DESIGNING INSTRUCTION:

RADIATION PROTECTION

Daza, Christopher A. (Chris)

HOUSTON COMMUNITY COLLEGE  1900 PRESSLER STREET
 Table of Contents
GOAL STATEMENT..........................................................................................................2

LEARNER AND CONTEXT ANALYSIS.........................................................................2

3. LEARNER ANALYSIS.............................................................................................................. 2
4. CONTEXT ANALYSIS.............................................................................................................. 5
GOAL ANALYSIS AND SUBORDINATE SKILL ANALYSIS.....................................7

1. GOAL ANALYSIS..................................................................................................................... 7
2. SUBORDINATE SKILLS ANALYSIS........................................................................................ 8
PERFORMANCE OBJECTIVES AND ASSESSMENT INSTRUMENTS................11

1. PERFORMANCE OBJECTIVES.............................................................................................. 11
2. ASSESSMENTS...................................................................................................................... 13
INSTRUCTIONAL STRATEGY AND MATERIALS..................................................19

1. INSTRUCTIONAL STRATEGY............................................................................................... 19
2. INSTRUCTIONAL MATERIALS............................................................................................ 30

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Goal Statement

2nd year radiography students will create 15- minute group presentations on the
cardinal rules of radiation protection (time, distance, and shielding). These
presentations will analyze effective methods to protect patients and personnel from
unnecessary radiation exposure using the 3 cardinal rules.

LEARNER AND CONTEXT ANALYSIS

2. Description of learner interview

I interviewed some of my 2nd year radiography students in my Radiation Protection and
Biology course I teach at Houston Community College. I selected these people because
they will be the learners that are spoken about in the goals statement. The informal
interview process lasted 10 minutes and occurred during a break on the 2 nd day of class.
The presentations they will have to do on radiation protection were discussed on the 1 st
day of class. Questions I asked were thoughts on what they already knew about
radiation protection from being in clinical rotations for a year, how they would go about
presenting the project (in the past I have had movies created, scenes acted out, etc.),
and their beliefs on working in groups for their presentations. I found that although they
know rudimentary ideas for radiation protection of patients, they seemingly did not
know a lot about the radiation safety measures that protect themselves as
radiographers. I also was surprised that many student groups were going to do movie
presentations, as normally I have students just present with powerpoint/prezi/etc. – so I
found that quite interesting. I also found that the students liked working in group
presentations but they disliked that I assigned the groups.

3. Learner Analysis

Questions about Learner characteristics:

Entry behaviors:
Since our 2nd year radiography students have been in clinical rotations for a year, they
can have preexisting thoughts on radiation protection from what they have learned in

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the field from technologist they work with. This can be somewhat detrimental as some
technologists do not practice radiation safety properly; especially with technologists not
protecting themselves correctly. My goal is to curtail these incorrect behaviors during
the course of the semester.

Prior knowledge of topic area:

In our Patient Care class that occurs in the 1st semester, radiography students are
exposed to the basics of radiation protection. Along with what they learn in clinics, they
should have a fair amount of knowledge in this topic. During the radiation protection
and biology course – we explore more in-depth on radiation protections and safety
standards.

Attitudes toward content:

Our learners feel radiation protection is somewhat important. This is based on a
discussion question I posted on the first day of class. They sometimes see technologists
in the field not using appropriate radiation protection ideals which obstructs their view
to see the importance of the topic.

Attitudes towards the delivery system:

I have given a brief overview on the first day of class of how the material will be taught
to them. I teach in a lecture format to start class and then we begin doing hands on
activities, collaborative work, and experimentation to give students some stimulation
that will keep them actively involved. The students responded fairly well to this type of
learning – as most of the learning done over the course of their 2 year degree is done in
a lecture based format with no activities, experiments, etc.

Academic motivation (ARCS):

Attention – I have had trouble in the past keeping student attention; that is the reason I
switched this course to be more interactive. I utilize all forms found in the ARCS model
reading we were given. I try to push boundaries by presenting statements that seem to
go against what we are learning as well as providing real world examples of how
radiation protection would be important.

Relevance – The topic of radiation protection is useful to my target audience because it

directly affects the outcomes for their patients and themselves. By not practicing
radiation protection – we open ourselves up to an increase risk of cancer. This is
stressed in the radiation protection course and it causes a lot of students to realize the
importance of the topic at hand.

Confidence – I encourage our students to learn and have activities that allow for
students to take control of their learning in a constructivist approach. I provide feedback

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at times where I feel emphasis on a certain subject is needed. This will allow students to
learn all them need to know to present their presentations towards the end of the
semester.

Satisfaction – Students after learning the material will be able to immediately apply
what they learn to their clinical settings. This is the biggest benefit as they will begin to
adequately protect themselves and patients from unwarranted x-ray exposure.

Education and ability levels:

In a sense, students are all 2nd year radiography students so in radiography, as far as
abilities go, they are equal level. However, our program has different levels of students
with some just graduating high school to those that have had other careers for 20 years.
We have a wide area of people that attend our program as first time college student to
those that have completed bachelor degrees to some that even have master degrees.

General learning preferences:

From consulting with other faculty on knowledge of how these students have learned in
the past year, I feel the students like to learn with more active learning strategies. They
can be bored easily, so keeping an active learning environment is crucial to get the main
points of radiation protection across.

