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EDHP 504
Teaching Practicum
Summer 2014 & Fall 2014

Abrefi Asare


Section 1: Philosophy of Teaching

My theory on learning is that the learner has to experience what they are learning
and develop a connection with it in order to gain the most out of what they are being
taught. The learner has to actively do a task or research a topic; in short, I believe we
learn for ourselves by doing. In a lesson, it is important for an instructor to engage their
students, whether it is with a story or video. But the key to a good introduction of a
lesson is through hands-on tasks. Also, it is important to recognize that individuals have
different, unique learning styles; whether it is auditory, kinesthetic, visual, or a
combination of all three. Another key is for a learner to recognize how they best learn
and for an instructor to know his/her audience and how their students best learn
individually.
To begin with, students best learn when their interest is sparked in a topic and
when they are not overwhelmed by the topic. It is best to start with the basics, the big
picture, then break it down into details. For example, as a student and learner myself, I
always ask myself, What is the big picture? when I begin studying lecture material.
Then I make an outline of the different topics that lie under the big picture. This simple
question makes the material less of a jigsaw puzzle that is difficult to piece together.
Furthermore, I best learn through group discussions and study groups. After
going through lecture material myself, I am most successful with repetition of the
material with a study partner/partners. Together, we can quiz each other, explain the
information to each other, and recognize overlooked information through a new set of
eyes.
In addition, the curriculum in the clinical portion of dental school entails all of
the ways students learn bestengaging hands-on activities, big picture, and different
learning stylesmost importantly repetition. For example, in our Operative Dentistry
courses, we learn how to cut preps and restore them. We learn the details for the depth,
the width, which burs to use, etc. through lecture. We then see these details again in our
lab manuals. Next, we use the simulation lab to practice on a typodont several times.
During the laboratory exercise, our faculty critique us and we self-assess. Finally, we
have a practical to test our skills. This approach works because it is versatile. This
approach involves all the learning styles. It includes repetition through different
presentations to the learner.
Without a doubt, my freshman Biology instructor in college, Dr. Palmer, gave me
the foundation to how I best learn and study. I was struggling in her class and I didnt
understand why because I had done well in Biology in high school. But this was not high
school. The amount of chapters we covered for one test was equivalent to one semester
of high school so I sought out her help. She told me to always look for the BIG
PICTURE. That has stuck with me. I not only use her advice for my own studies to this
day but I also used her advice to design my lessons when I was 7
th
grade Science teacher.
I found that if my students knew the big picture then they could follow the lesson.
As a student and a former teacher, I realize that learning is fluid and unique to
each individual. Just because you studied one way for one class, doesnt mean that it will
work for every class. However, it is important for students to recognize their strengths
and weaknesses in learning and understand which learning styles fit them as an individual
learner.
Section 2: Presentations

- Teaching Patients (Oral hygiene and care of
restorations instructions)
- Developing a Philosophy of Teaching (from
EDHP 503)
- Microteaching Presentation (from EDHP 503) - Shadowing Pre-Clinical / Clinical Faculty
(as they teach)
- Teaching Pre-Dental Students in Colleges
Outreach Activities (Try to schedule at least 1.)
- Tutoring D1 D 3 students
- Meetings with Course Faculty - Case Presentations
- Literature Reviews (on higher education
(dental or general) issues) (Do at least 2.)
- Mentoring D1 D3 students (formal or
informal)
- Evaluating Faculty (At least 3 times a week in
courses that you are taking)
- Other examples: presentations to TAMBCD groups, attendance and/or presentations at
professional meetings, etc.




























Section 3: Record of Teaching Experiences


(120 clock/contact hours)
Student Name: Abrefi Asare Semester(s): Summer & Fall 2014
Please complete the following information for each teaching experience. Add
additional rows, if necessary.
JUNE 2014
Activity/Title
Course Number/Title
*Level

**Type

# of Hours Date/
Time
Number
Taught
Preparati
on
Teaching Total
Teaching Patients Patient 1-on-1 3 5.25 8.25 6/12,
6/13,
6/16-
6/20,
6/23,
6/25-
6/27,
6/30
10am
or
1pm
1
Evaluating Faculty Faculty Lecture 1 6 7 6/19,
6/23,
6/24,
6/27,
6/30
8am,
9am
0
EBD Presentation w/
group members
D4 Seminar 4 TBA 4 6/11,
6/18,
6/25
4:30p
m

