Running Head: CURRICULUM DESIGN: DENTAL MATERIALS
Curriculum Design: Dental Materials II
by XXXXXXX
EDU 705
Dr. J. Mior
April 4, 2010
Curriculum Design: Dental Materials II 09.04.10
L. Rogers
TABLE OF CONTENTS
SECTION NUMBER
TOPIC
PAGE(S)
ONE
TWO
THREE
FOUR
Introduction
The Design Process
Knowing the Institution
Course Description and
Rationale
Needs Assessment
Learner Characteristics
Givens/Constraints
Course Learning Outcomes
Course Timeline
Instructional Strategies
Sample Lesson Plan
Course Resources
Learner Evaluation
Course Evaluation
Concluding Remarks and
Reflection
Resources for Curriculum Plan
Development
3-5
6-7
8-9
10
FIVE
SIX
SEVEN
EIGHT
NINE
TEN
ELEVEN
TWELVE
THIRTEEEN
FOURTEEN
FIFTEEN
SIXTEEN
11
12-14
15-16
17
18
19-20
21-28
29
30-33
34
35-38
39
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L. Rogers
Section One
Introduction: Defining Curriculum Design
Some define curriculum as a philosophy. Some define curriculum as a shopping
list of educational tools. Still others perception of curriculum is one of a mission
statement, while others look at curriculum as a process. Curriculum is a blend of all of
theses with a focus on the three aims of education; transmission of knowledge,
development of the individual learner, to foster a balanced society (Burke, 2003).
My definition of curriculum begins with a prescribed list of the knowledge I want
to define for students so that they will know how to focus their learning? I believe I need
to look at the learning goals and aims and expectations in order to set the agenda. I need
to do this by setting outcomes or objectives for learners. What do I expect from the
learners, what do I want to foster in the learners and what competency ultimately I want
learners to acquire at completion? Moreover, when setting the ideas for the prescription
for knowledge, I need to foster learning opportunities in order for student’s to meet a set
standard or learner outcomes, while addressing the individuals needs (Brookfield, 2006
chpt. 3).
In creating my definition of curriculum I also must consider the learners
(Morrison et al., 2011). I must consider not just the class as a whole, but the learning
styles of each individual, how that individual will need to develop, the planning of how to
convey knowledge, and the gain or affect on society.
I would like to take the agenda one step further. What gold standard am I holding
this prescribed curriculum plan up to, in order for outcomes to be realized by the
learners? I need to look at the larger picture of the societal expectations and the needs of
the community. I need to keep the knowledge I wish my students to acquire, fluid and
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adaptable to society’s changes. For example, is it prudent to teach grade 6 students in
today’s world, how to type on an old typewriter? No, we need to teach them to process on
a computer keyboard. It is the demands of society, the business world, and the economic
realities of the day that will in effect formulate my prescription for curriculum, so that
learner’s outcomes are realistic and valued by society (employers) for individual and
societal success.
The process of the curriculum design, are the tools, such as the subjects, the
activities, the resources, the implementation, and the evaluation to meet the goals of my
definition of curriculum. It is the process that is very important to the success of the
prescribed knowledge. I must look at current tools, and various teaching strategies so
that students can develop the competencies my prescription entails.
Once the prescription has been understood, I need to marry that prescription with
the process. “Dewey saw a need in the early part of this century for a science that could
translate what was learned through research into practical applications for instruction”
(Morrison, Ross, and Kemp, 2001, p. 3). I need to define tools, subjects, resources, and
strategies. I believe it is impossible to separate curriculum philosophy from curriculum
planning. It is the implementation or the process of the curriculum prescription that
nurtures the goal of the successful curriculum planning outcomes. Furthermore, I need to
create a learning environment whereby the student becomes the central focus. Perhaps
create a design with a teacher centered focus at the beginning, and nurture a learnercentered teaching environment as part of the overarching classroom structure (Weimer,
2002)
In summary, to reflect on my own definition is to embrace the learned philosophies
by previous authorities in education, coupled with considering the three aims of
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education; transmission of knowledge, the individual and society at large. My curriculum
definition is embedded with learning outcomes that considers knowledge and
competencies, the learner and society, partnered with a process, to be a prescription for
students to acquire a new body of knowledge.
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Section Two: Design Process
ANALYSIS/ASSESSMENT
Analysis or assessment is the initial phase in the curriculum design process that I
as the instructor want the learner to achieve in my course. I refer to it as my course
because I believe as the planner and facilitator of the curriculum; it is my responsibility to
ensure I create a learning environment where the student has the opportunity to achieve
success. There are many ways for the instructor to analyze their aims for a course. I will
do a needs assessment or a task analysis to decide at the end of the course what
knowledge or skill I want the learners to acquire. I consider not just the content I wish the
students to know, but the process in which I want students to learn. Ultimately, I also
want students to become critical thinkers and develop skills to problem solve. First
scaffolding student learning and creating a step by step strategy for learning, building on
fundamental skills and then to foster broader learning are what I need to ensure I cover in
my analysis.
In addition as part of the assessment it is critical to understand the type of learner,
so I can provide methodology in the learning environment to balance learning styles and
needs of the students. I also need to understand what students expect in their course and
the past learning that the student may have acquired.
Moreover, this course is part of a program that has accreditation standards that
must be met. I must consider the discipline that they are training or learning for, so I
ensure that standards and guidelines in dental hygiene care are being met. I also must
ensure that the learning is adaptable in the real world and has meaning for the student,
future employers and meets society’s needs.
Finally, I will establish in the curriculum design for this course that I will be both
the designer and facilitator. Furthermore I am grateful that I work in a very collegial
environment. There are experts where I work in dental materials, which I will look to for
support in content development as the subject matter expert in developing the content.
DESIGN INSTRUCTIONAL OBJECTIVES
Once I have analyzed the data for developing the curriculum I can begin to
consider the learning objectives/outcomes that are suitable for the learning I wish
students to acquire. I will consider outcomes that consider the three objective domains of
cognitive, psychomotor and affective. I will ensure that the “instructional objective
focuses on outcomes or products rather than on process” (Morrison et al., 2011 p.117).
This course is a second semester course in a four semester program, however is still
considered an entry level course for first year dental hygiene students. Therefore many of
the objectives will be heavily weighted in the knowledge domain.
DESIGNING INSTRUCTION
This phase of curriculum design utilizes the information gathered during the
analysis and understanding the learning outcomes I wish the learners to meet. Designing
involves the specific planning of the resources and materials that will be needed to
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implement the course to students. Utilizing the resources and materials I will create a step
by step process to sequence the learning for my students. I will consider what types of
classroom experiences I want my students to have and what types of activities will
facilitate the learning. This course is both a theory course partnered with a two hour lab
that is hands on. I will also need to create a step by step lesson plan for each week of
instruction. This will be my personal GPS to keep me on track during the implementation
phase of the course delivery.
IMPLEMENTATION
In this phase of instructional design the instructor now delivers the design for the
course to the students. This is the time for the instruction for the course.
It is important throughout the implementation phase that I evaluate the learning that was
created and planned, and if there are aspects that are not working, consider my own
flexibility to adapt on an ongoing basis. Sometimes what we initially think will work
does not, and the lessons may require some augmentation or revision. I will constantly be
considering if learning outcomes are being met and checking in on the learning
perceptions of the students.
EVALUATION
Evaluation is embedded throughout the implementation of the course. It is
imperative that I as the instructor use formative evaluation throughout the course to
understand if the planned objective and aims for the learners are being met. I will utilize
journal reflective writing and student feedback for students to self assess their own
learning. There will be summative evaluations to evaluate student learning. The
summative testing will be multiple choice, but will consider different levels of learning to
assess beyond the knowledge domain. Students will also be responsible for completing a
creative assignment, which requires research and application of knowledge.
In addition, I will ask students to evaluate the course and my instruction, utilizing
anecdotal feedback tools. The course has a formal evaluation from the college which also
will be utilized.
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SECTION THREE
KNOWING THE INSTITUTION
The following was taken from the George Brown Website:
The Vision, Mission and Values of George Brown College The Path to Leadership
We have distilled our future planning into several key guiding statements:

