Finding My Rhythm: How a Pacing Guide Helps Me Teach with Purpose

Planning for the 2025–2026 Academic Year 

Heading into my second year teaching in the dental hygiene program, I’ve been thinking a lot about what helped me stay grounded during that first year. One thing that made a real difference was the pacing guide I used for my courses. I inherited it from the previous professor, and it gave me a clear sense of direction. It helped me keep things organized while I found my footing and got to know the flow of the academic calendar and clinic schedule.

This year, I am being more intentional. I’ve taken that original pacing guide and made adjustments that reflect my teaching style and priorities. I’ve built in more opportunities for clinical connection and collaboration across courses. My pacing guide for Pharmacology in the fall and Clinic IV Seminar in the spring follows our school's academic calendar and includes key program events like Vendor Day, Mock Boards, and Stop Day. I want students to see how everything connects, and I want to feel confident in how I guide them through that process.

Why I Use a Pacing Guide

I used to think pacing guides were just for staying on schedule. Now I see them as a tool for staying intentional and aligned. The guide helps me:

• Keep content connected to real patient care and board prep

• Align with our school's dental hygiene core competencies, CODA standards and the Kansas Dental Practice Act. 

• Make space for flexibility while staying focused

• Create consistency between classroom topics and clinical skill development

It also gives students a clear view of where we are going. They know what to expect each week and how it fits into their larger goals, including licensure and entering the profession with confidence.

What Fall Looks Like in Pharmacology

Students walk into this course with a foundation in anatomy, physiology, and pathophysiology. My goal is to build on that foundation and help them apply pharmacology concepts in the context of patient care. We start with drug actions and prescription writing, then move into pain control, antimicrobial agents, and systemic medications.

I have included case studies, interactive reviews, worksheets, and a few self-paced modules to keep things varied. It is not just about memorizing drug names and side effects. I want them to think like providers and feel ready to make safe clinical decisions.

What Spring Brings in my Clinic IV Seminar

This course is where everything starts to come together. Students have already completed several clinical semesters, and now they are preparing for boards, graduation, and their professional roles. I’ve shaped this course to help them think critically about ethics, community health, and professional responsibilities.

There are independent review modules, discussions on informed consent and jurisprudence, resume building, guest speakers, and service learning projects. I’ve included space for reflection because it is important for students to think about what kind of hygienist they want to become. I have also worked in collaborative pieces that connect this course with their clinical experience, so nothing feels like a separate box to check.

What I Learned Last Year and What I’m Doing Differently

Last year I leaned heavily on the guide I was given, and I am grateful for that. It gave me confidence and clarity. This year I am making more intentional connections between content and clinic. I am taking time to check in with students and connect with colleagues to ensure we are working together as a team.

The pacing guide helps me do all of that. It is not just a calendar. It is a tool that keeps me focused on how I want to teach and what kind of learning experience I want to create. If you are a new educator, my advice would be to use what you are given and then grow into it. Make small changes that reflect who you are and how you want to show up for your students. That is what I am learning to do, and it feels like the right kind of progress.

Here’s to a smooth, purposeful academic year ahead!

Planning for Success: How Curriculum Maps, Pacing Guides, and Lesson Plans Work Together in Dental Hygiene Education

I just finished my first year of teaching dental hygiene, and what a year it’s been! As someone new to the profession, I’m learning every day—not just about clinical skills and patient care, but also about how important solid planning is to make everything run smoothly. Over time, I’ve come to appreciate three key tools that help me stay organized and keep my students on track: curriculum maps, pacing guides, and lesson plans. Each one serves a different purpose, but together they form the backbone of effective teaching and learning.

What’s a Curriculum Map?

For me, the curriculum map is like a roadmap for the entire year. It shows what students should learn and makes sure everything lines up with the standards and flows well across courses or grade levels. Curriculum maps are usually created by curriculum writers and instructional leaders, but I’m just starting to understand how they shape what I do in the classroom. They follow backward design principles—starting with clear learning goals and planning content around those goals (Archambault & Masunaga, 2015). This big-picture thinking helps keep expectations consistent, which is comforting as I build my own lessons.

How Does a Pacing Guide Fit In?

Once I know what needs to be taught, the pacing guide breaks that down into a timeline I can follow throughout the year. These guides are often developed by instructional leaders and teams with input from teachers, and they help balance going deep on topics with making sure everything gets covered (Johnson-Gerendes, 2015). I’m still getting used to trusting pacing guides and adjusting them based on how my students respond, but they’ve definitely kept me on track during busy semesters.

And the Lesson Plan?