Total # of hours 8 11.25 19.25
*Pre-Dental, D1, D2, D3, D4, Patient, Faculty
**Lecture/Lab/Clinic/Seminar/One-on-One




JULY 2014
Activity/Title
Course Number/Title
*Level

**Type

# of Hours Date/
Time
Number
Taught
Preparati
on
Teaching Total
Teaching Patients Patient 1-on-1 3.25 6 9.25 7/1-
7/3,
7/7-
7/11,
7/14-
7/18
10am
or
1pm
1
Evaluating Faculty .25 1 1.25 7/8 0
EBD Presentation w/
group members
4 TBA 4 7/2,
7/9,
7/16
4:30
pm

Tx Plan Presentation
w/ group members
2 1 3 7/10
9am
20
Total # of hours 9.5 8 17.5
AUGUST 2014
Activity/Title
Course Number/Title
*Level

**Type

# of Hours Date/
Time
Number
Taught
Preparati
on
Teaching Total
Teaching Patients
Literature Review
Evaluating Faculty
Developing Personal
Learning Theory

Case Presentation








Total # of hours


SEPTEMBER 2014
Activity/Title
Course Number/Title
*Level

**Type

# of Hours Date/
Time
Number
Taught
Preparati
on
Teaching Total
Teaching Patients
Literature Review
Evaluating Faculty
Developing Personal
Learning Theory

Case Presentation








Total # of hours
NOVEMBER 2014
Activity/Title
Course Number/Title
*Level

**Type

# of Hours Date/
Time
Number
Taught
Preparati
on
Teaching Total
Teaching Patients
Literature Review
Evaluating Faculty
Developing Personal
Learning Theory

Case Presentation








Total # of hours


DECEMBER 2014
Activity/Title
Course Number/Title
*Level

**Type

# of Hours Date/
Time
Number
Taught
Preparati
on
Teaching Total
Teaching Patients
Literature Review
Evaluating Faculty
Developing Personal
Learning Theory

Case Presentation








Total # of hours



























Section 4: Self Evaluations

Name of Presenter: ______________________________

Topic: _________________________________________ Date: _______________________

Criteria for an Academic
Presentation
Yes/N
o
Comments
I. PREPARATION/ORGANIZATION
II. INTRODUCTION
A. Obtained audience attention

B. Established ground rules (if
appropriate)

C. Established relevance of topic
D. Stated objectives/or overview
III. BODY
A. Content appropriate

B. Content well sequenced
C. Major points clearly emphasized
D. Smooth transitions between topics
E. Internal summaries apparent
F. Level of vocabulary appropriate
G. Effective interaction with audience,
if appropriate

H. Provided cues for retention
IV. AUDIOVISUALS
A. Appropriate

B. Legible
C. Effectively used
D. Appropriate color schemes
(background & content)

E. Appropriate amount of content on
slides

V. CONCLUSION
A. Presentation was adequately
summarized

B. Attempted to re-stimulate
audiences interest in topic

VI. PRESENTED ACCURATE
INFORMATION




VII. INVOLVED CLASS IN LEARNING
PROCESS
(How?)




VIII. DEMONSTRATED ENTHUSIASM
(How?)










Criteria for an Academic
Presentation
Yes/N
o
Comments
IX. VOICE
A. Voice modulation: varied rate
pitch, volume for emphasis

B. Appropriate rate
C. Fluency:
C1. Minimum # of repetitions

C2. Minimum # of fillers (aahs)
C3. Minimum # of incomplete
phrases

D. Clear diction
E. Effective use of pauses
X. TIME MANAGEMENT
A. Stayed within time limit

B. Completed presentation
ADDITIONAL COMMENTS:

















Section 5: Peer Evaluations

Name of Presenter: ______________________________

Topic: _________________________________________ Date: _______________________

Criteria for an Academic
Presentation
Yes/No Comments
IX. PREPARATION/ORGANIZATION
X. INTRODUCTION
E. Obtained audience attention

