a suddenly injured My goal for this class is to teach you the skills and
or ill person until knowledge so that you will provide the best possible care mission when describe how to minimize its effects.
more advanced to a victim and as a result you will give them best giving care.
medical personnel possible chance of survival until the EMS arrive.
arrive and take over. • Explain how
With the below
to activate and
work with the

objectives.

First Aid stings and heat and cold emergencies, childbirth.
• Recognize life-threatening bleeding • Identify special consideration for first
and describe how to care for them.
and demonstrate how to control it. aid care in disaster, remote, or
• Recognize the signals of various soft • Recognize the signals wilderness settings.
of water-related emer-
tissue and musculoskeletal injuries and  Describe preparation for
demonstrate how to care for them, in- gencies. venturing into an environ-
•Demonstrate the use of ment where help may be de-
cluding splinting. layed.
• Identify signals of head, neck and an asthma inhaler.
•Describe the care given ARC Certifications will be is-
spinal injuries. sued provided you pass both written
to a person experiencing examinations with 80 % or above, and
•Recognize the signals of injuries to the you demonstrate and pass the practical
chest, abdomen and pelvis and describe anaphylaxis. scenarios.
• Demonstrate the use of an epineph-
how to care for them.
• Recognize the signals of sudden ill- rine auto-injector.
•Understand the basics of pregnancy
ness, including poisoning, bites and
and describe care needed in emergency

Jason Herbert Student Prep Strategy Date: 09/24/2015

Since students are taking an actual ARC (American Red Cross) Certification I must follow the
guide lines in the standard.

Assigned Reading Material:

CPR/AED for the Professional Rescuers and Health Care Provider Handbook- pages 1 & 2

CPR/AED for the Professional Rescuer Participant’s Manual– Chapter 1 pages 4 &5

Responding to Emergencies Comprehensive First Aid/CPR/AED Text– Chapter 1

1. Read both the two pages in the Handbook, and Chapter 1 focusing on the definitions on
pages 4 & 5 from the Professional Rescuer books and try to list and explain the definitions in
your own words. Try to compare and see the close similarities in some of the terms by
determine the key words that differentiate them.

2. Read Chapter 1 from the Responding to Emergencies Text and try to indentify and list the
barriers posed by rescuers and bystanders, also identify how they pose a problems and how we
can overcome them.

3. Watch the news or any medical shows of real emergencies and try to relate to professional
rescuers to see if you can identify how they handle the barriers and the and how they handle
these emergencies under pressure come prepared to discuss them.

4. Try to identify critical traits professional rescuers must have to understand and handle these
legal implication, and how quickly your actions, can impact why people freeze up, and how the
characteristics they must have, will play a major their role in the EMS System.

Note:

My strategy for motivating them to read will be collecting the responses to the assigned
materials and using it in conjunction with a pop quiz prior to class for the quiz grade. Since it is
stated in the syllabus to come prepared for a quiz every day.

My BOPPS Lesson

COURSE: PHED 1306 First Aid & Safety
Lesson Title: If Not You …… Then Who?
Bridge: Slide 2 will be displayed on screen. Students are asked to write down the six blocks in the Emergency Medical Services System.
Class asked: How does this relate to your requirements for action? We will review the six blocks.

GOOD QUESTION BLOOM (KNOWLEDGE): List five barriers to act in emergency situations for lay responders and professional
rescuers?

Three students will be randomly selected to choose a number between 1 -12 and the class will have to write the definition to the three legal
terms. (List on Slide 10 of PPT)
End with: Today we will be explore and learn how to be prepared for an emergency by knowing the legal considerations, barriers to action, and
the requirements for action. (Show slide 3 with the learning objectives as stated)
9 minutes
Course Student Learning Outcome:

1 - Justify layperson and professional roles and responsibilities in emergency situations including but not limited to
legal ramifications, barriers to action, requirements for action, and psychological responses.