Lesson plans are where I get to get creative and really connect with my students. These daily plans include specific objectives, teaching strategies, and activities that bring the curriculum goals to life. I try to include inquiry-based learning to help my students think critically about what they’re doing (Johnson, Uline, & Perez, 2014). Since every class and clinic day can be different, I appreciate how flexible lesson plans are—they let me adjust as I learn more about my students’ needs.

This infographic was created by D. Trybom using Canva (www.canva.com).

Why Do These Tools Matter Together?

I’m discovering that each tool builds on the one before it:

• Curriculum maps answer what to teach.

• Pacing guides answer when to teach it.

• Lesson plans answer how to teach it.

For a new teacher like me, especially in dental hygiene where clinical and classroom work are so connected, having these tools makes a big difference.

Who’s Behind These Tools?

Curriculum maps are usually put together by curriculum developers and instructional leaders, with input from teams to keep things consistent. Pacing guides come from instructional leaders and grade-level teams, with teacher feedback. Lesson plans? Those are all me—my chance each day to take what’s planned and turn it into learning my students can use.

How Do Design Theories Come Into Play?

Curriculum maps align with backward design and Understanding by Design by starting with learning goals and organizing content around them (Archambault & Masunaga, 2015). Pacing guides follow this structure by sequencing the content thoughtfully across the year (Johnson-Gerendes, 2015). Lesson plans bring inquiry-based learning into practice, encouraging students to engage actively with the material (Johnson, Uline, & Perez, 2014). I’m still learning to balance these theories in my own teaching, but seeing how they connect helps me grow.

---

Teaching my first year has shown me just how much goes on behind the scenes to help students succeed. These tools help me keep everything organized and focused—so I can focus on what matters most: my students and their learning.

Thanks for following along with me on this journey!

---

References
Archambault, S. G., & Masunaga, J. (2015). Curriculum mapping as a strategic planning tool. Journal of Library Administration, 55(6), 503–519. https://doi.org/10.1080/01930826.2015.1054770
Johnson, J. F., Uline, C. L., & Perez, L. G. (2014). The quest for mastery. Educational Leadership, 72(2), 48–53. https://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Quest-for-Mastery.aspx
Johnson-Gerendes, C. (2015). Keys to curriculum mapping [Video]. Sage Knowledge. https://doi.org/10.4135/9781506321042

Incorporating Technology to Support Diverse Learners in Local Anesthesia Instruction

I designed a three-day local anesthesia unit for dental hygiene students that uses technology to support different learning styles and encourage thoughtful discussions about cultural differences in patient care.

Day 1: Visualizing Injection Success

The unit starts with labeled diagrams and color-coded anatomy charts to help students get a clear understanding of the landmarks. Then, students use an interactive anesthesia manikin to explore oral anatomy from different angles. This hands-on experience really helps visual and kinesthetic learners connect textbook knowledge to real-world practice. While the manikin itself doesn’t show anatomical variations, it sparked great conversations about how oral anatomy can differ among populations. Students finish the day by submitting reflection notes on what they observed and how they plan to apply it chairside.

Day 2: Talking Through the Technique

Students use audio recording tools to practice explaining injection steps clearly and in a patient-friendly way. This supports auditory learners and helps everyone improve their communication skills. The recordings also open up discussions on how to adjust explanations for patients with varying health literacy or different cultural expectations. Students share their recordings in small groups and use feedback forms to guide helpful critiques.

Day 3: Do, Demonstrate, Debrief

On the last day, students record themselves demonstrating injection techniques on iPads. Watching their own videos helps them notice posture, hand positioning, and communication habits. During the debrief, students talk about how body language, eye contact, and tone might be interpreted differently across cultures, encouraging empathy and professionalism. The videos are stored securely, and students complete peer reviews and a short reflection.

This unit shows how technology can help meet diverse learning needs while sparking meaningful conversations about cultural variations in care. Technology here supports learning in a practical way, helping students translate knowledge into care for diverse patients. 

American Dental Education Association (ADEA). (2017). ADEA core competencies for graduate dental hygiene education (as approved by the ADEA House of Delegates, March 2016). Journal of Dental Education, 81(7), 861–865. https://doi.org/10.1002/j.0022-0337.2017.81.7.tb06302.x.

American Dental Hygienists’ Association (ADHA). (2024). Scope of practice. https://www.adha.org/advocacy/scope-of-practice/.

Commission on Dental Accreditation (CODA). (2022). Accreditation standards for dental hygiene education programs. AmericanDental Association. https://coda.ada.org/standards.

Dentalez. (2025). Oral anesthesia manikin [Product image]. https://dentalez.com/product/oral-anesthesia-manikin/.