Inspired by a commitment to achievement through excellence in teaching and
applied learning, we will set the benchmark to which all colleges will aspire and
be recognized as a key resource in shaping the future of Toronto.

With this vibrant and dynamic drive, we will build a seamless bridge between
students and employers as we develop workplace-ready graduates, who will be
their candidates of choice.

Energized by the principles of access and diversity, we will create a community
grounded in mutual respect and accountability in everything we say and do.
Core Values
Our core values are:

Learning Community
We foster an environment of reciprocal dialogue to ensure learning, solve
problems and strengthen the GBC community.

Excellence
We commit ourselves to delivering a ‘GBC standard’ of quality and superior
performance.

Accountability
We hold ourselves responsible to ensure the future sustainability of GBC,
academically and fiscally.

Diversity and Respect
We show mutual respect for each other within the community of GBC including
all of our stakeholders, in all of our behaviour.
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In conjunction with the college’s mission statements and core values, I maintain a
commitment to excellence in teaching. We want our students to be the benchmark for
other dental hygiene programs and be as the college states: a key resource in shaping the
future of Toronto. Through feedback from our advisory committee members our
graduates are often first considered for employment. I continue to strive for excellence in
the teaching environment to foster students who will be well respected in the community
by both the general public and potential employers in variable traditional and non
traditional practice settings.
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SECTION FOUR:
COURSE DESCRIPTION
Dental materials II is a continuation of the science of dental materials as a course
implemented for the dental hygiene program and contains a theory and laboratory
component. The theory component focuses on the use and behaviour of direct and
indirect restorative, preventive and aesthetic materials. An understanding and ability to
use these materials is achieved through the study of chemical and physical properties,
composition, functional relationship and clinical considerations. The laboratory
component is designed to help the student develop manipulation skills and experience in
fabricating dental materials that would be included in the treatment planning and
implementation phase of client care in the clinical portion of the dental hygiene program.
Learned theory and laboratory experience from Materials I and the first 7 weeks of
Materials II is integrated to understand the relationship of various dental specialties
within the context of the Dental Hygiene Process of Care Model and the CDHO
Standards of Practice. This will be applied to the 2nd 7 weeks of the course taught by
__________________.
RATIONALE
The course is mandated as part of the full program curriculum for a dental
hygienist as required by the standards and guidelines set by the Canadian Dental
Accreditation Committee. The course is based on a two models of instruction: Direct
Instruction and Mastery (Davis, 2001). Students are taught a skill, by first understanding
the theoretical information and then with a lab component to manipulate the materials. As
students master the skills necessary to manipulate the materials, they will become more
and more independent in their learning. The skills learned in this course will have a direct
application to the clinical environment with clients starting in March 2011.
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SECTION FIVE:
NEEDS ASSESSMENT
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This course is not a stand alone course but follows an entry level dental hygiene
materials course, and builds on prior learning from semester one.
All learned materials in this course will have a clinical application later in the
students clinical client care, therefore students need to show competency at the
outcome of the course in all aspects of their learning.
Students need to become critical thinkers when applying learned knowledge from
the course.
Students of different cultural backgrounds, educational backgrounds, and prior
learning will be attending the course.
One hour lecture time is given for the course in program mapping.
Two hours of lab time are utilized for hands on understanding of the theoretical
required knowledge.
All materials for the course are ordered the semester before and are available in
the lab
Student materials are purchased in the previous semester and are part of their
overall materials packages.
Text book for the course needs to be ordered the spring before the next academic
year and made available for purchase in the book store.
The course is supported by WebCt and the shell for the course needs to be set up
prior to the start of the course.
Students will use WebCt for all communication with the teacher in the course.
Range of instructional strategies needs to be utilized to meet various learning
styles.
Students who have accommodations need to be tested in the test centre when
appropriate.
Student evaluation will also need to be planned to meet various learning styles,
and to test various levels of learning according to Blooms Taxonomy.
Course content must meet the elements set by the Canadian Dental Accreditation
of Canada (CDAC, 2008).
All practice must follow in conjunction with the standards of practice within the
scope of practice for all regulated dental hygiene practitioners.
Course outcomes must meet the Program outcomes under the umbrella of the
Colleges Mission Statement.
All students must pass this course for entry into the clinical part of the program
Annual course review of material, in conjunction with annual curriculum mapping
for the program
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SECTION SIX:
LEARNER CHARACTERISTICS
Educational Backgrounds
The learners in the course have many diverse educational backgrounds. The
program is a direct entry program from high school, so many students that begin the
program; this is their first post secondary experience. Historically this component of
direct entry students makes up 30% of the class. Another cohort of learners, have had
either some experience in the post secondary system, most from University with either a
partially completed degree or full undergraduate degree. The undergraduate degrees vary
from the arts to the sciences. A third cohort of students are those that are mature learners,
and have either been away from the workforce for sometime, or have been involved in
another career and are looking for a change in their professional or career pathway.