Attitudes toward class, group, or organization:

Since this is an allied health program that students had to apply for, they are very
interesting in the program they are in. They have researched about this career path and
have made it to the half way point before they become registered radiographers. They
have good attitudes concerning learning radiation protection as it is something they will
need to know to protect themselves.

Group characteristics:
Our group is very diverse. Houston Community College is one of the most diverse
community colleges in the nation so it is no surprise the wide array of ethnicities and
nationalities found in the demographics of our class. We have some students even on
foreign student visas to learn. This cohort of students is 31 people and, from just the last
2 class periods, seem very involved in their learning. They ask questions, respond to my
questions, and overall show a sense of wanting to learn.

What data sources did you use for your responses to the previous questions?
These are observations I have made by myself for the most part; with some consultation
from other faculty on how the class performs. I also utilized interview type questions I

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 asked during class periods to gage some of the items asked above.

What implications do these answers in your learner analysis have for the way you
design your instruction?
I feel that the delivery I have set forth for my instruction will go a long way to helping
students learn in a way they want to learn. I tweaked my course this year due to
feedback from other instructors to add several active learning strategies that will keep
students engaged.

4. Context Analysis
Questions about the learning context (where the instruction takes place):

How compatible is the learning context for the instructional requirements?

Include both physical and social aspects.
The learning context is compatible to these 2nd year radiography students. They
have already learned in the classrooms and in our brand new state of the art
radiography lab in the past. Learning will also take place in the forum of online
discussions that will allow students to hear what their peers think about topics
pertaining to material presented. They will work by themselves at times but also
work in the same groups they will be presenting their projects. These efforts will
boost the collaborative of the group before the actual presentation day.

How adaptable is the learning context for different instructional approaches?

Students will learn in a variety of forms that will help different learning styles.
However, if students are not learning in a way that works – I have no problem
adjusting learning techniques to help students understand.

What constraints are present in the learning context that will affect the design
and delivery of the instruction?
The online discussion that we having during classes will be a hindrance – as I
lecture in a regular classroom with no computers for students. Students will have
to go to either the computer lab or have a laptop/smart device to be able to
participate in the discussions. I chose this form of discussion to be online vs face
to face as I feel I get more participation when students are able to express
themselves by written word vs orally.

How relevant are the skills that are taught in the learning context to the goals of
the workplace or school system?
The skills taught are relevant because in the workplace – students will have to be
knowledgeable on radiation protection to protect themselves and patients. One
of the goals of the hospital environments that students will work in, is to ensure
patient safety.

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If the performance context (where learners carry out the skills and concepts that they
have learned) is different from your learning context, also answer these questions:

How adaptable is the learning context to simulate the performance context?

The skills that we teach regarding radiation protection are directly applicable in
the real world hospital based setting. During the course, we will showcase proper
approaches on radiation protection in our radiography lab, by class
demonstration, viewing videos, and other methods that will be in the same
fashion students will be expected to perform in the clinical/hospital setting.

What implications do these answers in your context analysis have for the way you
design your instruction?
Again, since I had feedback from other instructors on how some of these students
performed/learned in their classes – I tailored my instruction to fit the needs of the
students. I think the way I set the course up with the active learning strategies will go a
long way to helping students want to learn as well as retain the information that I give
during classroom sessions.

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GOAL ANALYSIS AND SUBORDINATE
SKILL ANALYSIS

1. Goal Analysis
a. Instructional goal’s domain of learning classification: Intellectual

b. Major steps:
1. Form groups and plan how to present group projects.
2. Research Time and how it affects patient and personnel radiation protection
3. Research Distance and how it affects patient and personnel radiation
protection
4. Research Shielding and how it affects patient and personnel radiation
protection
5. Compile information found and work on the final draft of the presentation
6. Present group projects in class.
c. Diagram:

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2nd year radiography students will demonstrate effective methods to protect patients and
personnel from unnecessary x-ray exposure. Students will showcase knowledge on the
cardinal rules of radiation protection (Time, Distance, and Shielding) during class in the
form of 15-minute group presentations.

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2. Subordinate Skills Analysis
1. Compile information found and work on the final draft of the presentation

a. Selected step’s domain of learning classification: intellectual

b. Photo of Subordinate Skills Analysis on Notecards/Post-it Notes:

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c. Diagram:

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 PERFORMANCE OBJECTIVES AND
ASSESSMENT INSTRUMENTS

1. Performance Objectives

a. First goal step

i. Form groups and plan how to present group projects.

ii. Once assigned into random groups (CN), students will write out their
plans on presenting their group project (B). The student will need to
include the following information in their written plan: How they will
present their material, which group member will work on which part of
the assignment, any materials the students may need in class for the
presentation. (CR)

b. Second goal step

i. Research Time and how it affects patient and personnel radiation

protection

ii. Given reference materials (CN), Students will research and identify time
as it pertains to radiation protection. (B) Students will list 2 methods for
personnel and 2 methods for patients that utilize time as a radiation

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 safety measure. (CR)

c. Third goal step

i. Research Distance and how it affects patient and personnel radiation

protection

ii. Given reference materials (CN), Students will research and identify
distance as it pertains to radiation protection. (B) Students will list 2
methods for personnel and 2 methods for patients that utilize distance as
a radiation safety measure. (CR)

d. Fourth goal step

i. Research Shielding and how it affects patient and personnel radiation

protection

ii. Given reference materials (CN), Students will research and identify
shielding as it pertains to radiation protection. (B) Students will list 2
methods for personnel and 2 methods for patients that utilize shielding
as a radiation safety measure. (CR)

e. Fifth goal step

i. Compile information found and work on the final draft of the
presentation

ii. Once all research has been gathered (CN), students will begin to compile
information and work on the final draft of their presentations. (B) The
students will completely fill out the project final draft worksheet; which is
a checklist that showcases readiness of the final draft of the presentation.