F. Established ground rules (if
appropriate)

G. Established relevance of topic
H. Stated objectives/or overview
XI. BODY
I. Content appropriate

J. Content well sequenced
K. Major points clearly emphasized
L. Smooth transitions between
topics

M. Internal summaries apparent
N. Level of vocabulary appropriate
O. Effective interaction with
audience, if appropriate

P. Provided cues for retention
XII. AUDIOVISUALS
F. Appropriate

G. Legible
H. Effectively used
I. Appropriate color schemes
(background & content)

J. Appropriate amount of content on
slides

XIII. CONCLUSION
C. Presentation was adequately
summarized

D. Attempted to re-stimulate
audiences interest in topic

XIV. PRESENTED ACCURATE
INFORMATION




XV. INVOLVED CLASS IN LEARNING
PROCESS




XVI. DEMONSTRATED ENTHUSIASM










Criteria for an Academic
Presentation
Yes/No Comments
IX. VOICE
F. Voice modulation: varied rate
pitch, volume for emphasis

G. Appropriate rate
H. Fluency:
C1. Minimum # of repetitions

C2. Minimum # of fillers (aahs)
C3. Minimum # of incomplete
phrases

I. Clear dictation
J. Effective use of pauses
X. BODY LANGUAGE (Do if present at
presentation)
A. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)

B. Avoided distracting gestures,
gestured effectively

C. Natural relaxed
movement/posture

XI. TIME MANAGEMENT
A. Stayed within time limit

B. Completed presentation
ADDITIONAL COMMENTS:










Name of person providing feedback:__________________________________






Section 6: Summative/Faculty Evaluation












































Section 7: Evaluation of Faculty

Name of Presenter: Dr. Roshan (1)

Topic: Systemic Phase: Oral manifestations; treatment modifications and limitations; prophylaxis and potential

Date: 6/19/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
XVII. PREPARATION/ORGANIZATION Y Powerpoint presentation, Case presented on Blackboard
prior to class
9
XVIII. INTRODUCTION
I. Obtained audience attention
Y Quiz at start of class, no food or drink during lecture,
chapter readings posted on Blackboard to be read by
students prior to lecture
9
J. Established ground rules (if
appropriate)
Y 9
K. Established relevance of topic Y 9
L. Stated objectives/or overview Y 9
XIX. BODY
Q. Content appropriate
Y Posted interactive questions through ResponseWare,
students log in and answer with cellphone or other
electronic device. Summarized chapters. Asks students
questions and responds appropriately to students asking
questions.
9
R. Content well sequenced Y 9
S. Major points clearly emphasized Y 9
T. Smooth transitions between
topics
Y 9
U. Internal summaries apparent Y 9
V. Level of vocabulary appropriate Y 9
W. Effective interaction with
audience, if appropriate
Y 9
X. Provided cues for retention Y 9
XX. AUDIOVISUALS
K. Appropriate
Y Powerpoint is well organized and legible. Radiographs
and clinical pictures effectively used.
9
L. Legible Y 9
M. Effectively used Y 9
N. Appropriate color schemes
(background & content)
Y 9
O. Appropriate amount of content on
slides
Y 9
XXI. CONCLUSION
E. Presentation was adequately
summarized
Y Reminds students to read chapters for the following
week, post in discussion board on Blackboard, and
prepare for next weeks quiz
9
F. Attempted to re-stimulate
audiences interest in topic
Y 9
XXII. PRESENTED ACCURATE
INFORMATION

Y

9
XXIII. INVOLVED CLASS IN LEARNING
PROCESS

Y

ResponseWare and asks students questions during
lecture
9
XXIV. DEMONSTRATED ENTHUSIASM



Y Very energetic!




9
Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
K. Voice modulation: varied rate
pitch, volume for emphasis
Y 9
L. Appropriate rate Y 9
M. Fluency:
C1. Minimum # of repetitions
Y 9
C2. Minimum # of fillers (aahs) Y 9
C3. Minimum # of incomplete
phrases
Y 9
N. Clear dictation Y 9
O. Effective use of pauses Y 9
X. BODY LANGUAGE (Do if present at
presentation)
D. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y At times, interrupted lesson and pointed out students she
noticed were talking or laughing while she was talking
9
E. Avoided distracting gestures,
gestured effectively
Y 8
F. Natural relaxed
movement/posture
Y 9
XI. TIME MANAGEMENT
A. Stayed within time limit
Y 9
B. Completed presentation Y 9
ADDITIONAL COMMENTS:







TOTAL POINTS:
314


Name of Faculty Evaluator: Abrefi Asare GRADE:


Name of Presenter: Dr. Glickman (2)