Another cohort of students are those that have had a dental background from another
country and are unable to practice as dentists in Canada. This year for example 4 of the
80 students made up this component. About 20% of the class has a background in dental
assisting either with a diploma in dental assisting or work experience in a dental practice
or both.
Learning Styles:
Students in any given class can have multiple learning styles. Most however are
unaware of what their personal learning styles are and have never had an opportunity to
be tested. As part of the orientation week in the program, students are given the chance to
have their learning styles assessed. This will enable the learner to self identify how they
best learn, and can adapt themselves to the delivery of the course as multiple learning
strategies will be implemented to capture varied learning styles of the students. The
theory class is a 50 minute class, which makes it very difficult to create a learner centered
environment and to facilitate group work. I will ensure that the delivery of the lecture has
an auditory and visual component, supported by readings and a hand out of the power
point lecture notes. In addition, when students go into the lab each week, the kinesthetic
learner will have an opportunity to manipulate the materials that they have heard and seen
in lecture. In addition, there is written material to support the hands on lab work, and
there is an auditory ability for those students that prefer to listen to instructions that will
be read aloud by the laboratory demonstrator.
Accessibility issues
For this specific course there will be no accessibility issues as it is the
assumption that this is a course requirement of students that are already admitted to the
Dental Hygiene Program
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Prior Learning Assessment
Students cannot be considered for prior learning assessment. A detailed
documentation of past learning, and work experience will be advantageous in this course,
however PLA cannot be granted as this course is preparation for clinical implementation.
Student Diversity
The class is made up predominantly of women with a ratio of 20 women to 1
man. This changes year by year, but usually there are never more than 4 out 5 students in
a cohort of 80. In addition to the male/female component of the class the cultural
component of the class is from a very diverse population. Students are expected to learn
cultural competence in their ability to be sensitive to the needs of others, and to take into
account the social, economic, and cultural backgrounds of their clients. In addition,
students are expected to emulate this in their own lab experiences, and this will be
fostered by me as the teacher.
Examples of how I address diversity in the educational environment
Students in the program present with diversity, in race, religion, ethnicity, culture,
age, gender, marital status, parenting status, and varied socioeconomic
status, educational background, professional background, health and emotional needs,
and learning needs. The class of 2009 DH1, had students with direct entry from high
school, partial completion of post secondary degrees, completion of undergraduate
degrees, past history of other professional designations such a foreign trained dentist or
doctor, kinesiology background, nursing backgrounds to mention a few. Many students
live at home, live independently, live alone, are married, living with a partner, single
parent, divorced with children, divorced without children, and mature learners returning
to school. George Brown as an institution offers support to teachers to develop strategies
to work in diverse learning environments. Students have access to Diversity, Equity and
Human Rights Services at the College and there are workshops available to students and
faculty on issues such as racism, sexual harrasement etc.
I ensure that students are learning in a safe environment, where students are all
respected by both their peers, faculty, staff and clients, and where each student has a
voice no matter what their race, culture, ethnicity, religion, age, gender, etc. The
following are some examples of how I address diversity in the pre-clinic/clinic
environment:
 In the first class I will do an orientation activity. We do an ice-breaker activity
that is culturally sensitive and invites students to learn more about each other’s
diverse backgrounds.
 In early clinical groups, I use ice-breaker activities for students to get to know
more than just their names, but more about each others background, including
faculty.
 In grouping students to work together, I match young students with mature
learners, students with prior experience in the oral health field with students with
no prior experience, students with ESL backgrounds with students who have
English as their first language.
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L. Rogers
Sensitivity to learn about the outside pressures that students will be faced with
whether it be an adjustment to a new country or province or city for some,
working outside of the program, childcare issues, financial concerns, family
responsibilities etc. I provide office hours to students for whatever reason,
whether to address a learning issue or just to talk about how to balance their
learning with the diversity of their needs.
I refer students to appropriate supports where indicated, such as counseling
services, tutor services, peer liaisons, etc.
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Curriculum Design: Dental Materials II 09.04.10
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SECTION SEVEN:
THE GIVENS
INSTITUTIONAL POLICIES:
At George Brown College there is a handbook of Institutional Policies designed
for both staff and students. This manual can be used as a reference for all staff. The
manual is very complete and covers material applicable to grading, pass/failure and
promotion, attendance, supplemental exams, prior learning assessment.
The evaluation for this course will follow any prescribed policies of the college.
The College of Ontario Dental Hygienists also has professional policies that are
expected of its members. These policies are given to the students at the onset of the
program and it is the expectation of me as the instructor to mentor policies in my
curriculum design.
COURSE REQUIREMENTS:
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Students must be enrolled in the first year of the dental hygiene program
Students must have successfully completed all first semester courses
Students must have completed course: Materials I.
Students must have a current WHMIS training.
INSTITUTIONAL AIMS, GOALS OR PURPOSES OF THIS COURSE:


The purpose of this course is to develop a students critical thinking skills so that
they can understand how to apply the necessary use of dental materials as it
relates to the students clients care requirements when assessing and planning for
client treatment.
Students will need to know how to properly manipulate materials and safely
utilize materials in the fabrication and implementation for client care.
CONSTRAINTS OR LIMITATIONS:
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Funding availability for supplies for students to practice with.
Equipment that requires updating.
Equipment that is limited in supply creating time management constraints.
Physical space necessary for break out groups and presentations.
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As mandated by the Ministry of Training, Colleges and Universities essential
employability skills (EES) will be addressed throughout all programs of study. Students will
have the opportunity to learn (L) specific skills, to practice (P) these skills, and/or be
evaluated (E) on the EES outcomes in a variety of courses. The EES include communication,
numeracy, critical thinking & problem solving, information management, interpersonal and
personal skills. The faculty for this course has indicated which of the EES are either Learned
(L), Practiced (P) or Evaluated (E) in this course:
L P
E
Skill
L P
E
Skill
1. communicate clearly, concisely
and correctly in the written,
spoken and visual form that
fulfills the purpose and meets
the needs of the audience
2. respond to written, spoken or
visual messages in a manner
that ensures effective
communication
3. execute mathematical
operations accurately
X X X
4. apply a systematic approach to
solve problems
X X X
5. use a variety of thinking skills
to anticipate and solve
problems
X X X
6. analyze, evaluate, and apply
relevant information from a
variety of sources
X X X
X X X
X
7.
locate, select, organize
and document
information using
appropriate technology
and information sources
8. show respect for the
diverse opinions, values,
belief systems, and
contributions of others
9. interact with others in
groups or teams in ways
that contribute to
effective working
relationships and the
achievement of goals
10. manage the use of time
and other resources to
complete projects
11. take responsibility for
one’s own actions,
decisions and
consequences
X X
X X
X
X X
X
X X
X
X X
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SECTION EIGHT:
COURSE LEARNING OUTCOMES
1. Discuss and describe the basic functional, chemical and physical properties that
are responsible for the utilization of dental materials in a clinical setting.
2. Analyze and recognize treatment options related to preventive materials as they
relate to client care within the context of the Dental Hygiene Process of Care
Model.
3. Analyze the effects of common abrasive agents used in the oral cavity.
4. Discuss the effects of fluorides and desensitizing agents used in the oral cavity.
5. Understand the indications for use of oral appliances: mouth protectors, night
guards, snoring appliances, whitening trays.
6. Describe various whitening products available for use.
7. Fabricate mouth protectors and whitening trays for client care, utilizing alginate
impressions, appropriate gypsum casts and trimming.
8. Develop client educational information for the use and care of mouth protectors
and whitening trays.
9. Competently manipulate and apply sealant materials in the laboratory setting.
10. Demonstrate the infection control procedures, equipment safety and Workplace
Hazardous Materials Information Systems in the laboratory.
11. Understand the role of the dental hygienist to assist clients in assessing dental
treatment options in the context of the Dental Hygiene Process of Care Model.
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SECTION NINE:
COURSE TIMELINE
Dental Materials II (Dent 1066) Topical Outline
Weeks 1-9
Winter Semester
Week 1
Theory Topic
Laboratory Exercise
References
Course
Outcomes
1 , 2, 5, 6, 7
8, 10, 12
Whitening Systems
Dental Materials – Clinical
Applications.Hatrick, Eakle & Bird
Chapter 7: p. 90, 101-107
WebCt Lecture Notes & Handouts
Week 2
Mouth Guards
Week 3
Night Guards and
Other Oral Appliances
One group
Lab for 4 hours
pouring impression
from Pre-Clinic
AND TRIMMING
One group
Lab for 4 hours
pouring impression
from pre-clinic
AND TRIMMING
WHITENING TRAYS
Week 4
Sealants
SEALANTS
Complete Whitening
Trays
Week 5
Abrasive Agents
MOUTH PROTECTORS
Week 6
Fluorides and
Desensitizing
Agents
Desensitizing Agents
Week 7
Guest Speaker
WHITENING TRAYS/
MOUTH PROTECTORS
Week 8
March 2nd, 3rd
---------------------Break Week-----------------------------------
Week 9
March 9th, 10th
Test 1 : Dental
Materials
Dental Materials – Clinical
Applications.Hatrick, Eakle & Bird
Chapter 7: p.100
WebCt Lecture Notes & Handouts
1, 2, 5, 7,
8, 10, 11
Dental Materials – Clinical
Applications.Hatrick, Eakle & Bird
Chapter 7: p. 90, 100
WebCt Lecture Notes & Handouts
Dental Materials – Clinical
Applications.Hatrick, Eakle & Bird
Chapter 7: p. 90. 95-97
WebCt Lecture Notes & Handouts
Dental Materials – Clinical
Applications.Hatrick, Eakle & Bird
Chapter 9
WebCt Lecture Notes & Handouts
Dental Materials – Clinical
Applications.Hatrick, Eakle & Bird
Chapter 7: p. 90-95
WebCt Lecture Notes & Handouts
All WebCt Lecture Notes,
Handouts, Chapters 7 & 9 and
Lab Activities from Weeks 1-6
1, 2, 5, 6, 7,
8, 10, 11
Group Presentations and WebCt Lecture Notes
Completion of Lab
Work
1, 2, 5, 6, 7,
8, 9, 10, 11
1, 2, 3, 5,
6, 7, 8, 10,
11
1, 2, 4, 5, 6,
7, 8, 10, 11
1-11
1, 2, 11
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SECTION TEN:
INSTRUCTIONAL STRATEGIES
To promote team work: Students need to learn to work in a collaborative team like
environment, especially to prepare them for employment in the workplace where they
will be part of an interdisciplinary team.

Lab groups: Students are arranged in groups of 8 for all labs. This allows students
to learn to work with each other, help and support their learning, meet their goals
for daily labs, learn by example from each other, and get to know other students
in the class they may not socialize with. Groups are changed througout the term
to facilitate opportunities to work with different learners and develop team
building skills.
To promote student goal setting: Students set their own individual goals in each lab.
Students have an opportunity to self assess their learning, and to set goals to achieve lab
outcomes. As a teacher, I help the students learn to set goals, but teaching them realistic
strategies in their time management to set goals that are attainable.
To promote student motivation:

Peer mentoring: Three DH Year 2 students liaise with me, the student success
advisor, and three DH Year 1 students. The DH2 students discuss learning
strategies that they feel will benefit the students learnings in first year. These
include study tips, dates about upcoming events, advise about preparation for
labs and tests. When students are prepared, especially by their own peers,
they are more motivated to be successful.

Group discussions: In our class time and lab time we will have large group
discussions and small group discussions. Using an inquiry type style of
teaching, I hope to promote motivation by asking students lots of questions to
get students involved in their learning.
To promote a positive learning environment:

Provide a safe learning environment where all questions are validated and
answered.