Learning Objectives: By the end of this lesson, students will be able to
1. Explain the legal ramifications of their actions as a professional rescuer. (COMPREHENSION)
2. Explain how these actions relate to the barriers to action, and the requirements for action. (COMPREHENSION)

Pre-Assessment:

The student preparation assignment I chose is my CAT. Which is intended to start the analysis and critical thinking is needed when responding to

emergencies.

Class we be split into 3 Groups and the students will be shown the 4th slide (Scenario) in the power point and they will answer the CAT “What,

How And Why”: Take a couple of minutes (2 min), to write a summary address based on What is the problem in the emergency, How they will

handle this situation and Why they feel they addressed the needed action based from the information they know from the assigned reading

material. We will take a few minutes (3 min) to review the answers each group came up.

5 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

8 min Lecture: Highlighting to students the importance as to why Slide 5 – 9 on PPT.
Requirements for action & Barriers to Action. persons are hesitant, for them to have a better
understanding. Reviewing the major points that were
covered in the bridge.

11 min Legal Considerations: With class still in assigned Group discussion assignment question for 5 min. Slide 10

in 3 groups have them compare the six similar GOOD QUESTION BLOOM (ANALYSIS)

legal terms to see the major difference between Explain the major differences of the following legal

each pair of terms. Each group will be assigned terms for professional rescuers and how they relate to

one of the pair of terms, which they will discus your role in an emergency?

and present using flip chart paper, answers will 1 Scope of Practice and Standard of Care

be posted around class. 2 Negligence and Abandonment

3 Duty to Act and Good Samaritan Law

Each group will get to present for 2 min and post their

answers.

11 min Legal considerations: Split class into 3 different Group discussion assignment question for 5 min. Slide 10

groups. Each group will be assigned one of the GOOD QUESTION BLOOM (EVALUATION)

pair of terms, which they will discus and present Based on what you know, how would you explain the

using flip chart paper, answers will be posted following legal terms: Consent & Implied Consent

around class. Battery & Advance Directives

. Refusal of Care & Confidentially

Indicating their importance for professional rescuers as

it relates to the requirements for action?

Each group will get to present for 2 min and post their

answers.

5 min Last Legal question: Have the entire class answer Have them take 2 min to reflect on the below Slide 10

the question. Then discuss for 3 min addressing question.

important points. GOOD QUESTION BLOOM (COMPREHENSION): What

can you say about Documentation for a professional

rescuer in an emergency?

8 min Continue Lecture Taking Action Students will have an understanding of the Taking Slides 11-14

Action and the Emergency Action Steps.

Post-assessment: NEW TECHNOLOGY Administer TED –ed video Scenario: This video Scenario Called Emergency Action Steps link on Slide 15- It

ask questions that determine whether students can identify the Emergency Action Steps by listing them and it gets them to explain their actual

action steps by watching this video of an emergency involving a motorcycle and a car in the same Groups. Effective way of testing to see how

they would respond, which ties back to the lesson objectives. Link http://ed.ted.com/on/9TKupO1R

20 min

Summary: Conclude with the last slide from TED-ed, using the link to go and use the slides from CPR/AED for Professional Rescuers and Health

Care Providers, Slides 4 -10 from the ARC Instructor Corner Website. Link http://www.instructorscorner.org

8 mins Class Time: 1:25 mins

See Attached PPT

PHED 1306 First Aid & Safety
By Jason Herbert

Bridge

Write down the six blocks in the
Emergency Medical Services System.
How does this relate to your
requirements for action?

Three students will be randomly
selected to choose a number between
1 -12 and the class will have to write the
definition to the three legal terms.

GOOD QUESTION BLOOM (KNOWLEDGE):
List five barriers to act in emergency situations for
lay responders and professional rescuers?

LESSON OBJECTIVE

Student Learning Outcome:
 Justify layperson and professional roles and

responsibilities in emergency situations including but
not limited to legal ramifications, barriers to action,
requirements for action, and psychological responses.

