12. Premium Allied Dental Teaching Methodology (8 ceu’s)

Description

12. Premium Allied Dental Teaching Methodology Workshop (8 ceu’s ) Sunday, August 1, 2027, 8:00 AM – 5:00 PM
Course Instructors: Cathleen Korondi, CDA, RDH, Ed D; Deborah Holexa, MA Ed, RDH & Team of Instructors
Whether you are new to teaching or looking to strengthen consistency across your faculty team, this interactive, full-day workshop gives allied dental educators practical, immediately usable strategies for designing instruction, assessing learning, and giving feedback that helps students improve.

Move beyond “telling” students what to do. Learn how to create engaging learning experiences for today’s adult learner; write clear, measurable objectives; align curriculum, instruction, and assessment; construct stronger tests; and use rubrics to evaluate student performance more consistently and fairly. Through hands-on activities, guided examples, and collaborative discussion, you will practice the tools needed to make your teaching more intentional, efficient, and defensible.

The workshop addresses core educational-methodology areas relevant to allied dental faculty, including curriculum development, educational psychology, test construction, measurement and evaluation, learning and teaching styles, effective verbal and written feedback, online teaching, and mindfulness practices that support learning and the educational environment. Faculty will leave with practical teaching resources, assessment examples, and a take-home flash drive to adapt for their own classroom, laboratory, and clinical teaching assignments.

This program supports the documented background in current educational methodology concepts expected of dental hygiene faculty under CODA Standard 3-6b. CODA’s dental hygiene standard specifically identifies faculty background in educational methodology consistent with teaching assignments, while the dental assisting standards likewise identify educational theory and methodology—including curriculum development, educational psychology, test construction, measurement, and evaluation—for program accreditation. Class size is limited to 30 participants

Learning outcomes
Upon completion of this workshop, participants will be able to:

1. Apply adult-learning principles to plan engaging, learner-centered instructional experiences for allied dental students in didactic, laboratory, clinical, and online environments.
2. Write clear, measurable learning objectives using observable performance verbs, appropriate conditions, and defined levels of expected achievement.
3. Align curriculum, instruction, learning activities, and assessment so that course objectives, instructional strategies, assignments, and evaluation methods consistently support intended student competencies..
4. Select teaching strategies that promote active learning, critical thinking, psychomotor skill development, clinical reasoning, and student accountability.
5. Construct stronger written assessments by developing test items that are aligned with objectives, appropriately leveled, clear, fair, and capable of measuring the intended knowledge or decision-making outcome.
6. Evaluate the quality of assessment tools by identifying common flaws in multiple-choice and other test-item formats, including cueing, ambiguity, irrelevant difficulty, and misalignment with course objectives.
7. Develop and use performance rubrics to assess laboratory and clinical skills more consistently, transparently, and fairly.
8. Apply principles of measurement and evaluation to distinguish formative and summative assessment, interpret student-performance evidence, and make defensible instructional or grading decisions.
9. Deliver effective verbal and written feedback that is timely, specific, objective, behavior-focused, and actionable so students understand both their current performance and next steps for improvement.
10. Use calibration strategies to improve consistency among faculty members who teach, observe, score, or provide feedback in clinical and laboratory settings.
11. Adapt instructional and assessment methods for online teaching while maintaining student engagement, clarity of expectations, and appropriate evaluation of learning.
12. Use mindfulness-informed practices to support attention, self-regulation, respectful communication, and a productive learning environment for students and faculty.

Our Policy:

Requests for cancellations must be received at least 2 weeks prior to the camp date (July 16, 2027).  However, for cancellations received after this deadline,  if the cancellation is made prior to the class start date and time, 75% of the tuition may be applied toward future camps. Tuitions for no-shows will be forfeited NO EXCEPTIONS.

DH Methods of Education, Inc. is not responsible for reimbursement of non-refundable airline tickets and any other travel expenses due to missed flights (delays, cancellations weather related or otherwise) or if the course is cancelled. Course flash drives will ONLY be given out to those who attend the courses. Those who miss class for any reason will not be given the course flash drive.

A word about our course flash drives and materials.

completing the “How to Teach” subject specific course. This is our policy since ownership of the course flash drive and materials copyright agreement and course certification are proof to CODA that the recipient did indeed attend the methodology classroom session. Having the materials alone could be misconstrued as meeting Standard 3-7 since CODA usually recognizes our course materials and associates them with the face to face instruction that demonstrates compliance with the standard. The materials belong to the college or university that pays the tuition, not the attendee.