Create an environment where diversity is embraced
To promote critical thinking:

Inquiry based teaching strategies to get students to think through their decision
making

Reflective practice in term marking booklets
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Instructional methods
The instructional methods used in the course are comprised of the following teaching
techniques:
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Weekly lectures with DVD and power point presentations.
Lecture notes will be uploaded to Blackboard/WebCt prior to class. Students
are expected to print and bring notes to class.
Laboratory – small and large group demonstrations
Special speakers
Practical theory instruction and instructor interaction during laboratory
sessions
This course is supported as well through the WebCT platform. Communication between
students and the professor, and other faculty will occur via email and/or announcements
on WebCT. Course related material will be posted on a regular basis on the course site.
Students are expected to check the site frequently for updates on all course related
information.
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Curriculum Design: Dental Materials II 09.04.10
L. Rogers
SECTION ELEVEN:
SAMPLE LESSON PLAN
Each Lesson Plan will be based on the following principles (based on Tyler’s
principles)
1. Students can practice the learned behaviour:
 Students will have the opportunity to practice placement of a sealant on a
simulated dental model in a laboratory setting after learning the theory

Students will have the opportunity to apply the lab practice of the sealant later in
the term when working on student partners in the clinical setting.

Students will have the opportunity to select 5 clients during Clinics II, III and IV
suitable for placement of sealants and demonstrate competency.
2. Students receive satisfaction from the learned competency:

Learning objectives are measurable and attainable, and students will develop
improved self esteem when the model for the lesson includes orientation,
controlled practice, guided instruction, and then the decision for independent
decision making regarding client care

When providing client care, there will be satisfaction when students know they
are providing a service to clients to prevent cavities, and help the client realize
optimal dental health.
3. The learned behaviour is within the range of the student:

Semester One provided students a basic knowledge of composite materials and
their placement in the oral cavity.

Students also take a course called Principles of Dental Hygiene, and the initial
theory for preventive client care, including dental sealants has already been
covered as ground work for the learned theory in this lesson

Students also have learned how to manipulate and mix other materials for the oral
cavity, and have demonstrated competency in pre-clinical instrumentation so their
manual dexterity is ready for learned competency in sealant placement.
4. The range of activities being utilized to capture the learners interests:

Preparation for the lecture allows students to read information ahead of time
and be prepared for the material being taught. This allows students to listen
more in class when they are more familiar with the material.

A variety of methods are utilized to address various types of learning styles
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Curriculum Design: Dental Materials II 09.04.10
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
Power point presentation for orientation of material

Interactive power point jeopardy game to stimulate questions and engage the
learner

Questions posed during the lesson to induce discussion

Grading booklet provides an opportunity for students to self reflect
5. Multiple outcomes as a result of the same learning experience:

With improved self-esteem and self confidence in utilizing dental materials
students can apply the technical learning to other materials utilized

Dexterity in student instrumentation will improve in other areas once this
lesson is adapted.
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Interactive learning and self reflection, will allow students to reflect in other
aspects of both their didactic learning, and develop these skills further The following is a
sample lesson plan for one unit of instruction for both one hour of theory followed by 2
hours of lab.
Lesson Plan: Preventive Sealants for the Dental Hygiene Student
Course Name: Dental
Materials Part II
Course Code: DENT 1066
Instructor Name: Lisa
Rogers
Date and Time: TBA
Process/Content: Students will have a one hour lecture/power point presentation on the history
of dental sealants, and the clinical skills required to successfully place a dental sealant, and the
necessary criteria in selection of a sealant and circumstances for choosing this as part of a clients
treatment plan, followed by a two hour hands on laboratory.
Textbooks or teaching aids:
1. Dental Materials–Clinical Applications for Dental Assistants and Dental Hygienists
Hatrick, Eakle & Bird 2003, Saunders ISBN # 0-7216-8583-8
2. Dental Materials Laboratory Procedures Manual 2010-11: George Brown College, Lisa
Rogers. Manual from Materials I and II must be brought to each lab. Sections will be distributed
in prior to lab sessions. Grading forms for lab will be provided at the start of term.
3. Dental Hygiene Theory and Practice, 3rd edition Darby, M. & Walsh, M. (2009), W.B.
Saunders Co.
4. Grading booklet: Criteria for students to understand what standard or measure is being
considered to show competency
5. Step by step skills action sheet for students to approach for the lab activity
Materials Required:
In Lecture:
 Students may bring in their own laptops as the lesson will be previously downloaded to
WebCt in a classroom with wireless access

Classroom desk top computer

Memory stick with power point presentation

White board

Students can bring written handout of lecture previously provided on WebCt

Handouts for evaluation
In Lab:
 Student each have grading booklets with a section for student feedback and anecdotal
comments from instructors
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Curriculum Design: Dental Materials II 09.04.10

Step by step skills instruction sheet

Dental simulation model of teeth and stand

Sealant kit with etchant material and sealant material

Mirror and explorer examination kit

Articulating paper
L. Rogers
 Finishing burs, dental floss
Specific topics to be covered in lesson:
 History of Sealants

Criteria for client selection for sealants

Sealants and the Dental Hygiene Process of Care

Types of Sealant material available in the industry

Chemistry of Sealant Material

BPA versus BIS-GMA content in sealants and concern for the general public

Step by step approach for sealant placement

Adjustment and evaluation of sealants

Application in the clinical setting
Lesson Plan Learning Objectives:
By the end of the unit on Dental Sealants, students will be able to:
1. Describe the history of sealant materials
2. Distinguish the criteria in selecting clients for sealants
3. Determine how to integrate sealants into the Dental Hygiene Process of Care
4. List the types of Sealant material available in the industry
5. Explain the chemical make up of sealant material
6. Defend the use of BIS-GMA content in sealants versus BPA with concern for the general
public
7. Demonstrate a step by step approach for sealant placement
8. Demonstrate the adjustment and correct evaluation of sealants
9. Relate the application of the simulated sealant activity in the clinical setting
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Curriculum Design: Dental Materials II 09.04.10
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Student preparation for lesson:
 Lecture will be posted to WebCt two days prior to face to face lecture. Students are
to print lecture and review prior to class.
Read Chapter Chapter 7: p. 90. 95-97 . Dental Materials–Clinical Applications for
Dental Assistants and Dental Hygienists
Hatrick, Eakle & Bird 2003, Saunders ISBN
# 0-7216-8583-8
3. Dental Hygiene Theory and Practice, 3rd edition Darby, M. & Walsh, M. (2009), W.B.
Saunders Co. Chapter 32
4. Students ensure the have the armamentarium for the lab as described in the lab manual
for this activity and bring to the lab.
Learning Styles Addressed
2.
Visual Learner:
 Power point presentation on screen
and notes for students to read
Auditory Learner:
 Power point presentation supported by
oral presentation of material