Topic: Obturation Systems Date: 6/23/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
XXV. PREPARATION/ORGANIZATION Y Powerpoint, provided printed copy for students at start
of class to aid in notetaking
9
XXVI. INTRODUCTION
M. Obtained audience attention
Y Review concepts of root canal obturation, stated primary
objectives of lesson
9
N. Established ground rules (if
appropriate)
Y 9
O. Established relevance of topic Y 9
P. Stated objectives/or overview Y 9
XXVII. BODY
Y. Content appropriate
Y Stated outline of lecture and followed as lecture went
along, emphasized and repeated concepts that were
important for final exam
9
Z. Content well sequenced Y 9
AA. Major points clearly emphasized Y 9
BB. Smooth transitions between
topics
Y 9
CC. Internal summaries apparent Y 9
DD. Level of vocabulary appropriate Y 9
EE. Effective interaction with
audience, if appropriate
Y 9
FF. Provided cues for retention Y 9
XXVIII. AUDIOVISUALS
P. Appropriate
Y Showed pictures of different obturation systems as they
were discussed.
9
Q. Legible Y 9
R. Effectively used Y 9
S. Appropriate color schemes
(background & content)
Y 9
T. Appropriate amount of content on
slides
Y 9
XXIX. CONCLUSION
G. Presentation was adequately
summarized
Y Final Perspectives slide at end of powerpoint 9
H. Attempted to re-stimulate
audiences interest in topic
Y 9
XXX. PRESENTED ACCURATE
INFORMATION

Y


XXXI. INVOLVED CLASS IN LEARNING
PROCESS
Y


Asked students questions and responded appropriately
to students questions
9
XXXII. DEMONSTRATED ENTHUSIASM



Y




9
Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
P. Voice modulation: varied rate
pitch, volume for emphasis
Y Voice at adequate volume for students to hear, finished
phrases
9
Q. Appropriate rate Y 9
R. Fluency:
C1. Minimum # of repetitions
Y 9
C2. Minimum # of fillers (aahs) Y 9
C3. Minimum # of incomplete
phrases
Y 9
S. Clear dictation Y 9
T. Effective use of pauses Y 9
X. BODY LANGUAGE (Do if present at
presentation)
G. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y 9
H. Avoided distracting gestures,
gestured effectively
Y 9
I. Natural relaxed
movement/posture
Y 9
XI. TIME MANAGEMENT
A. Stayed within time limit
Y 9
B. Completed presentation Y 9
ADDITIONAL COMMENTS:
Great lecture! I learned about new obturation systems that I may use after graduating.
We only use carrier-based obturation in school so it was interesting and fun to learn other techniques






TOTAL POINTS:
315


Name of Faculty Evaluator: Abrefi Asare GRADE: ____________






Name of Presenter: Dr. Barrington (3)

Topic: Advanced Technology Clinic Date: 6/23/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
XXXIII. PREPARATION/ORGANIZATION Y Powerpoint presentation 9
XXXIV. INTRODUCTION
Q. Obtained audience attention
Y Course objectives, syllabus discussed, outline of lecture
introduced
9
R. Established ground rules (if
appropriate)
Y 9
S. Established relevance of topic Y 9
T. Stated objectives/or overview Y 9
XXXV. BODY
GG. Content appropriate
Y Isolite-new to clinic, locations of CEREC machines and
microscope, introduced to Debbie-dental assistant in ATC
clinic
9
HH. Content well sequenced Y 9
II. Major points clearly emphasized Y 9
JJ. Smooth transitions between
topics
Y 9
KK. Internal summaries apparent Y 9
LL. Level of vocabulary appropriate Y 9
MM. Effective interaction with
audience, if appropriate
Y 9
NN. Provided cues for retention Y 9
XXXVI. AUDIOVISUALS
U. Appropriate
Y Video of dentist using Isolite and explaining benefits
Colorful and well organized powerpoint
9
V. Legible Y 9
W. Effectively used Y 9
X. Appropriate color schemes
(background & content)
Y 9
Y. Appropriate amount of content on
slides
Y 9
XXXVII. CONCLUSION
I. Presentation was adequately
summarized
Y Students introduced to and familiarized with new area of
clinic and new technologies not used in 3
rd
year!
9
J. Attempted to re-stimulate
audiences interest in topic
Y 9
XXXVIII. PRESENTED ACCURATE
INFORMATION

Y
Y
9
XXXIX. INVOLVED CLASS IN LEARNING
PROCESS
Y


Allowed students to ask questions freely and answered
questions accordingly
9
XL. DEMONSTRATED ENTHUSIASM