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 (CR)

f. Sixth goal step

i. Present group projects in class.

ii. Once presentations have been completed (CN), Students will present
their 15 minute group presentations (B). Students will be graded based
on the criteria established by the “Project Grading Rubric” (CR).

2. Assessments

a. Assessment measure for Objective 1: The students will plan out by writing (short
answer) the answers to the following questions found on the Project Planning
Draft worksheet.
Project Planning Draft Worksheet

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Assessment measure for Objective 2: Students will list (short answer) the 2
examples for patients and 2 examples for personnel as it pertains to time.

Research on Cardinal Rules of Radiation Protection Handout

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b. Assessment measure for Objective 3: Students will list (short answer) the 2
examples for patients and 2 examples for personnel as it pertains to distance.

See “Research on Cardinal Rules of Radiation Protection” Handout

c. Assessment measure for Objective 4: Students will list (short answer) the 2
examples for patients and 2 examples for personnel as it pertains to Shielding.

See “Research on Cardinal Rules of Radiation Protection” Handout

d. Assessment measure for Objective 5: Students will be asked the following short
answer questions found on the Project Final Draft Worksheet to assess readiness
of final presentation.

Project Final Draft Worksheet

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e. Assessment measure for Objective 6: Student presentations will be evaluated
based on a rating scale found in the Project Grading Rubric.

Project Grading Rubric and Project Presentation Grading Template

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 Project Grading Rubric
Subject Matter Accuracy 30 points given if:
Groups present projects
accurately with no
errors/error free
Amount of Subject 30 points given if:
Matter Group finds 2 methods for
personnel and 2 methods
for patients for each
cardinal rule of radiation
protection. (Time,
Distance, Shielding)
Use of visuals 20 points given if:
Visuals are eye-catching to
the audience/serves as a
means to emphasis things
spoken by the presenters
Length 10 points given if:
Presentation runs 15
minutes long
f. Assessment organization chart
Goal Analysis Step Performance Objective
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20 points given if:
1 or 2 errors are found by
instructors/peer graders
20 points given if:
Group provides
incomplete methods for
personnel and incomplete
methods for patients for
each cardinal rule of
radiation protection.
(Time, Distance, Shielding)
10 points given if:
Visuals are just OK/some
visuals serve their
purpose to emphasis,
while others do not
5 pts given if:
Presentation runs 3
minutes short or over the
required time
Assessment
10 points given if:
More than 2 errors found
within the presentation.
Remember this should be
treated as if you were
given this presentation
professionally.
0 points given if:
Group does not provide
any methods for either
personnel or patients in
regards to the cardinal
rules of radiation
protection.
0 points given if:
Visuals are inappropriate
for the context of the
presentation/ do not
provide any addition to
the presentation itself
2 pts given if:
Presentation runs over 5
mins long or is 5 minutes
too short
1. Form groups and plan Objective 1: Once assigned Project Planning Draft
how to present group into random groups (CN), worksheet
projects. students will write out their
plans on presenting their
group project (B). The
student will need to include
the following information in
their written plan: How they
will present their material,
which group member will
work on which part of the
assignment, any materials
the students may need in
class for the presentation.
(CR)

2. Research Time and Objective 2: Given reference Research on Cardinal Rules of

how it affects patient materials (CN), Students will Radiation Protection Handout
and personnel research and identify time as
it pertains to radiation
radiation protection
protection. (B) Students will
list 2 methods for personnel
and 2 methods for patients
that utilize time as a radiation
safety measure. (CR)

3. Research Distance Objective 3: Given reference Research on Cardinal Rules of

and how it affects materials (CN), Students will Radiation Protection Handout
patient and personnel research and identify
distance as it pertains to
radiation protection
radiation protection. (B)
Students will list 2 methods
for personnel and 2 methods
for patients that utilize
distance as a radiation safety
measure. (CR)

4. Research Shielding Objective 4: Given reference Research on Cardinal Rules of

and how it affects materials (CN), Students will Radiation Protection Handout
patient and personnel research and identify
shielding as it pertains to
radiation protection
radiation protection. (B)
Students will list 2 methods
for personnel and 2 methods

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 for patients that utilize
shielding as a radiation safety
measure. (CR)

5. Compile information Objective 5: Once all research Project Final Draft worksheet
found and work on has been gathered (CN),
the final draft of the students will begin to
compile information and
presentation
work on the final draft of
their presentations. (B) The
students will completely fill
out the project final draft
worksheet; which is a
checklist that showcases
readiness of the final draft of
the presentation. (CR)

6. Present group Objective 6: Once Project Grading Rubric/

projects in class. presentations have been Project Presentation Grading
completed (CN), Students will Template
present their 15 minute
group presentations (B).
Students will be graded
based on the criteria
established by the “Project
Grading Rubric” (CR).