Step by step written instructions for
students during skill demonstration
lab activity

Step by step procedure read out loud for
students, and students encouraged to read
the step by step map out loud

Pictures provided during power point
presentation of the actual procedure
and armamentarium utilized

Instructors demonstrate the activities
orally
Kinesthetic Learner:
 Hands on activity in the lab

Students can touch and feel materials being used

Students practice the skill using their hands
Organization of Learning Experiences:
Key Topic: Timeline
50 minute lecture time
Presentation: This is the orientation of
the material from a Direct Instruction
Model.
Power point presentation
Teaching Points

Ask students what they already know
regarding the history of Sealants

Using some case studies, ask students to
interpret the criteria for client selection for
sealants, engage the students in a
discussion

Explanation of sealants and the Dental
Hygiene Process of Care
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Curriculum Design: Dental Materials II 09.04.10
2 Hour lab activity
15 minutes: Set up

Peruse the students and ask them what
types of types of Sealant material
available in the industry that they are
already aware of and what types of
materials they have in their own mouths,
and then to explain the material currently
used in the industry

Ask students in questions, to compare the
chemistry of sealant material

Engage the students in a discussion
regarding BPA versus BIS-GMA content
in sealants and concern for the general
public

Explain the step by step approach for
sealant placement and engage students in
discussion especially students who have a
background in dental assisting

Students to work in groups of 8 students
per instructor
Students to set up their simulation devices
and have all materials set up on their
counter tops ready to start, including step
by step instruction sheet
Instructors to hand out marking booklets
to students and to check that all material is
prepared for each student
On the microphone support student set up
verbally



15 minutes: Demonstration
Controlled instruction from a Direct
Instruction Model
L. Rogers

Ask students to relate the theory class
material to what they will be practicing
today.

Demonstration in a centralized location
using the document camera demonstrate
the step by step procedure

Allow students to ask questions to clarify
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Curriculum Design: Dental Materials II 09.04.10
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what they will be practicing
45 minute practice time:
Guided practice: Students have an
opportunity to play with the material
prior to being evaluated




30 minute: Competency Evaluation
Independent practice: Students have
an opportunity to demonstrate what
have learned. This also falls into the
goals of a direct instruction model.
Students will only demonstrate
competency when they feel they are
ready to do so.




Because students have had an opportunity
in the previous part of the lesson to
become comfortable with the material,
they can now decide when they wish to try
the activity independently.
Students will be able to demonstrate
competency, and if competency is not
achievable, has the opportunity to try the
procedure again. A rubric for evaluation
can be found in the
Appendices.
The evaluation is done in a relaxed setting.
There is music playing in the lab, and
students can ask questions or explain what
they are doing while they are being
evaluated by their instructors.


Students to clean up materials
Student will be given forms to fill out to
evaluate the lesson, and to self evaluate on
their marking sheet
Lesson Evaluation and Self Reflection
Students to self reflect on the lesson and provide feedback for their own learning on how
they can apply the lesson learned, and what next steps they would take in their learning,
and how the lesson was for them today
Students to fill out a “stop, start and continue” sheet to provide feedback to the me as the
lead instructor.
15 minutes: Clean up lab
Self reflection and lesson evaluation

Instructors to watch student practice and
provide verbal formative and written
feedback
Students to reflect on the process of their
learning
Students to practice the activity as many
times as they wish until they feel
comfortable with the process
Instructors to ask students questions about
a real client to apply the learning from a
simulation device
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Curriculum Design: Dental Materials II 09.04.10