Y




9
Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
U. Voice modulation: varied rate
pitch, volume for emphasis
Y Voice is clear with intonations and adequate volume 9
V. Appropriate rate Y 9
W. Fluency:
C1. Minimum # of repetitions
Y 9
C2. Minimum # of fillers (aahs) Y 9
C3. Minimum # of incomplete
phrases
Y 9
X. Clear dictation Y 9
Y. Effective use of pauses Y 9
X. BODY LANGUAGE (Do if present at
presentation)
J. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y Communicates with students with hand gestures and
maintains eye contact
9
K. Avoided distracting gestures,
gestured effectively
Y 9
L. Natural relaxed
movement/posture
Y 9
XI. TIME MANAGEMENT
A. Stayed within time limit
Y 9
B. Completed presentation Y 9
ADDITIONAL COMMENTS:







TOTAL POINTS:
315


Name of Faculty Evaluator: Abrefi Asare







Name of Presenter: Dr. Telaghani (4)

Topic: Restorative Materials Date: 6/24/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
XLI. PREPARATION/ORGANIZATION Y Show and Tell lecture 9
XLII. INTRODUCTION
U. Obtained audience attention
Y Asked students if they had any questions from clinic or
previous lecture ; introduced lecture as Tell-and-show
for clinic materials
9
V. Established ground rules (if
appropriate)
Y 9
W. Established relevance of topic Y 9
X. Stated objectives/or overview Y 9
XLIII. BODY
OO. Content appropriate
Y Introduced material by telling name, showing product to
class, discussing components and contents of material,
explained how to use material in clinic, asked students
periodically if they had any questions
9
PP. Content well sequenced Y 9
QQ. Major points clearly emphasized Y 9
RR. Smooth transitions between
topics
Y 9
SS. Internal summaries apparent Y 9
TT. Level of vocabulary appropriate Y 9
UU. Effective interaction with
audience, if appropriate
Y 9
VV. Provided cues for retention Y 9
XLIV. AUDIOVISUALS
Z. Appropriate
Y Brought product to classroom, not just a picture 9
AA. Legible Y 9
BB. Effectively used Y 9
CC. Appropriate color schemes
(background & content)
Y 9
DD. Appropriate amount of content on
slides
Y 9
XLV. CONCLUSION
K. Presentation was adequately
summarized
Y 9
L. Attempted to re-stimulate
audiences interest in topic
Y 9
XLVI. PRESENTED ACCURATE
INFORMATION
Y


9
XLVII. INVOLVED CLASS IN LEARNING
PROCESS
Y


Asked students if they were familiar with product from
3
rd
year, if yes, spent less time on this and spent more
time with unfamiliar materials
9
XLVIII. DEMONSTRATED ENTHUSIASM



Y




9
Criteria for an Academic
Presentation
Yes/No Comments Points

Each
IX. VOICE
Z. Voice modulation: varied rate
pitch, volume for emphasis
Y 9
AA. Appropriate rate Y 9
BB. Fluency:
C1. Minimum # of repetitions
Y 9
C2. Minimum # of fillers (aahs) Y 9
C3. Minimum # of incomplete
phrases
Y 9
CC. Clear dictation Y 9
DD. Effective use of pauses Y 9
X. BODY LANGUAGE (Do if present at
presentation)
M. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y 9
N. Avoided distracting gestures,
gestured effectively
Y 9
O. Natural relaxed
movement/posture
Y 9
XI. TIME MANAGEMENT
A. Stayed within time limit
Y 9
B. Completed presentation Y 9
ADDITIONAL COMMENTS:






9
TOTAL POINTS:
315


Name of Faculty Evaluator: Abrefi Asare







Name of Presenter: Dr. Baker (5)

Topic: Mouthguard Fabrication and Other Tips Date: 6/27/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
XLIX. PREPARATION/ORGANIZATION Y Powerpoint presentation
L. INTRODUCTION
Y. Obtained audience attention
Y Introduced as a technique to reduce chair time. Gave tips
to make procedures more pleasant for patient and
yourself

Z. Established ground rules (if
appropriate)
Y
AA. Established relevance of topic Y
BB. Stated objectives/or overview Y
LI. BODY
WW. Content appropriate
Y Tips on teaching patient to bite down and proper way to
take bite registration, etc.

