CU.-7-Developing-Teaching-Plan-v3.1.pdf
- 2. EXPECTED OUTCOMES At the end of this unit, the students are expected to: Cognitive: Demonstrate the ability to write behavioral objectives accurately and concisely using the three components of condition, performance, and criterion. Explain the instructional methods appropriate for teaching in the cognitive, affective, and psychomotor domains. Develop teaching plans that reflect internal consistency between elements.
- 3. Affective: Listen attentively to the discussions and opinions in the class Initiate asking questions that challenge class thinking Express freely the personal opinion with respect to others opinion Accept comments and reactions of classmates openly. Psychomotor: Participate actively during class discussions Express opinion and thoughts in front of the class Follow Class rule and Apply Netiquettes
- 4. Educational objectives • Used to identify the intended outcome of the education process. Instructional objectives • Describe the teaching activities, specific content areas and resources used to facilitate instruction. Behavioral Objectives • Describe what the learner ought to do or perform OBJECTIVES
- 5. GOAL Final outcome of what is achieved at the end of the teaching–learning process. Global and broad in nature Serve as long-term targets for both the learner and the teacher. Desired outcomes of learning that are realistically achievable in weeks or months. Multidimensional OBJECTIVES Short-term in nature Achievable at the conclusion of one teaching session or within a matter of a few days following a series of teaching sessions. Describes a performance that learners should be able to exhibit before they are considered competent.
- 6. Importance of using Behavioral objectives 01 1. Helps to keep educators thinking on target and learner centered 2. Communicates to others, both learners and healthcare team members alike, what is planned for teaching and learning. 3. Helps learners understand what is expected of them so they can keep track of their progress. 4. Forces the educator to organize educational materials so as not to get lost in content and forget the learner’s role in the process.
- 7. Formulating Useful Goals & Objectives 01 Goals and objectives should be as clear as possible and give us concrete guidance. • Include goals at varying degrees of complexity and sophistication Bloom’s taxonomy can help broaden our view of what students should learn. • Focus on what students should do, not on what teachers should do • Describe the ultimate outcomes of instruction • Identify both short-term and long-term goals • Provide opportunities for students to identify their own goals and objectives
- 9. Criteria Description Questions Specific Is there a description of a precise behavior and the situation it will performed in? Is it concrete, detailed, focused and defined? Measurable Can the performance of the objective be observed and measured? Achievable With a reasonable amount of effort and application can the objective be achieved? Are you attempting too much? Relevant Is the objective important or worthwhile to the learner? Is it possible to achieve this objective? Time-bound Is there a time limit, rate number, percentage or frequency clearly stated? When will the objective be accomplished?
- 10. Terms with many interpretation (NR) Terms with few interpretation Recommended To know To apply To explain To understand To choose To identify To appreciate To classify To list To realize To compare To order To be familiar with To construct To predict To enjoy To contrast To recall To value To define To recognize To be interested in To describe To select To feel To demonstrate To state To think To differentiate To verbalize To learn To distinguish To write
- 11. 01 The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). "A" is for audience "B" is for behavior "C" for conditions and "D" for degree of mastery needed. The ABCD Approach
- 12. A=Audience (the learners, readers or participants, not the instructor) 01 The ABCD Approach Who is this activity intended for? Be specific! At the end of instruction, the students will be able to..... As you target a specific audience with your objective make sure that you are meeting the needs of all learners in that group.
- 13. The ABCD Approach B=BEHAVIOR (what the participants will do) What exactly is it that you want the learner to be able to do as a result of your ... The behavior is the action (verb) that describes what the learner (audience) will be able to do after the instruction.
- 14. The ABCD Approach C= Condition (imposed by the instructor) States what conditions the instructor will impose when the learners are demonstrating mastery of a skill. Usually a WHEN or WHILE statement “when given a set of five unlabeled slides”“while working independently” What will the student be given or already be expected to know to accomplish the learning?
- 15. The ABCD Approach D=Degree What is “Good Enough”? The standard or criterion for judging the behavioral performance. What has to happen for the learner to succeed? It might be: Speed, Accuracy, Quality, Quantity
- 17. Examples of Useful Objectives Without using calculator the students will solve five out of six math problems. Using a model The staff nurse Will demonstrate The correct procedure for changing sterile dressing Following a group discussion the patient will list at least 2 reason for losing weight After watching a video the caregiver will select high protein food for the patient with 100% accuracy
- 18. Examples of Useful Objectives 01 After the end of the lesson, the student will identify the main thesis or argument in a scholarly paper. After observing the teacher, the students will demonstrate effective ways of kicking, dribbling, and passing the ball. Given a sentence written in the future tense, the student will be able to rewrite the sentence in the past tense with no errors.