L. Rogers
Instructors who facilitate the lesson to provide written feedback to me as the lead
instructor utilizing the “stop, start and continue” sheet.
Self reflection of the instructor: I will self reflect on how I felt the lesson went. What I
would improve in future lessons and what next steps to take in future lesson planning.
Summative multiple choice examination: a cumulative test on multiple lesson plans
within the course. This lesson plan will have 10 questions written as part of the test, to
test students on materials used, process learned and an application for utilization on future
client care. This will therefore evaluate the learned material in various levels of the
cognitive domain.
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SECTION TWELVE:
COURSE RESOURCES
1. Dental Materials–Clinical Applications for Dental Assistants and Dental Hygienists
Hatrick, Eakle & Bird 2003, Saunders ISBN # 0-7216-8583-8
2. Dental Materials Laboratory Procedures Manual 2009: George Brown College, Lisa
Rogers
(Students must bring to each lab. Manual will be available in a PDF file on WebCt at the
start of the term. Please print a copy and store in a small binder)
3. Dental Hygiene Theory and Practice, 3rd edition Darby, M. & Walsh, M. (2009),
W.B. Saunders Co. Chapter 32
4. Students ensure the have the armamentarium for the lab as described in the lab manual
for this activity and bring to the lab.
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Curriculum Design: Dental Materials II 09.04.10
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SECTION THIRTEEN:
LEARNER EVALUATION
Reflective practice: Students have an opportuinity to write reflectively in their marking
booklets about the lab experiences. These reflective practices allow the learner to take
positive growth from all their learning experiences to improve and build on daily lessons
and experiences. Students are asked to look back at their work, evaluate their own
learning, analyze how the lab was for them (including both positive and negative
feelings), reflect their thoughts, and what new behaviour or what adjustments in their
expected outcomes to their goals they would make in future clinics.
Self assessment: Students are asked to self assess their own competency when being
evaluated. This ensures students are partners in taking responsibility for their learning
outcomes and allow students to reflect on current practices and future practices in
developing future goals and outcomes.
Evidence of teaching effectiveness: Students will have opportunities to give feedback
regarding their learning on going throughout the term. Playing games such as a 2 minute
quiz and Jeopardy to help students understand what they are learning so far, and what
they need to concentrate on further.
Student evaluation: Clear outcomes for each week will be given to students. Students
will be evaluated formatively and summatively. Clear guidelines for all competencies
will be provided in a manual at the onset of the course.
ASSIGNMENT POLICY: (Program specific)
Assignments are due on the dates given unless specific prior arrangements have been made
and agreed to in writing. Grades on assignments that are handed in late will be reduced by
5% for everyday past the deadline. Where group projects are required as the evaluation tool,
participation as a member of a group is mandatory for the successful completion of the
assignment.
In order to complete laboratory assignments, attendance for the practical sessions is
mandatory. Students who are absent during the evaluation of a competency will be noted as
being not competent for the competency skill being evaluated during the laboratory session.
If absence is due to illness a doctor’s note must be provided prior to the student being
allowed to complete the laboratory competency on an arranged subsequent date with the
dental materials professor.
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Curriculum Design: Dental Materials II 09.04.10
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EVALUATION SYSTEM:
Assessment
Tool:
Description:
Outcome(s) EES
Date / Week:
assessed:
assessed:
Test #1
(Materials)
Practical
Laboratory
Testing
Multiple Choice
Test
Weekly
demonstration of
fabricating
dental materials
Education guide
for Whitening
trays and Sports
Guards for
Clients
Participation in
lab discussions
1-9
1-11
Week 7
1, 2, 5, 7,
9, 10, 11
1-11
Ongoing/Deadline 35 %
Week 7
6, 8, 11
1, 2, 411
Due: Week 10
1-11
1-11
Ongoing
10 %
throughout the
term
TOTAL: 100%
Written
Assignment
Weekly Class
Participation
% of
Final
Grade:
35 %
20%
Theory and Laboratory Component
Students must achieve 70% in both theory and laboratory components to be successful
in this course.
Competencies are evaluated using a competency-based evaluation model. Evaluation is
based on the student’s ability to complete laboratory competencies accurately and
efficiently in the laboratory setting. Competency categories for sealants and desensitizing
activities are outlined as follows:
Competency categories are outlined as follows:
On first attempt: demonstrates competencies with no errors– 5/5
On first attempt: demonstrates competencies with minimal errors– 4/5
On first attempt: demonstrates the competencies with critical errors and must repeat- INC
2nd and subsequent demonstrations until competency is achieved – 3.5/5
In summary, on the first attempt, if the student demonstrates competency with no minimal
errors and no critical errors the student will receive a competency evaluation of 5. If the
student demonstrates competencies with minimal errors, the student will be given an
evaluation competency of 4. If the student demonstrated critical errors the student will
receive a mark of INC (incomplete) and continue to practice the competency with
assistance from the instructor until they can demonstrate at a competent level and will be
given an overall competency evaluation of 3.5.
A separate rubric will be utilized for steps involved in the fabrication of mouth guards and
whitening trays. This will be available to students in the first lab.
A rubric for the written assignment for client education material will be provided.
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The work area will be monitored during the laboratory sessions.
The student must follow appropriate work habits, lab decorum, and participation as a group
monitor and clean up. Failure to do so will result in an incident report and 5% deducted
from the laboratory component grade.
Students are given the opportunity to attend Restorative Dental Hygiene or Dental
Assisting Clinics to observe and participate in the delivery of dental materials. These
clinical sessions are with clients and will allow the 1st year dental hygiene student to
internalize the theoretical content of dental materials in a practical setting. This is not
mandatory and will be arranged for those students that would like to participate and
observe.
TESTING POLICY PROGRAM SPECIFIC:
Test dates, once scheduled, will NOT be changed. Students will not be admitted to a test
15 minutes after the test has begun. If a student misses a test due to illness, the student
must notify the appropriate professor within 24 hours by email (the email address is listed
on the course outline) as well as the Program Coordinator. Failure to notify the professor
and the program coordinator will result in a mark of zero for that test. The faculty
member will reschedule the test as soon as possible and will notify the student by email.
Students are to use Web CT email when communicating with the course professor or
Susan Rudin.
The format and the questions for the rescheduled test will not be the same as the missed
test. The maximum attainable grade on a missed test is the passing grade for the course
(i.e. 70%). Extenuating circumstances will be reviewed by the Promotion Committee at
the end of the semester.
Special needs students are to notify the professor of the scheduled time for their test.
Testing time should coincide with the class test time. Students must follow the protocol and
polices of the George Brown College Assessment Centre when scheduling tests.
During multiple choice tests, the scantron sheet will be the only item evaluated regardless
of the answers circled on the test paper itself. Students must complete the scantron sheet
during the scheduled test time. No additional time will be permitted for students to enter
data on the scantron sheet. The student is required to complete the scantron sheet correctly
including the test version code.
Each student may review his/her test answers with the professor by booking an
appointment with the professor during the professor’s office hours within two (2) weeks
after the grades are released.
Students will be notified of the passing grade for each course (i.e. 60 or 70 %.) If a student
has completed all tests and assignments and does not achieve a passing grade, he/she may
be eligible to write a comprehensive, supplemental examination subsequent to the decision
of the Promotion Committee.
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Students that have exhibited inappropriate behaviour during the testing session will be