Reflecting on My First Time Teaching Ethics — and What I Want to Do Differently Next Time

This semester was my first time teaching ethics to dental hygiene students, and honestly, it was a good learning experience for all of us. We stuck mostly to lecture, group discussions, and an individual ethics project. The content was meaningful, but as I reflect on how it went, I can see room to improve how I support different learning styles and backgrounds in the classroom.

Next time around, I want to take a more intentional approach to differentiation. Ethical decision-making is a required competency in our curriculum and a major part of the ADHA Code of Ethics (ADHA, 2023). It is also outlined as a professional responsibility by CODA (Commission on Dental Accreditation, 2023). But beyond checking a box, I want students to feel confident applying these concepts in real clinical scenarios; not just writing about them in a paper.

The "ETHIC" flowchart from the ADA's New Dentist Blog provides a step-by-step guide for evaluating ethical dilemmas in dental practice. [Source: American Dental Association, 2018

I’ve been doing some research and found a few tools and strategies I think could make the content more accessible and a little more interactive. I’d like to use a mix of case-based learning and technology next time. Tools like Kahoot and Padlet can help students review vocabulary or reflect on gray-area scenarios in a more collaborative way. These platforms offer flexible ways for students to engage, whether they feel more comfortable posting anonymously or working as a team (Santori & Smith, 2018).

I also want to build in more formative assessment moments like a card sort to match ethical principles to real-world examples, or a short written reflection where students respond to a case study. Group discussions will still have a place, but I plan to include a visual like a flowchart to walk students through an ethical decision-making process. Adding an infographic of the ADHA Code of Ethics could also help visual learners see the connections between abstract principles and practical situations.

For assessment, I’m leaning toward offering options. Students could present their analysis of a case as a small group, write a reflection, or even create a video response. Giving them some choice in how they demonstrate understanding helps accommodate different strengths, and supports what we know about differentiated assessment practices (Kaur, Noman, & Awang-Hashim, 2018).

I’m excited to bring more structure and variety into this lesson next time. Ethics is not just something we want students to understand, it’s something we want them to live out in practice. That means giving them real opportunities to wrestle with tough decisions, talk it out with their peers, and reflect on their values in a safe space. I think with some thoughtful changes, this unit can get a lot closer to that goal.

References:

American Dental Association. (2018, November 30). Navigating ethical dilemmas as a new dentist. New Dentist Blog. https://newdentistblog.ada.org/navigating-ethical-dilemmas-as-a-new-dentist/

American Dental Hygienists’ Association. (2024). Code of ethics for dental hygienists. https://www.adha.org/wp-content/uploads/2025/03/ADHA-Code-of-Ethics_FY24_10_18.pdf.

Commission on Dental Accreditation. (2025). Accreditation standards for dental hygiene education programs. American Dental Association. https://coda.ada.org/standards.

International Society for Technology in Education. (n.d.). 30 tools to support diverse learners. https://iste.org/blog/30-tools-for-diverse-learners.

Kaur, A., Noman, M., & Awang-Hashim, R. (2018). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education, 30(2), 160–176. https://doi.org/10.1080/10476210.2018.1455084.

Santori, D., & Smith, C. A. (2018). Teaching and learning with iPads to support dialogic construction of multiliteracies. Middle School Journal, 49(1), 24–31. https://doi.org/10.1080/00940771.2018.1398944.

Using Learning Style Data to Differentiate in the Dental Hygiene Clinic

Gathering student data doesn’t always require standardized testing or spreadsheets. In my clinical teaching, something as simple as a learning style inventory provided helpful insight for tailoring instruction in ways that fit my students. Using the VAK model, visual, auditory, kinesthetic, I was able to see learning preferences that helped me rethink how I guide, demonstrate, and assess during clinical sessions.

Learning Style Profiles in My Small Group

After having my students complete the VAK inventory from the University of Arkansas (n.d.), I analyzed the results for my five-student group. Ava and Chelsea learned visual, Sarah was clearly auditory, and Jalen and Kenzie were both kinesthetic learners. These preferences aligned with what I’d already seen in their behavior and performance in clinic.

• Ava and Chelsea (Visual): They respond best to visual tools. Diagrams of nerve blocks, color-coded instrumentation charts, and laminated injection guides can help these two organize information and maintain independence during procedures. Both process visual instructions quickly, which supports their confidence in documentation.
• Sarah (Auditory): Sarah absorbs and retains spoken information. She tracks verbal feedback well during clinic and at conferences, as well as benefits from hearing expectations repeated. Her strong communication skills also translate to clear patient education, though she still benefits from auditory explanations to accompany written instructions.
• Jalen and Kenzie (Kinesthetic): These students need to move, touch, and practice. Jalen’s fine motor skills support strong instrumentation when given repeated opportunities to practice. Kenzie, although more reserved, gains confidence when allowed to observe and then try procedures herself. Both benefit from “learn by doing” strategies and hands-on tasks.