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 INSTRUCTIONAL STRATEGY AND
MATERIALS
1. Instructional Strategy

a. Sequence and Cluster Objectives

CLUSTER OBJECTIVES TIME

1 Given a short video of a previous created group projects and 20 minutes

Introduction information presented by the instructor (CN), students will
make a list (B) of important ideas/concepts from the presented
material that they can potentially use for their own group
project. (CR)

2 Once assigned into random groups (CN), students will write out 15 minutes
Planning their plans on presenting their group project (B). The student
will need to include the following information in their written
plan: How they will present their material, which group member
will work on which part of the assignment, any materials the
students may need in class for the presentation. (CR)

3 Given reference materials (CN), Students will research and 30

Research identify time as it pertains to radiation protection. (B) Students minutes
will list 2 methods for personnel and 2 methods for patients that
utilize time as a radiation safety measure. (CR)

Given reference materials (CN), Students will research and

identify distance as it pertains to radiation protection. (B)
Students will list 2 methods for personnel and 2 methods for
patients that utilize distance as a radiation safety measure. (CR)

Given reference materials (CN), Students will research and

identify shielding as it pertains to radiation protection. (B)
Students will list 2 methods for personnel and 2 methods for
patients that utilize shielding as a radiation safety measure. (CR)

5 Once all research has been gathered (CN), students will begin to 40 minutes
Compile and compile information and work on the final draft of their
Finalize presentations. (B) The students will completely fill out the
project final draft worksheet; which is a checklist that showcases

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 readiness of the final draft of the presentation. (CR)

5 Once presentations have been completed (CN), Students will 15 minutes

Presentation present their 15-minute group presentations (B). Students will
be graded based on the criteria established by the “Project
Grading Rubric” (CR).

b. Pre-instructional, Assessment, and Follow-Through Activities

PRE-INSTRUCTIONAL ACTIVITIES

Motivation: Be sure to address ARCS

Attention: I will showcase a video of previously presented group presentations. This provides
a human-interest element/example to students, while also giving some direction to what is
expected.

Relevance: This type of group presentation is relevant to the students’ success in the future.
I will explain how several places of employment in the radiography REQUIRE presentations to
get promoted/get raises. This type of presentation allows for students to build/develop their
own presentation planning/creating skills. Also, this presentation is worth 15% of their final
grade which is a motivator, in itself, to do well on this presentation.

Confidence: By giving the initial video I feel students will have confidence that, they too, can
create a successful presentation. In the example video, I give various levels of presentations
from well-thought out and executed presentations to some that just barely made a passing
grade. What this does it motivate those students who may be at a higher end of the spectrum
of skills – to push themselves to have presentations like the best ones presented in the video.
Most of the students have already created similar presentation in various courses prior to this
course – so they have a form of confidence from their own previous experiences.

Satisfaction: Students will receive various forms of satisfaction through the completion of this
group project. After successful completion of this presentation, they will be assigned a good
grade. They will also get peer recognition because they will be presenting in front of the class.
They also will have increased self-esteem – in that they will be able to more thoroughly
explain radiation protection to patients. This is a struggle we have at times with our students
– adequately explaining radiation protection.

Objectives: I will provide the objectives and what is expected in the introduction portion of
the class. The students will be provided a list of the objective as a means to keep them on
track. All relevant scoring rubrics, worksheets, etc. will also be provided at the beginning of
the class.

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Entry Skills: There is a high level of entry skills that will need to be had for this project. I am
expecting students to have some form of computer skills, presentation creation skills,
researching skills, and collaborative skills to be successful in this assignment. Many of the
skills that they will need to have will be, in some form, outlined in a document I will provide
that will have the expectations of the assignment. The reason I am not worried that students
will have these skills is: 1) This is a professional college level program; students have come
into this cohort with adequate preparation. 2) Students have done projects like these in many
of the 8 classes in our program they have previous been enrolled in. These 2 facts, coupled
with the presentations I have seen previously from various other classes, lead me to believe
that all students have the skills necessary to proceed.

Student Groupings and Media Selection: Students will be evenly assorted into randomly
assigned groupings for the purpose of this activity. They will work in these groups for the
entirety of this project. Some students will utilize PowerPoint for their group presentations,
so a computer lab will be made available.

ASSESSMENT

Pretest: No pretest will be administered. The nature of the objectives leads to no-pretest
needing to be administered.

Practice Tests: Each objective corresponds to some sort of activity/worksheet/discussion that

can be assessed by the instructor. The instructor will monitor the groups progress at each
objective by the activities/worksheets/discussions.

Posttest: The grading of the final presentation will be assessed based on the “Project Grading
Rubric” created for the project. The grade will be shown using the “Group Presentation
Grading Template”

Student Groupings and Media Selection: The students will be in the same group the entire
time of instruction; They are graded on the presentation created based on the “Project
Grading Rubric” assigned.

FOLLOW-THROUGH ACTIVITIES

Memory Aids: A packet of instructional material will be given to the students at the beginning
of the class. There will be worksheets that will keep students on track for each objective have
been created.

Transfer: No specific factors that facilitate transfer. Students will show successful transfer as
evident by their completed group projects. I will continually walk around for each cluster
objectives to determine if transfer has been established at each point.