 Lesson Objectives: By the end of this lesson, students
will be able to

 Explain the legal ramifications of their actions as a
professional rescuer.

 How these actions relate to the barriers to action, and the
requirements for action.

Scenario

A motorcycle with two riders weaves dangerously between parked cars in a crowded
shopping center parking lot. As the motor cyclists dart between cars, they confront
a moving car. Both the car and motorcycle veer to avoid a head-on collision. The
motorcycle strikes the side of the oncoming car, throwing the riders to the ground.
The car stops abruptly, throwing the driver into the windshield. Nearby, Jamie and
Paul (two college students) hear the sound of crunching metal and blaring horns
and decide to join the small group of bystanders. As they approach the scene, they
are confronted with the sight of broken glass, strewn metal and a cracked
windshield. A gas cap lies nearby, and they notice what appears to be gasoline,
which has spilled from the motorcycle onto the roadway. One victim screams in
pain as she sits holding her injured arm. The other victim lies motionless. Two
people wearing safety belts are inside the stopped car. The driver appears to be
shaken. Several onlookers turn away, apparently unable to cope with what they see.
Other bystanders continue to gather. As Jamie and Paul look around, no one seems
to be helping. They hesitate, wondering whether they should step forward to help.

CAT “What, How And Why”: Take a couple of minutes (2 mins), to write a
summary address based on What is the problem in the emergency, How they
will handle this situation and Why they feel they addressed the needed action
based from the information they know from the assigned reading material.

If Not You … Then Who?

 An emergency is a situation demanding immediate
action.

 Two types of emergencies are—
 Sudden illness.
 Injury.

 Emergencies can also be categorized as life-
threatening and non-life-threatening:
 A life-threatening emergency is an illness or
injury that impairs a victim’s ability to circulate
oxygenated blood to all the parts of his or her
body.
 A non-life-threatening emergency is a situation
that does not have an immediate impact on a
victim’s ability to circulate oxygenated blood,
but still requires medical attention.

Recognizing Emergencies

Your primary role as a citizen

responder in an emergency

includes—

 Recognizing that an
emergency exists.

 Deciding to act.
 Taking action by calling 9-1-1

or the local emergency
number.
 Giving care until help arrives.

Overcoming Barriers to Action

 Reasons people give for not helping are called
barriers to action. They include—

 Presence of bystanders.
 Uncertainty about the victim.
 Nature of the injury or illness.
 Fear of disease transmission.
 Fear of doing something wrong.

The Emergency Medical Services
(EMS) System

 The EMS system is a network of community
resources and medical personnel that
provides emergency care to victims of injury
or sudden illness.

 As a citizen responder, you are responsible for
activating this system by calling 9-1-1 or the
local emergency number.

Important Things to Remember

 Deciding to act is not always an easy decision to
make.

 The decision to act is yours.
 Your decision to respond should be guided by your

own values.
 Calling 9-1-1 or the local emergency number is the

most important action you can take.

Legal Considerations

 Duty to Act GOOD QUESTION BLOOM (ANALYSIS):
 Scope of Practice Explain the major differences of the following legal
 Standard of Care terms for professional rescuers and how they relate
 Negligence to your role in an emergency.
 Good Samaritan Law Scope of Practice and Standard of Care
 Consent Negligence and Abandonment
 Refusal of care Duty to Act and Good Samaritan Law
 Advanced Directives
 Battery GOOD QUESTION BLOOM (EVALUATION):
 Abandonment Based on what you know, how would you explain
 Confidentiality the following legal terms:
 Documentation Consent & Implied Consent
Battery & Advance Directives
Refusal of Care & Confidentially
Indicating their importance for professional
rescuers as it relates to the requirements for action?

GOOD QUESTION BLOOM (COMPREHENSION):
What can you say about Documentation for a
professional rescuer in an emergency?