XX. Content well sequenced Y
YY. Major points clearly emphasized Y
ZZ. Smooth transitions between
topics
Y
AAA. Internal summaries
apparent
Y
BBB. Level of vocabulary
appropriate
Y
CCC. Effective interaction with
audience, if appropriate
Y
DDD. Provided cues for
retention
Y
LII. AUDIOVISUALS
EE. Appropriate
Y Photographs showing all steps as he described
FF. Legible Y
GG. Effectively used Y
HH. Appropriate color schemes
(background & content)
Y
II. Appropriate amount of content on
slides
Y
LIII. CONCLUSION
M. Presentation was adequately
summarized
Y
N. Attempted to re-stimulate
audiences interest in topic
Y
LIV. PRESENTED ACCURATE
INFORMATION
Y



LV. INVOLVED CLASS IN LEARNING
PROCESS
Y



LVI. DEMONSTRATED ENTHUSIASM



Y




Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
EE. Voice modulation: varied rate
pitch, volume for emphasis
Y
FF. Appropriate rate Y
GG. Fluency:
C1. Minimum # of repetitions
Y
C2. Minimum # of fillers (aahs) Y
C3. Minimum # of incomplete
phrases
Y
HH. Clear dictation Y
II. Effective use of pauses Y
X. BODY LANGUAGE (Do if present at
presentation)
P. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y
Q. Avoided distracting gestures,
gestured effectively
Y
R. Natural relaxed
movement/posture
Y
XI. TIME MANAGEMENT
A. Stayed within time limit
Y
B. Completed presentation Y
ADDITIONAL COMMENTS:







TOTAL POINTS:



Name of Faculty Evaluator: Abrefi Asare







Name of Presenter: Dr. Wakefield (6)

Topic: Special Needs Patients Date: 6/30/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
LVII. PREPARATION/ORGANIZATION Y Powerpoint presentation
LVIII. INTRODUCTION
CC. Obtained audience attention
Y Introduced lecture with difficult special needs case that
was seen in AEGD, ORN patient

Told students when final exam will be

DD. Established ground rules (if
appropriate)
Y
EE. Established relevance of topic Y
FF. Stated objectives/or overview Y
LIX. BODY
EEE. Content appropriate
Y Title on each slide with bullet points
FFF. Content well sequenced Y
GGG. Major points clearly
emphasized
Y
HHH. Smooth transitions
between topics
Y
III. Internal summaries apparent Y
JJJ. Level of vocabulary appropriate Y
KKK. Effective interaction with
audience, if appropriate
Y
LLL. Provided cues for
retention
Y
LX. AUDIOVISUALS
JJ. Appropriate
Y Legible, colorful
KK. Legible Y
LL. Effectively used Y
MM. Appropriate color
schemes (background & content)
Y
NN. Appropriate amount of content on
slides
Y
LXI. CONCLUSION
O. Presentation was adequately
summarized
Y
P. Attempted to re-stimulate
audiences interest in topic
Y
LXII. PRESENTED ACCURATE
INFORMATION
Y


LXIII. INVOLVED CLASS IN LEARNING
PROCESS

Y

Invited students to come up to AEGD clinic to improve
surgical skills and other clinical skills, especially working
with special needs patients

LXIV. DEMONSTRATED ENTHUSIASM



Y





Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
JJ. Voice modulation: varied rate
pitch, volume for emphasis
Y Made sure students to hear him by asking audience
testing-123
Filler and everything else like that

KK. Appropriate rate Y
LL. Fluency:
C1. Minimum # of repetitions
Y
C2. Minimum # of fillers (aahs) Y
C3. Minimum # of incomplete
phrases
Y
MM. Clear dictation Y
NN. Effective use of pauses Y
X. BODY LANGUAGE (Do if present at
presentation)
S. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y
T. Avoided distracting gestures,
gestured effectively
Y
U. Natural relaxed
movement/posture
Y
XI. TIME MANAGEMENT
A. Stayed within time limit
Y
B. Completed presentation Y
ADDITIONAL COMMENTS:







TOTAL POINTS:



Name of Faculty Evaluator: Abrefi Asare






Name of Presenter: Dr. Schweitzer (7)

Topic: NBDE Part II Review-Endodontics Date: 7/8/2014

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
LXV. PREPARATION/ORGANIZATION Y Powerpoint Presentation
LXVI. INTRODUCTION
GG. Obtained audience attention
Y Captivating title for 4
th
years revving up for NBDE Part II
Title: Everything I need to know about endo for NBDE II
but was afraid to ask