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Student Groupings and Media Selection: Groups will stay the same through the entirety of
the project. The student groups will all be given access to the same instructional material to
plan, research, and finalize their presentations.

c. Content Presentation and Student Participation

Objective 1: Given a short video of a previous created group projects and information
presented by the instructor (CN), students will make a list (B) of important ideas/concepts
from the presented material that they can potentially use for their own group project. (CR)

CONTENT PRESENTATION

Content: The whole class will be shown a video via projector. Various forms of final group
presentations will be established (some previous iterations of this project were live action,
video recording, PowerPoint presentations, poster boards). The instructor will also detail and
outline what is expected during this presentation.

Examples:
1. Video of various successful presentations will be presented
2. Instruction delivered material on what is expected for the presentation
3. Links to articles pertaining to presenting successful presentations

Student Groupings and Media Selections: This step will be a whole group objective. Each
individual will be required to list important concepts and ideas that are extrapolated from the
information presented. They will utilize pen/pencil and paper or computer to list these
concepts.

STUDENT PARTICIPATION

Practice Items and Activities: Students will list and write down some examples they may use
from the material presented.

Feedback: While the students are making the lists, the instructor will be able to go around the
classroom to see the responses and provide feedback as needed.

Student Groupings and Media Selections: Students will work individually on their own lists at
this point. They will need access to pen/pencil and paper or a computer to type their lists.

Objective 2: Once assigned into random groups (CN), students will write out their plans on

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presenting their group project (B). The student will need to include the following information
in their written plan: How they will present their material, which group member will work on
which part of the assignment, any materials the students may need in class for the
presentation. (CR)

CONTENT PRESENTATION

Content: The students will be arranged into random groupings to plan out their group
presentations. At this point of the instruction – a constructivist approach is taken; students
will draw on previously create PowerPoints/presentations they have made. They will use their
own judgement to complete the worksheet that will detail the listed material in the
Objective.

Examples:
1. They can collectively use material created in Objective 1 to aid in this objective.
2. They will can still utilize information found in Objective 1 that aid in giving an example
of how to plan their presentations.
3. The instructor will give material to the students that outline successful creation of a
PowerPoint.

Student Groupings and Media Selections: Randomly assigned groups for the remainder of
instruction. They will utilize pen/pencil and paper or a computer to draft their outlines.

STUDENT PARTICIPATION

Practice Items and Activities: “Project Planning Draft Worksheet” will be the item the groups
will fill out to ensure that the planning phase of the project will be adequately identified.

Feedback: The instructor will walk around the room and analyze this worksheet and will add
room for improvement/ideas as needed.

Student Groupings and Media Selections: Randomly assigned groups for the remainder of
instruction. They will utilize pen/pencil and paper or a computer to draft their outlines on the
“Project Planning Draft Worksheet”.

Objective 3: Given reference materials (CN), Students will research and identify time as it
pertains to radiation protection. (B) Students will list 2 methods for personnel and 2 methods
for patients that utilize time as a radiation safety measure. (CR)

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CONTENT PRESENTATION

Content: The instructor will provide reference materials in various forms to the students so
that they can complete this objective. A handout will be given to the students that will keep
them on track whilst researching the various aspects pertaining to radiation safety for
patients and personnel.

Examples:
1. Video created by the instructor that details some radiation safety aspects will be
presented to students.
2. Articles from peer reviewed journals will be presented to students
3. PowerPoint Presentation created by the instructor will be made available to students
detailing radiation protection for patients and personnel
4. Textbook on radiation protection will be available to students for more reference

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to list researched points. The research
material will be provided in various forms (Video, PowerPoint resources, Textbook, Articles)

STUDENT PARTICIPATION

Practice Items and Activities: “Research on Cardinal Rules of Radiation Protection Handout”
will be filled out detailing 2 patient and 2 personnel examples or methods of radiation
protection for each cardinal rule of radiation safety.

Feedback: The instructor will walk around the class to help and provide advice as necessary.

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to list researched points on the
“Research on Cardinal Rules of Radiation Protection Handout”.

Objective 4: Given reference materials (CN), Students will research and identify distance as it
pertains to radiation protection. (B) Students will list 2 methods for personnel and 2 methods
for patients that utilize distance as a radiation safety measure. (CR)

CONTENT PRESENTATION

Content: The instructor will provide reference materials in various forms to the students so
that they can complete this objective. A handout will be given to the students that will keep
them on track whilst researching the various aspects pertaining to radiation safety for
patients and personnel.

25
Examples:
1. Video created by the instructor that details some radiation safety aspects will be
presented to students.
2. Articles from peer reviewed journals will be presented to students
3. PowerPoint Presentation created by the instructor will be made available to students
detailing radiation protection for patients and personnel
4. Textbook on radiation protection will be available to students for more reference

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to list researched points. The research
material will be provided in various forms (Video, PowerPoint resources, Textbook, Articles)

STUDENT PARTICIPATION

Practice Items and Activities: “Research on Cardinal Rules of Radiation Protection Handout”
will be filled out detailing 2 patient and 2 personnel examples or methods of radiation
protection for each cardinal rule of radiation safety.

Feedback: The instructor will walk around the class to help and provide advice as necessary.

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to list researched points on the
“Research on Cardinal Rules of Radiation Protection Handout”.