As Lucariello et al. (2016) note, students bring different cognitive strengths to learning tasks, and tailoring instruction based on these strengths supports their engagement and retention. In my experience, learning style data often matches what I already notice about how students interact, communicate, and complete tasks physically and emotionally in the operatory.

Applying Learning Styles in Clinic Planning

We don’t always think of clinic as a space for lesson planning, but the same principles apply. Using what I learned from the VAK survey, I can start making intentional adjustments:

• Visual (Ava & Chelsea): I could offer chairside diagrams and concept maps, especially for local anesthesia. They would also benefit from printed checklists and being shown where to look during assessments.
• Auditory (Sarah): I’ve started using more verbal walk-throughs of procedures. I’m considering Flip (formerly Flipgrid) for recording verbal reflections or peer feedback, especially since Sarah responds well to discussion and spoken direction.
• Kinesthetic (Jalen & Kenzie): These two need time to physically manipulate materials. I’ve made space for them to set up trays and explain their setup before starting. Asking them to demonstrate a technique back to me would be a useful formative assessment.

Murawski and Scott (2019) emphasize that Universal Design for Learning calls for varied paths to mastery. These small changes offer multiple means of representation and allow students to approach clinic tasks in ways that match their strengths.

Strengths, Interests, and Individual Growth

I also look at what each student already does well:

• Kenzie is quiet but notices visual details. She’s often the first to catch radiographic anomalies or subtle tissue changes. I could let her lead peer reviews of intraoral photos.
• Sarah is natural at patient education and case presentations but needs support writing complete treatment and procedure notes. She does better when we talk through her findings first.
• Ava and Chelsea like examples. I can share video clips or strong student samples from past cohorts to help them visualize expectations.
• Jalen gains confidence the more he practices. His kinesthetic learning style makes him fast and efficient once the muscle memory is in place, especially with ultrasonic instrumentation and sharpening.

Matching Assessments to Learning Preferences

In clinic, assessments aren’t always written tests, they’re often practical, verbal, or observational. I could vary how I assess depending on the student’s style:

• Visual learners can submit a photo log of patient progression or create a visual flowchart of a procedure, and we can review it during our clinic conferences.
• Auditory learners might record a brief audio reflection about what went well and what they’ll do differently next time.
• Kinesthetic learners can demonstrate task-based skills or teach a technique to a peer.

Offering choices, like through a simple choice board, helps each student show competence in a way that feels natural for them. As Cooper (2019) explains, digital tools can support personalization in instruction and feedback, especially when used intentionally in clinical education.

Using learning style data doesn’t mean locking students into a single mode of instruction, it just helps me offer more ways for them to succeed. In the dental hygiene clinic, where time is tight and patients are the focus, these small adjustments can make a real difference in student confidence, engagement, and performance.

---

References

Cooper, L. F. (2019). Digital technology: Impact and opportunities in dental education. Journal of Dental Education. https://doi.org/10.21815/JDE.019.042.

Lucariello, J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C., Ormiston, H., & Skiba, R. (2016). Science supports education: The behavioral research base for psychology’s top 20 principles for enhancing teaching and learning. Mind, Brain, and Education, 10(1), 55–67. https://doi.org/10.1111/mbe.12099.

Murawski, W. W., & Scott, K. L. (2019). What really works with Universal Design for Learning. Corwin.

University of Arkansas. (n.d.). Learning Styles Inventory (VAK). CLASS+ Student Success. https://success.uark.edu/_resources/downloads/study/tools/learningstylesinventory.pdf.

Funds of Knowlege

After reading more about funds of knowledge, I have learned that a student’s funds of knowledge absolutely shape how they learn and how I approach my teaching. I think of funds of knowledge not just as practical or cultural skills but also as personal identity, values, and lived experience. Students from rural communities, for example, often bring practical, hands-on experience that can enrich academic settings (Morales, 2019). That same idea applies to other aspects of identity as well.
Here is a fictional brochure that I created for my own role as a dental hygiene instructor:

References
Morales, A. R. (2019). Valuing Rural Dexterity: Experiential Funds of Knowledge, Science Education, and Rural Kids. Great Plains Research, 29(1), 33-40. https://dx.doi.org/10.1353/gpr.2019.0004.