given an automatic zero (0) for the test and will be referred to the Program Coordinator.
EXEMPTION POLICY
This course does not allow for exemptions.
GRADING SYSTEM
The passing grade for this course is:
A+
A
A-
90-100
86-89
80-85
4.0
4.0
3.7
B+
B
B-
77-79
73-76
70-72
70 % B3.3
3.0
2.7
C+ and below
F (69% or less)
Excerpt from the College Policy on Academic Dishonesty:
The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner
inappropriately negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade
of zero on that material.
To view George Brown College policies please go to www.georgebrown.ca/policies
33
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SECTION FOURTEEN:
COURSE EVALUATION
At various points throughout the course, I will be asking students to evaluate both
the course and my teaching. I will use activities, such as “the muddiest point” and “stop,
start and continue”, to informally evaluate the lessons and provide feedback that I can
attend to during the course and make revisions, if required. In addition, students are asked
to evaluate the course at the end utilizing the course evaluation forms that are supplied by
the College. I use all sources of feedback whether it is formal or informal to reflect on my
teaching and make the appropriate revisions to the curriculum design, plan,
implementation and evaluation as required.
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Curriculum Design: Dental Materials II 09.04.10
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SECTION FIFTEEN
Concluding Remarks and Critical Reflection
This activity of building curriculum is not new to me. I have planned other
courses before, and have had the opportunity to build my own courses in the program that
I currently teach in. This assignment reinforces for me the amount of careful
consideration that must occur each time curriculum is designed.
I utilized the current course that I have taught this year for the first time, built on
strategies that I have learned from this course, and from the independent readings I have
done over the past few months by educators such as Mary Ellen Weimer and Phyllis
Blumberg, both advocates for learner centered teaching.
When I teach a new course, such as the one I taught this past semester, I am
always heavily invested in the content. This is because the course is new to me, I am not
as comfortable with the content as I would like to be, and I’m not sure what in the end I
want my students to learn. Therefore this activity to re-explore the current course I just
finished teaching gives me an opportunity to look back and reflect on my teaching
philosophy and to ensure that the design is staying true to my beliefs as an educator. In
addition I can also consider what teaching strategies worked and what did not, and what
to change in future in the content.
In my teaching philosophy I believe I am a nurturing teacher and at the same time
one who is responsible for transmitting knowledge. I believe I have structured a course
that is sensitive to those beliefs.
Firstly, being a nurturing teaching does not mean doing everything for students
and enabling their learning. What a nurturing teacher means to me is one that sets
students up for success and provides the learning environment that allows students to
grow and mature competently. I do this by creating a learner centered environment, using
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Curriculum Design: Dental Materials II 09.04.10
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inquiry type strategies and allowing students to make mistakes and learn from those
mistakes. In the beginning I do direct students by giving them the map they need to find
their way. I provide tools to support their learning, such as resources, texts, articles, and
activities. However, once I establish the basic fundamental tools that they require, I let
them play with the tools and use them to explore and understand required materials. In
the lab environment, students can continue to practice skills until they feel they are ready
to be evaluated.
In the transmission of knowledge it does not mean spoon feeding or bucket filling
student’s minds, quite the contrary. I provide a learning environment where students
have the opportunity to make mistakes, learn from those mistakes, and practice a skill
over and over until they feel they are ready to demonstrate competency. This occurs in
the lab experience the students have in the course. Students are shown how to do a
particular skill or competency. They are given various strategies and provided with
instruction to suit various learning styles. Then in a relaxed and enjoyable environment (I
play music in the background that they like) students can practice the skill. I ask
questions while they are practicing, to ensure they are threading together the learned
theory from the lecture the day before, into the hands on practice they are doing in the
lab. Some learners move along the competency continuum quickly, and can present to be
evaluated quickly, and others require multiple practice attempts. Students will pass the
skill demonstration whether it is quickly or with multiple practice attempts, however
those that require less practice and are more prepared will achieve a higher grade. This
often motivates a learner centered environment (Weimer, 2002). Students will have a
more positive evaluation experience if the environment is less stressful for them.
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This course is very much a technical course, whereby students are learning
multiple skills. However there is a critical thinking aspect of the course that is centered
around client treatment assessment and planning. Although students are learning a new
skill, they need to make decisions about when it is appropriate to implement the skill for
a particular client. Through inquiry and case based studies students can apply this
knowledge that is an important aspect of my philosophy of teaching. I want students to be
able to make complex decisions about what they learn. Furthermore, when students move
into the clinical environment with clients, they will need to reflect back on what they
learn in this course and apply the principles learned to client care. For example, if a client
asks for whitening trays because they want to whiten their teeth, even though the student
knows how to fabricate them at the end of the Materials II course, they need to know
whether or not the client is a candidate for this procedure. Students therefore will make
critical decisions based on the client’s assessment findings in creating treatment planning
decisions. This is the ultimate goal for me as an instructor. I allow the students to make
practical decisions while in the course related to future experiences they will have. I
create an environment that fosters the ability to become critical thinkers not only for my
course, but in the program and ultimately for preparation for practice as registered
hygienists.
In conclusion, I want students to be able to become not just people who acquire
newly learned material, but those that can use new knowledge to become lifelong
learners. I believe I have designed the curriculum for this course to embrace this
philosophy of learning in my classroom environment. Furthermore, a large part of what I
do as an educator is to reflect on my own experiences both professionally and personally
in shaping the type of learning environment I want my students to have. Lifelong learning
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Curriculum Design: Dental Materials II 09.04.10
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is an integral part of who I am. I am stimulated and motivated by what I learn.
Undertaking this masters degree is a commitment to lifelong learning. I hope what I learn
from this course and all the courses that I have taken, is an ability to be the best educator
that I can be, and give my students an optimal learning experience.
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Curriculum Design: Dental Materials II 09.04.10
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SECTION SIXTEEN
REFERENCES UTILIZED IN THE DEVELOPMENT OF THIS CURRICULUM
DESIGN
Blumberg, B. (2009). Developing Learner Centered Teaching. San Francisco: JosseyBass. (Chapter 5.)
Brookfield, S. (2006). The Skillful Teacher (2nd ed). San Francisco: Jossey-Bass.
(Chapters 1-3)
Burke, J. (2003) Aims in Education in Video: Brock University Course ADED4FO5.
TV Ontario
CDAC (2008) Accreditation Requirements for Dental Hygiene Programs. Retrieved
online at
http://www.cda-adc.ca/cdacweb/_files/dental_hygiene_2008_en.pdf
Joyce, B., Weil, M., & Calhoun, E. (2009) Models of Teaching 8th Edition. Boston,
Pearson Publishing (Chapter 17)
Kapusnick, R., & Hauslein, C., (2008) The “Silver Cup” of Differentiated Instruction.
Delta PI Epellon Journal. Vol. 50 (2)
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing Effective Instruction
(6th ed.). San Fransisco: Jossey-Bass.
Stephens, Curriculum Philosophy [Online] Available
http://www.norris160.org/lanuage/stephens/curriculum%20philos, May 2, 2003
Weimer, M. (2002). Learner-Centered Teaching. San Francisco: Jossey-Bass. (Chapter
39