Objective 5: Given reference materials (CN), Students will research and identify shielding as it
pertains to radiation protection. (B) Students will list 2 methods for personnel and 2 methods
for patients that utilize shielding as a radiation safety measure. (CR)

CONTENT PRESENTATION

Content: The instructor will provide reference materials in various forms to the students so
that they can complete this objective. A handout will be given to the students that will keep
them on track whilst researching the various aspects pertaining to radiation safety for
patients and personnel.

Examples:

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 1. Video created by the instructor that details some radiation safety aspects will be
presented to students.
2. Articles from peer reviewed journals will be presented to students
3. PowerPoint Presentation created by the instructor will be made available to students
detailing radiation protection for patients and personnel
4. Textbook on radiation protection will be available to students for more reference

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to list researched points. The research
material will be provided in various forms (Video, PowerPoint resources, Textbook, Articles)

STUDENT PARTICIPATION

Practice Items and Activities: “Research on Cardinal Rules of Radiation Protection Handout”
will be filled out detailing 2 patient and 2 personnel examples or methods of radiation
protection for each cardinal rule of radiation safety.

Feedback: The instructor will walk around the class to help and provide advice as necessary.

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to list researched points on the
“Research on Cardinal Rules of Radiation Protection Handout”.

Objective 6: Once all research has been gathered (CN), students will begin to compile
information and work on the final draft of their presentations. (B) The students will
completely fill out the project final draft worksheet; which is a checklist that showcases
readiness of the final draft of the presentation. (CR)

CONTENT PRESENTATION

Content: This objective will utilize all materials that were previously created in the “Project
Planning Draft Worksheet” and the “Research on Cardinal Rules of Radiation Protection
Handout” to aid in completing the “Project Final Draft Worksheet”. As previously stated,
content has been given on what is expected as far as presentations are concerned; students
may utilize this material in their finalization of their group presentations. The students will
take a constructivist approach to finalizing their group presentations in this objective.

Examples:

27
 1. Examples have been provided of successful presentations in the past
2. The instructor will provide articles/videos that will showcase some tips on creating
presentations

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize computers, video cameras, smartphones, writing instruments to create a
PowerPoint, live action demonstrations, videos, poster boards, etc. for presenting.

STUDENT PARTICIPATION

Practice Items and Activities: “Project Final Draft Worksheet” will be filled out detailing the
finalized presentation.

Feedback: The instructor can walk around the class and assist and advise as needed.

Student Groupings and Media Selections: Assigned groups for the remainder of instruction.
They will utilize pen/pencil and paper or a computer to complete this “Project Final Draft
Worksheet” which details the finalized group presentation.

Objective 7: Once presentations have been completed (CN), Students will present their 15-
minute group presentations (B). Students will be graded based on the criteria established by
the “Project Grading Rubric” (CR).

CONTENT PRESENTATION

Content: The randomly assigned student groups will present their presentations in this
objective. The instructor will present information as it pertains to grading the projects

Examples:
1. The instructor will give a briefing of the “project grading rubric” to showcase how
students will be assessed.

Student Groupings and Media Selections: Assigned groups for this project. They will present
the material they created for their presentations on radiation safety.

STUDENT PARTICIPATION

Practice Items and Activities: Students will get into their assigned groups and present their
15-minute group presentations to the instructor and the rest of the class.

28
Feedback: Students will receive written feedback in regard to their presentations. They will be
shown scores and comments in the form of the “Group Presentation Grading Template”.

Student Groupings and Media Selections: Assigned groups; students in these assigned groups
will receive the same grade for their presentation of their projects.

a. Assignment of Objectives and Activities to Session(s) with Time Estimates

SESSION OBJECTIVES AND ACTIVITIES TIME

1 1. Given a short video of a previous created group projects 120 min.

and information presented by the instructor (CN), students
will make a list (B) of important ideas/concepts from the
presented material that they can potentially use for their
own group project. (CR)

2. Once assigned into random groups (CN), students will write

out their plans on presenting their group project (B). The
student will need to include the following information in
their written plan: How they will present their material,
which group member will work on which part of the
assignment, any materials the students may need in class
for the presentation. (CR)

3. Given reference materials (CN), Students will research and

identify time as it pertains to radiation protection. (B)
Students will list 2 methods for personnel and 2 methods
for patients that utilize time as a radiation safety measure.
(CR)

4. Given reference materials (CN), Students will research and

identify distance as it pertains to radiation protection. (B)
Students will list 2 methods for personnel and 2 methods
for patients that utilize distance as a radiation safety
measure. (CR)

5. Given reference materials (CN), Students will research and

identify shielding as it pertains to radiation protection. (B)
Students will list 2 methods for personnel and 2 methods
for patients that utilize shielding as a radiation safety
measure. (CR)

6. Once all research has been gathered (CN), students will

29
 begin to compile information and work on the final draft of
their presentations. (B) The students will completely fill out
the project final draft worksheet; which is a checklist that
showcases readiness of the final draft of the presentation.
(CR)

7. Once presentations have been completed (CN), Students

will present their 15-minute group presentations (B).
Students will be graded based on the criteria established by
the “Project Grading Rubric” (CR).

b. Consolidation of Media Selections and Choice of Delivery System(s)

SESSION OBJECTIVES STUDENT GROUPINGS DELIVERY SYSTEM(S)

AND MEDIA SELECTIONS

1 1 This step will be a whole The delivery system will be a

group objective. Each traditional one. Meaning face-to-
individual will be required to face instructional models for
list important concepts and Objective 1. Instruction will take
ideas that are extrapolated place in a computer lab.
from the information
presented. They will utilize
pen/pencil and paper or
computer to list these
concepts.