Taking Action

 Goals:

 You will learn how to CHECK an emergency
scene and prioritize your actions.

 You will be able to respond effectively in any
emergency situation.

 Until Help Arrives
 Always follow the prearrival instructions.
 Ask yourself…

“In what other ways can I give help?”

Emergency Action Steps

 Follow the emergency action steps:
Taking Action - Size up Scene, Perform
Primary Assessment & Summon Advance
Medical Personnel if needed (PRO Rescuers)

 CHECK - Access

 The scene for safety and the victim for life-
threatening conditions.

 CALL – Communicate

 9-1-1 or the local emergency number.

 CARE - Treat

 For the victim.

Call

 As a citizen responder, one of your top priorities
is to ensure that the victim receives more
advanced medical care as soon as possible.

 The EMS system works effectively if information
on the victim’s condition is given when the call
is placed.

 Your training will help you make the decision on
when EMS personnel are needed and when you
should call 9-1-1 or the local emergency number.

Making the Call

 If you send someone else to call 9-1-1 or the local emergency
number, tell the person to return to you after calling.

 If you are alone, Call First; that is, call 9-1-1 or the local
emergency number before giving care for:

 An unconscious adult victim or adolescent age 12 years or
older.

 An unconscious infant or child whose sudden collapse was
witnessed.

 An unconscious infant or child known to be at a high risk for
heart problems.

 If you are alone, Care First provide 2 minutes of care, then call
9-1-1 for:

 An unconscious victim younger than age 12 whose collapse
was not witnessed.

 Any victim of drowning.

Emergency Action Steps – Scenario.

Link to lesson:
http://ed.ted.com/on/9TKupO1R

Test Question - Formal Assessment

Write 4 different types of ORIGINAL questions that would accurately assess how well your students learned the material in your lesson.
Two should be multiple choices, and the other two can be any type you choose. The only stipulation is that at least one of the four
questions needs to be a higher-level question. So for each question, identify the level of Bloom's taxonomy you are addressing. Please
remind us of your lesson objectives in your post.

SLO: Justify layperson and professional roles and responsibilities in emergency situations including but not
limited to legal ramifications, barriers to action, requirements for action, and psychological responses.

Lesson Objectives: By the end of this lesson, students will be able to
1. Explain the legal ramifications of their actions as a professional rescuer.
2. Explain how these actions relate to the barriers to action, and the requirements for action.

Four Test Questions

1. What should you do if a victim of injury or illness refuses care? (Level 3 – Application)

a. Tell the victim you are trained to help.
b. Honor the victim’s wishes and document the refusal of care.
c. Continue to provide care as needed.
d. Interview bystanders and fill out the incident report.

2. Before providing care for a conscious injured or ill victim, you must first— (Level 2 – Comprehension)

a. Obtain the victim’s consent.
b. Begin to write your record of what happened.
c. Announce to bystanders what you are going to do.
d. Find out if you have a duty to act.

3. Match each term with the correct definition. (Level 1 – Knowledge)

A. Abandonment
B. Negligence
C. Duty to Act
D. Scope of Practice
E. Standard of Care

___ Employees, who by occupation and job description, have a responsibility to provide care at the scene of an
emergency.

___ Set of skills and knowledge acquired in training and which a rescuer is authorized by certification to practice.
___ Training guidelines and expectations of level of knowledge & skills for professional rescuers.
___ Failure to follow the standard of care or failure to act, which results in injury or causes further harm to a

victim.
___ Leaving the scene of an emergency or ceasing to provide care for a victim before someone with equal or

greater training arrives and takes over.

4. Based on what you know, how would you explain the importance of confidentiality and documentation as it
relates to a professional rescuer? (Level 6 – Evaluation)

Rubric Assignment

Rubric is designed to assess the student knowledge and skills to see if the students can perform
the steps correctly in the Primary Assessment in an Emergency.

