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Alternate PL Plan

Using the 5 Key Principles

Dallas College is committed to providing the best radiography education possible, and that means staying up-to-date on the latest technology and teaching methods. Our blended learning approach is student-centered, engaging, and flexible, offering multiple opportunities for students to succeed (Fink,2003). In that same vein, it is important to implement those tactics with the faculty also when engaging in professional learning to update our methods.  The goal is to create an environment that professional learning is ongoing in duration and supported with both the relevant resources and technology. I will use backward design because I want to start with the end goal in mind as described by Wiggins and McTighe (2005). My complete UbD plan was considered. We want to use radiography specific content that is actively engaging and modeled so that we have the best opportunity for success. These are the 5 key principles described by Gulamhussein(2013).  The worksheet of my entire plan is below but first I want to discuss how I will be utilizing these 5 elements overall in my plan. 

Duration and Ongoing Support-
  • The implementation will span over a 2 year period with 4 cohorts of students. 
  • Adding blended-learning and technologies across the radiography curriculum.
  • Discussion forums informally evaluated through out the semester but formally evaluated on Week 4 with lead faculty and technology liaison.
  • There will be 2 faculty for each implemented change learning with the lead faculty.
  • End of 8 week Q/A each rotation so modifications for students can be made via a discussion board.

Support during Implementation

  • Designated support faculty for collaboration each update

  • Instructional videos for each implementation of crossover between classes available at all time for each lesson.

  • Designated technology liaison for entire implementation.

  • Discussion boards between all faculty for ongoing assessment (example questions provided in outline)

Active Engagement-

  • Hands-on activities, active learning sets (examples provided)

  • Both faculty only, and faculty/student, faculty/technology personnel discussion forums ongoing.

  • Feedback/feedforward for all activities to update for student needs.


  • Each semester activities will be modeled to a cohort w/a minimum of 2 faculty.

  • Every implementation will have opportunities for repetition and then reflection.

  • Recordings created for additional reflection or collaboration.

Content Specific-

  • All implementations will be radiography related but directly specific to the faculty courses. Image acquisition, positioning and image evaluation along with clinical environment will all be folded into the professional development activities.

Alternative PL Outline 



Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.

Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakes                             accountability. Center for Public Education. Retrieved                                                                                                              from

Revans, R. W. (1982). The origins and growth of action learning. Bromley, UK: Chartwell-Bratt.

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia:                                   Association for Supervision and Curriculum Development.

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