2 Randomly assigned groups for

the remainder of instruction.
They will utilize pen/pencil
and paper or a computer to
draft their outlines.

3 Assigned groups for the

remainder of instruction. They
will utilize pen/pencil and
paper or a computer to list
researched points. The
research material will be
provided in various forms.
(Video, PowerPoint resources,
Textbook, Articles)
The remainder of objectives will be
delivered in a group setting.
Students will be assigned in groups
and work in groups for objectives 2-
7. The instructor will deliver
content to groups in a variety of

30
 4 Assigned groups for the
remainder of instruction. They
will utilize pen/pencil and
paper or a computer to list
researched points. The
research material will be
provided in various forms
(Video, PowerPoint resources,
Textbook, Articles)
5 Assigned groups for the
remainder of instruction. They
will utilize pen/pencil and
paper or a computer to list
researched points. The
research material will be
provided in various forms
(Video, PowerPoint resources,
Textbook, Articles)
ways to include: PowerPoint
presentations, journal articles,
websites, videos, etc.
The instructor will serve as a
facilitator and advisor to the
students’ groups. The instructor will
walk around the room and provide
feedback as necessary. They will
answer questions and give
suggestions when asked. The
instructor will give the final
feedback of the presentation at the
conclusion of objective 7.

6 Assigned groups for the

remainder of instruction. They
will utilize computers, video
cameras, smartphones,
writing instruments to create
a PowerPoint, live action
demonstrations, videos,
poster boards, etc. for
presenting.

7 Assigned groups for this

project. They will present the
material they created for their
presentations on radiation
safety.

2. Instructional Materials

Link to all worksheets and rubrics that will be presented to the students:

31
 https://drive.google.com/file/d/1YS-aGnareK_ijaHGOI4H4Kn2TSKwFsbk/view?
usp=sharing

Link to previously submitted group project – which will be shown to students and the instructor
will identify the strong points. I have several examples that I will provide but most are on my
work computer in my office at the campus – So I have only presented one that I could find:

https://www.youtube.com/watch?v=HSFyCHCQUQs&feature=youtu.be

Link to the textbook that students will use to gather research information if needed (students
have this book as a requirement to class):
https://www.chegg.com/textbooks/radiation-protection-in-medical-radiography-8th-edition-
9780323446662-0323446663?
c_id=sem&c_id=sem&utm_source=google&utm_medium=cpc&utm_campaign=tb--long_tail-
googleshopping_group1&utm_content=PRODUCT_GROUP&gclid=EAIaIQobChMIs8OIiJ_D6
AIVCLbICh18cQ12EAQYBCABEgI3l_D_BwE&gclsrc=aw.ds

Link is to a Thinglink that has some material I collected, as well as created, to aid students in
completion of the instructional goal:
https://www.thinglink.com/scene/1300147794098520066

32
FORMATIVE EVALUATION

1. Formative Evaluation Plan (Address who will be in one-to-one and small group
evaluations, when evaluation sessions will take place and how long they will take, what
will happen during sessions, questions to be asked of evaluators, and any
questionnaires, documents, or other materials that you plan to create for the sessions.
This section can be written in narrative format, organized into a table, or presented in
some other way.)

One to One meetings will take place with 2 other radiography faculty members over Microsoft
teams and 1 current radiologic technologist who would have insight on the goal at hand (in
person). These will be shorter meetings that will be a general overlook of the plans for
instruction (45 minutes – 1 hour).
Small groups will take place with a group of 3 of my current radiation biology/protection
students (2nd year students) over WebEx. This is the target demographic. Thankfully I still have
the ability to meet with some of my students. This meeting will be a bit more in-detail as
opinions of this group relative to the target demographic (2 hours – 2 hours and 30 minutes).

During both sessions – the evaluators will be walked through the lesson at hand and will be
given the same instructions that students will be given. (one-on-one meetings will take less
time to walk through as they are either: SMEs or people who have covered content previously;
Small groups will be walked through because they are first time students of this content
material) There will be no new material created other than a list of questions below that will be
given to each evaluator.

Questions that will be asked:

Small group evaluations One-to-One evaluations

Is there any clarity you need when viewing
the instructional materials/goals?
Is there an adequate amount of time for you
to complete the objectives?
Do the instructional materials support the
instruction?
Are there any improvements that can be
made to sequencing or clustering of
objectives?

Are there any suggestions made on any
portion of the instruction?
What are the strong/weak points of each
objective area?
Is there an adequate amount of time to
complete the objectives?
Any suggestions made on any portion of
instruction?
What are the strong/weak points of each

33
 objective area?

2. One-to-One Evaluations
a. Description of who served as one-to-one evaluators and why they were chosen
2 of the 3 evaluators will be current radiography faculty members – they are
chosen because they are SMEs and they each provide a means to bounce ideas
to when detailing a change in instruction I have made in the past. I always can
count on these 2 to provide a second pair of eyes when needed.