PrimaryAssessment - Assessment Poor Fair Good
Survey Scene 1 pts 2 pts 3 pts
Gloves (PPE)
Checks responsiveness Poor Fair Good
Send someone to Call 911
Position of patient Rescuer does not properly explain his Rescuer has to be prompted to explain Rescuer surveys the scene properly
Open Airway initials actions on the scene. his initials actions of checking the without prompting.
Check Breathing scene

Circulation Poor Fair Good

Recovery Position Rescuer does not put on gloves. Rescuer has to be prompted to put on Rescuer puts on gloves without

gloves. prompting.

Poor Fair Good

Doesn't check responsiveness or does Needs prompting to check for Checks for responsiveness without
inappropriately. Rescuer should only tap responsiveness or does not check for prompting & correctly.
victim & shout. (Ask if the victim is ok.) responsiveness correctly.

Poor Fair Good

Rescuer does not identify or send Rescuer has to be prompted to send Rescuer sends bystander to call 911.
bystander to call 911. bystander to call 911.

Poor Fair Good

Does not roll victim on his/her back, or Rescuer has to be prompted to roll Rescuer rolls patient on back with no
not in the correct position with hand patient on back in proper position and prompting correctly.
placement. hand placement

Poor Fair Good

Student forgets to open airway. Needs prompting to open airway or Opens airway without prompting &
opens it improperly. Need to use the uses proper technique.
head/tilt & chin/lift method.

Poor Fair Good

Forgets to check for breathing. Needs prompting to check for Checks for breathing without
breathing or does it incorrectly. prompting. Does it correctly with look,
Example: Looking towards the head listen, & feels.
instead of the chest. Cheek no over
move and nose.

Poor Fair Good

Does not check pulse. Needs prompting to check for pulse or Checks pulse without prompting.
does it in the wrong location. Takes Checks for no more than 10 seconds
pulse for no more than 10 seconds, counting out loud and is vocal with the
does not count out loud and is not victim’s pulse and breathing.
verbal what the victim’s pulse or
breathing.

Poor Fair Good

Rescuer does not roll the victim in the Rescuer has to be prompted to roll Rescuer rolls victim in the recovery
recovery position or does not do it victim in the recovery position gloves. position.
correctly

ACP Showca

ase Portfolio

Name: Jason Herbert
Discpline: PHED 1306

Date: 11-07-2015

Table of Contents

• Student Preparation Strategy – Slide
• BOPPPS lesson-be sure to highlight t
• BOPPPS Bridge – Slide 4
• BOPPPS Objective – Slide 5
• BOOPS Pre Assessment (CAT) – Slide
• BOPPPS Participatory Lesson

• Good Questions Bloom - Slide 7 & Slid

• BOPPPS Post Assessment (TECH) – Sl
• BOPPPS Summary – Slide 9
• Reflection - Slide 10

e3
the following:

e6

de 4

lide 8

Describe student prep

Pages 1 &2 Pages 4 & 5 1. R
Chapter 1 t
w
o
t

2. R
T
r
p

3. W
a
i
h
d

4. T
u
q
h
r

paration strategy

Read both the assigned material for Professional Rescuer
texts and try to list and explain the definitions in your own
words. Try to compare and see the close similarities in some
of the terms by determine the key words that differentiate
them.
Read assigned material for the Responding to Emergencies
Text and try to indentify and list the barriers posed by
rescuers and bystanders, and identify how they pose a
problems and how we can overcome them.
Watch the news or any medical shows of real emergencies
and try to relate to professional rescuers to see if you can
identify how they handle the barriers and the and how they
handle these emergencies under pressure come prepared to
discuss them.
Try to identify critical traits professional rescuers must have to
understand and handle these legal implication, and how
quickly your actions, can impact why people freeze up, and
how the characteristics they must have, will play a major their
role in the EMS System.

BOPPPS – BRIDGE

• The following slide will be shown o
slide 2, and the students will have
list the 6 blocks of the EMS System
They will have to relate it to the
requirements for action.