Provide printed powerpoint packet to aid students in
notetaking

HH. Established ground rules (if
appropriate)
Y
II. Established relevance of topic Y
JJ. Stated objectives/or overview Y
LXVII. BODY
MMM. Content appropriate
Y Outline top four topics and also reviewed diagnosis,
radiology, and obturation

Summary slide at end of powerpoint

NNN. Content well sequenced Y
OOO. Major points clearly
emphasized
Y
PPP. Smooth transitions
between topics
Y
QQQ. Internal summaries
apparent
Y
RRR. Level of vocabulary
appropriate
Y
SSS. Effective interaction with
audience, if appropriate
Y
TTT. Provided cues for
retention
Y
LXVIII. AUDIOVISUALS
OO. Appropriate
Y Radiographs, cartoons, diagrams, charts present in
powerpoint for emphasis and clarification

PP. Legible Y
QQ. Effectively used Y
RR. Appropriate color schemes
(background & content)
Y
SS. Appropriate amount of content on
slides
Y
LXIX. CONCLUSION
Q. Presentation was adequately
summarized
Y Summary slide at end
R. Attempted to re-stimulate
audiences interest in topic
Y
LXX. PRESENTED ACCURATE
INFORMATION

Y

Provided AAE website for students to refer to
LXXI. INVOLVED CLASS IN LEARNING
PROCESS

Y

Allowed students to ask questions and answered
accordingly

LXXII. DEMONSTRATED ENTHUSIASM



Y Very energetic!




Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
OO. Voice modulation: varied rate
pitch, volume for emphasis
Y Repetition for emphasis
PP. Appropriate rate Y
QQ. Fluency:
C1. Minimum # of repetitions
Y
C2. Minimum # of fillers (aahs) Y
C3. Minimum # of incomplete
phrases
Y
RR. Clear dictation Y
SS. Effective use of pauses Y
X. BODY LANGUAGE (Do if present at
presentation)
V. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)
Y
W. Avoided distracting gestures,
gestured effectively
Y
X. Natural relaxed
movement/posture
Y
XI. TIME MANAGEMENT
A. Stayed within time limit
Y
B. Completed presentation Y
ADDITIONAL COMMENTS:






TOTAL POINTS:



Name of Faculty Evaluator: Abrefi Asare


Name of Presenter:

Topic: _________________________________________ Date: _______________________

Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
LXXIII. PREPARATION/ORGANIZATION
LXXIV. INTRODUCTION
KK. Obtained audience attention

LL. Established ground rules (if
appropriate)

MM. Established relevance of
topic

NN. Stated objectives/or overview
LXXV. BODY
UUU. Content appropriate

VVV. Content well sequenced
WWW. Major points clearly
emphasized

XXX. Smooth transitions
between topics

YYY. Internal summaries
apparent

ZZZ. Level of vocabulary
appropriate

AAAA. Effective interaction with
audience, if appropriate

BBBB. Provided cues for
retention

LXXVI. AUDIOVISUALS
TT. Appropriate

UU. Legible
VV. Effectively used
WW. Appropriate color
schemes (background & content)

XX. Appropriate amount of content on
slides

LXXVII. CONCLUSION
S. Presentation was adequately
summarized

T. Attempted to re-stimulate
audiences interest in topic

LXXVIII. PRESENTED ACCURATE
INFORMATION




LXXIX. INVOLVED CLASS IN LEARNING
PROCESS




LXXX. DEMONSTRATED ENTHUSIASM









Criteria for an Academic
Presentation
Yes/No Comments Points
9
Each
IX. VOICE
TT. Voice modulation: varied rate
pitch, volume for emphasis

UU. Appropriate rate
VV. Fluency:
C1. Minimum # of repetitions

C2. Minimum # of fillers (aahs)
C3. Minimum # of incomplete
phrases

WW. Clear dictation
XX. Effective use of pauses
X. BODY LANGUAGE (Do if present at
presentation)
Y. Maintained eye contact,
demonstrated facial
expressiveness (e.g., smile)

Z. Avoided distracting gestures,
gestured effectively

AA. Natural relaxed
movement/posture

XI. TIME MANAGEMENT
A. Stayed within time limit

B. Completed presentation
ADDITIONAL COMMENTS:







TOTAL POINTS:



Name of Faculty Evaluator:__________________________________ GRADE:
____________




Section 8: Reflective Paper

































Section 9: Plan for Improvement/Enhancement of
Teaching and or Teaching Strategies