Tech Tools That Support Student Growth and Engagement

As a dental hygiene educator, I have seen how powerful it can be to meet students where they are, especially when teaching adult learners. My students come to class with varied backgrounds, skill levels, and learning styles. Differentiated instruction is more than just a best practice. It is necessary. Technology has helped me tailor instruction and make learning more interactive and individualized. Below are four tech tools that support differentiation, along with how I have used a couple of them in
my own teaching.

---

1. Edpuzzle

Description: Edpuzzle lets you take any video and add voiceovers, quiz questions, and comments. It transforms passive watching into interactive learning.
Ease of Use: Easy for both teachers and students. You can start with YouTube or upload your own videos.
Cost: Free with upgrade options (Edpuzzle, n.d.).
Cross-Curricular Use: Works well for clinical procedures, patient education, pharmacology, and more.
Differentiation Support: Students control the pace, rewatch sections, and get immediate feedback. This supports varying readiness and learning speeds.
Instructional Strategies: Flipped classroom, video-based quizzes, concept checks.
Student Ownership: Students feel empowered when they can review content on their own time and understand what they need to work on (Dabrowski & Marshall, 2019).

---

2. Padlet

Description: Padlet is one of my go-to tools. It is a digital board where students can post ideas, links, images, videos, or audio clips.
Ease of Use: It is simple to use and requires minimal instruction.
Cost: Free with a limit on the number of boards. Paid versions offer more features (Padlet, n.d.).
Cross-Curricular Use: I have used Padlet for clinical reflections, case study responses, and even icebreaker activities. It fits any subject.
Differentiation Support: Students respond in whatever format they prefer, such as writing, speaking, or drawing, which supports a range of learning styles (Education Week, n.d.).
Instructional Strategies: Think-pair-share, peer feedback, collaborative discussion boards.
Student Ownership: My students love seeing everyone’s input in one space. It gives them a voice and lets them reflect in a way that feels authentic.

---

3. Book Creator

Description: Book Creator allows students to create multimedia digital books, combining text, audio, video, and images.
Ease of Use: Very easy, even for first-time users.
Cost: Free for limited use. Expanded features are available with a subscription (Book Creator, n.d.).
Cross-Curricular Use: Perfect for e-portfolios, patient case studies, or group projects across subjects.
Differentiation Support: Students can choose how they want to show their learning through narration, pictures, or writing (Balakrishnan, 2017).
Instructional Strategies: Creative expression, project-based learning, reflective journaling.

---

4. Kahoot

Description: Kahoot is a favorite in my classroom. It is a game-based quiz platform that adds energy and competition to reviews or content checks.
Ease of Use: Very easy to create and run. Students just enter a game PIN and do not need a login.
Cost: Free basic version with upgrade options (Kahoot, n.d.).
Cross-Curricular Use: I use it for pharmacology reviews, infection control refreshers, and law and ethics quizzes.
Differentiation Support: Great for reviewing concepts in a fun, low-pressure way. It keeps faster learners challenged and offers repeated exposure for others.
Instructional Strategies: Gamification, quiz-based learning, review sessions.
Student Ownership: My adult learners get very competitive with Kahoot, and it always surprises me in a good way. They are focused, engaged, and proud when they score well.

---

Promoting Student Ownership: Two examples

Edpuzzle gives students more control over how they absorb information. They can pause, rewind, and learn at their own pace. This builds autonomy and helps them track their progress (Dabrowski & Marshall, 2019).

Book Creator allows students to present what they have learned in creative and personalized ways. It has been shown to boost motivation and deepen understanding because students take pride in their final product (Balakrishnan, 2017).

---

Technology does not replace good teaching, but it absolutely enhances how we connect with students and support their individual growth. I’ve found that using tools like these makes learning more flexible and personal, especially for adult students who appreciate clear structure, options, and content that feels relevant. It allows us to meet them where they are and support their growth in a way that feels intentional and effective.

---

References:
Balakrishnan, V. (2017). Book2U and students' learning styles: The effect of learning styles on intention to use a social media-enabled tool. Universal Access in the Information Society, 16(2), 325–335. https://doi.org/10.1007/s10209-016-0460-5.

Book Creator. (n.d.). Bring creativity to your classroom. https://bookcreator.com/.

Dabrowski, J., & Marshall, T. R. (2019). Choice & relevancy: Autonomy and personalization in assignments help motivate and engage students. Principal, 98(3), 10–13.

Edpuzzle. (n.d.). https://www.edpuzzle.com.

Education Week. (n.d.). Differentiated instruction. https://www.edweek.org/teaching-learning/differentiated-instruction.

Kahoot. (n.d.). https://kahoot.com.

Padlet. (n.d.). https://padlet.com.