• I will ask the first Good Question fr
Bloom (Remember) to get them to
the 5 barriers to act in an emergen
situations.

• Randomly select 3 students to cho
three legal terms and have the cla
write the definitions.

on
to
m.

rom
o list
ncy

oose
ass

BOPPPS – OBJECTIVE

Student Learning Outcome:
• Justify layperson and professional ro

emergency situations including but n
barriers to action, requirements for a

• Lesson Objectives: By the end of this
• Explain the legal ramifications of thei
• How these actions relate to the barrie

for action.

ES

oles and responsibilities in
not limited to legal ramifications,
action, and psychological responses.

s lesson, students will be able to
ir actions as a professional rescuer.
ers to action, and the requirements

BOPPPS- PRE-ASSE

• CAT Chosen from 50 CATS by Angelo
Course-Related Knowledge & Skills, S
and Critical Thinking number 11.

• 11. Content, Form and Function: in a
“what” (content), “how” (form), and
message (e.g. poem, newspaper stor
called the “What, How, && Why Out

• The strategy I choose helps you to sta
that is needed when responding to em
is very vital for them to learn how to
Making critical decisions will benefit t
responders as well as themselves to e
the same time identifying the needed
address the below objectives from m

ESSMENT

and Cross, Techniques for Assessing
Section II Assessing Skill in Analysis
an outline form, students analyze the
d “why” (function) of a particular
ry, billboard, critical essay); also
tlines”.
art the analysis and critical thinking
mergencies. The What, How and Why
use when responding to a victim.
the victim, the bystanders, their fellow
ensure the safety of everyone while at
d care for the victim. This CAT does
my lesson.

BOPPPS- PARTICIPA

• Mainly comprises of Lecture Format
& Barriers to Action.

• Group Discussion for Legal Considera
Bloom:

• 2nd Good Question from Bloom ( Ana
difference in six legal terms so they kn
hence they are less likely to confuse t

• 3rd Good Question Bloom (Evaluation
what they know the importance of 5
have for professional rescuers as it re

• 4th Good Question form Bloom (Comp
class on the last legal term what they
professional rescuer in an emergency

• Lecture format for Taking Action and

PATORY LESSON

to address the Requirement for Action

ations for 2nd & 3rd Good Questions

alysis) will allow them to explain the
now the difference between them,
them.
n) will allow them to explain based on
legal terms and the importance they
elates to the requirement for action.
prehension) is address to the entire
y can say as it relates to the
y.
the Emergency Action Steps.

BOPPPS- POST-ASS

• New Technology assignment.

• Will be the administered using the
TED –ed Lesson I created called
Emergency Action Steps –
Scenario.

• This allows the students to
demonstrate the knowledge of the
material covered and be actively
engaged in a groups setting. They
will be able to see as well how the
scenario played out.

SESSMENT

Link to lesson:
http://ed.ted.com/on/9TKupO1R

BOPPPS- SUMMARY

1 Conclude with the last slide from T
• Taking Action – By standers presen

By yourself - you an
2 Using the link to go and use the sli

Rescuers and Health Care Provider
Instructor Corner Website. Link htt
• Emergency Medical Services Syste
• Legal Considerations

Y

TED-ed
nt
nd victim
ides from CPR/AED for Professional
rs, Slides 4 -10 from the ARC
tp://www.instructorscorner.org
em

My Personal Reflection

• I found it to be personally beneficial f
• How it laid out and outline the struct

learning, since I’m teaching from an e
• Plan for Learning – BOPPS model, Blo

strategies to encourage students to b
• Teaching Strategies – vast variety that

learning to independent learning and
• Assess Effectively – assessment strate

outcome; variety of formative assessm
• Instructional technology – will help m

encourage more effective student eng
• Positive Learning Environment- foster

with student challenges, while at the
motivational theory.