The other evaluator is a former radiography student. This gives a prospective of

someone who has recently completed training in radiation biology/protection. If
this person is unable to complete some tasks – instruction may need to be
changed.

b. Length of the one-to-one meetings

45 minutes - 1 hour (depended on individual)

c. Description of the activities done during the one-to-one meetings

We will review the objectives and the materials in order. I will send them copies
of the material so they will have access while our meetings are occurring. I will
present the material and have the evaluators describe if anything is needed. As
they are SMEs or familiar with the content – certain parts of instruction will be
much easier for them. Some part of the instructional material will just need to be
glanced over as the one-to-one evaluators have proficiency in these portions of
radiation protection material. They will evaluate from the perspective of a
student and interject if anything seems to be out of place or need revision.

d. Remarks on how long it took the evaluators to complete the activities

The evaluators all took the hour or so and review material alongside myself.
They completed and reviewed most assessments during each objective. I wasn’t
surprised that they were able to breeze through the research objectives for
radiation protection as they have prior knowledge of this.

e. Results of the assessments that evaluators completed

The assessments of objectives other than the final project assessment were

34
 utilized and completed. The evaluators seemed to have a grasp on what the
students would be accomplishing in each individual performance section. They
were able to complete most of the research-based assessments.

f. Feedback received from the evaluators during these sessions

Per the evaluators - clustering and organization were good. The time to complete
the objectives listed were ample. The material that was created and presented
were good for what the instruction is trying to cover. There were some
comments regarding some of the created material – in that may some
information does not need to be given to students. Although the evaluators
were able to complete most of the activities put forth – there were some initial
questions on the forms themselves. They also requested that more information
be provided on what was to be expected in the presentations.

g. Description of revisions that could be made to instruction based on feedback

I can trim some of the excess found in my created powerpoints to give a better
representation of material focused in on our objectives. I can add more detail
and description of what is to be accomplished on each assessment. I feel I left
instructions out because they seemed self-explanatory to myself, but to a
student – this may not be the case. I also will provide more clarity in the
presentations. This is similar to the case study that I completed for one of the
units – without a clear path, students can get lost.

h. Links to any questionnaires, documents, or materials created specifically for one-

to-one evaluations
No materials were created other than a sheet that had the questions listed
above.

3. Small Group Evaluation

a. Description of how many learners were in the small group and how they
represent some of the subgroups within your target learner population (such as
achievement level, native language, learning preferences, age, etc.).

Thankfully, I was able to get 3 of my current radiation protection/biology

students to meet with me through webex. They all are current 2 nd year
radiography students so they are all in the target demographic. 2 students I
would consider as high level students and the last one being an average student
(No lower performing student volunteered to be assessed). Ages of participants
are: 45, 28, 20. This I feel is a good balance as there are many technical aspects

35
 to this presentation that may provide students who are older with some
computer difficulties.

b. The length of the small group evaluation session

1 hours 45 minutes was the length of the session

c. Description of the activities that you did during small group evaluation session

I went through instruction with the 3 students serving as a “group”. They would
get the same instruction and time that normally would be given in class. I would
instruct exactly how I would normally for this goal. Students would then perform
the objective assessments at each check point.

d. Remarks on how long it took the target learners to complete the activities

Certain parts of the objectives went faster than I thought. Such as research
collection and finalizing presentations. I feel that since these students are in the
“school mode” of learning - research and presentation-building are fresh on their
minds.

e. Results of the assessments that target learners completed

Assessments went well. Questions and checklists were reviewed and for the
most part they followed exactly the path I had envisioned. Final project
assessment was great and showcased exactly what I wanted from students to
accomplish.

f. Feedback received from the target learners during these sessions

Several things were commented on. First the need for more instructions for
assessments and the final project was asked. This showcased both our small
group and one-to-one sessions requesting this. Definite area of improvement.
Also students asked if they could use outside resources to complete the research
portion – which isn’t stated anywhere in our instructional material.

g. Description of revisions that could be made to instruction based on the feedback

Providing instructions is something I will go back on every form and identify. I
will also provide a way for students to use outside material that they find on
their own, to accomplish the research portion of the objectives. Something like a
criteria list on whether or not the source they utilize is scholarly and viable.
Possible shortening of research time give is another thing to explore – as they

36
 didn’t utilize full time to complete these objectives. They actually finished much
earlier than anticipated.

h. Links to any questionnaires, documents, or other materials created specifically

for your small group evaluation

Material created is the same as previous submitted:

Link to all worksheets and rubrics that will be presented to the students:

https://drive.google.com/file/d/1YS-aGnareK_ijaHGOI4H4Kn2TSKwFsbk/view?
usp=sharing

Link to previously submitted group project – which will be shown to students and
the instructor will identify the strong points. I have several examples that I will
provide but most are on my work computer in my office at the campus – So I
have only presented one that I could find:

https://www.youtube.com/watch?v=HSFyCHCQUQs&feature=youtu.be

Link to the textbook that students will use to gather research information if
needed (students have this book as a requirement to class):
https://www.chegg.com/textbooks/radiation-protection-in-medical-radiography-
8th-edition-9780323446662-0323446663?
c_id=sem&c_id=sem&utm_source=google&utm_medium=cpc&utm_campaign=t
b--long_tail-
googleshopping_group1&utm_content=PRODUCT_GROUP&gclid=EAIaIQobC
hMIs8OIiJ_D6AIVCLbICh18cQ12EAQYBCABEgI3l_D_BwE&gclsrc=aw.ds

Link is to a Thinglink that has some material I collected, as well as created, to aid
students in completion of the instructional goal:
https://www.thinglink.com/scene/1300147794098520066

37