- 19. 01 Common Mistakes In Writing Objectives
- 20. 01 Common Mistakes In Writing Objectives • Writing objectives that are unattainable and unrealistic given the ability level of the learner • Writing objectives that do not relate to stated goal • Cluttering objectives by including unnecessary information • Being to general so are not to specify clearly the expected behavior to be achieved
- 21. Behavioral objectives or learning objectives is an action oriented rather than teacher oriented and short-term outcome focus rather process focus. It describes what the learner will able to do following a learning situation. COGNITIVE Dealing with intellectual abilities; Approximately 80% of educational objectives fall into this domain; Most familiar to both instructors, authors and learners AFFECTIVE Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations: Often the most difficult objectives to develop PSYCHOMOTOR The easiest objectives to write as the behavior is easily observed and monitored. Psychomotor skills often involve the use of tools or instruments; “Hands On” courses will contain psychomotor objectives
- 22. Health Education Teaching Plan 01 A teaching plan is a blue print to achieve the goal and the objectives that have been developed. Teaching plan are created for 3 major reasons 1. To direct teacher to distinguish relationship of teaching process to ensure that there is logical approach to teaching 2. To communicate in writing exactly what has been taught, how it is being taught and evaluated and the time allotted to meet each behavioral objective 3. To legally document an individual plan for each learner is in place and is properly implemented.
- 23. Complete Teaching Plan 01 • The purpose • A statement of the overall goal • A list of objectives (and subobjectives, if necessary) • An outline of the related content • The instructional method(s) used for teaching the related content • The time allotted for the teaching of each objective • The instructional resources (materials/tools) needed • The method(s) used to evaluate learning
- 26. Learning Contract 01 • A learning contract is a mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner, • It specifies what the learner will learn, how learning will be achieved and within what time allotment, and the criteria for measuring the success of the venture (Keyzer, 1986; McAllister, 1996).
- 27. Components Learning Contract 01 • Content specifies the behavioral objectives to be achieve • Performance expectations, specify condition under which learning activities will be facilitated • Evaluation, specify the criteria used to evaluate achievement • Time frame, specify the length of time needed for successful completion of objectives
- 29. Purpose Goal
- 30. Teaching Methods Teaching method is a way information is taught and brings the learner into contact what is being learned Instructional Tools are the objects or vehicle used to transmit information that supplements the act of teaching
- 31. Lecture Method • Lecture comes from the French word ‘lectura” means to read. Latin word “Legere” means to read • It is defined as a highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction. It is one of the oldest and most often used methods. • It is also useful in providing foundational background information as a basis for subsequent group discussions and is a means to summarize data and current research finding
- 33. Advantages and Disadvantages Advantages Disadvantages Efficient, cost-effective Largely ineffective in influencing affective and psychomotor behaviors. An effective approach for cognitive learning Does not provide stimulation or participatory involvement of learners Useful in providing foundational background information as a basis for subsequent learning, such as group discussion. Instructor centered, the most active participant is frequently the most knowledgeable one. Easily supplemented with handout materials and other audiovisual aids to enhance learning Does not account for individual differences in background, attention span, or learning style. Useful to demonstrate patterns, highlight main ideas, summarize data, and present unique ways of viewing information Learners are exposed to the same information regardless of their cognitive abilities, learning needs, or stages of coping.
- 34. Group Discussion • Group discussion, by definition, is a method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the educator. • Group discussion, can incorporate specific type of instruction as collaborative learning, team-based learning, cooperative learning, case studies, and seminars.
- 35. Group Discussion • Cooperative Learning • Collaborative Learning • Team Based Learning • Case Study
- 36. Advantages and Limitation Advantages Limitation Enhances learning in both the affective and cognitive domains. One or more members may dominate the discussion Is both learners centered and subject centered . Shy learners may refuse to become Stimulates learners to think about issues and problem. Requires skill to tactfully redirect learners who dominate without losing trust Encourages members to exchange their own experiences, thereby making learning more active and less isolating. Challenging for the novice teacher when members do not easily interact. Provides opportunities for sharing of ideas and concerns. Time consuming for transmission of information than other methods such as lecture. Fosters positive peer support and feelings Requires teacher’s presence at all sessions to act as
- 37. One to one instruction • Teacher’s presence at all sessions to act as facilitator and resource person. • Have a positive effect on client education and compliance • Formal one-to-one instruction is a planned activity • informal one-to-one instruction is an unplanned interaction • An opportunity for the educator and learner to communicate knowledge, ideas, and feelings through exchange of information.
- 38. Advantages and Limitation Advantages Limitation The pace and content of teaching can be tailored to meet individual needs. The learner is isolated from others who have similar needs or concerns. Ideal as an intervention for initial assessment and ongoing evaluation of the learner. Deprives learners of the opportunity to identify with others and share information, ideas, and feelings Good for teaching behaviors in all three domains of learning Can put learners on the spot because they are the sole focus of the teacher’s attention. Especially suitable for teaching those who are learning disabled, low literate, or educationally disadvantaged Questioning may be interpreted by the learner as a technique to test their knowledge and skills. Provides opportunity for immediate feedback to be shared between the teacher and the learner. The learner may feel overwhelmed and anxious if the educator makes the mistake of cramming too much information into each session.
- 39. Demonstration and Return Demonstration • Demonstration is done by the educator to show the learner how to perform a particular skill. • Return demonstration is carried out by the learner in an attempt to establish competence by performing a task with cues from the educator as needed.
- 40. Advantages and Limitation Advantages Limitation They are effective in teaching psychomotor domain skills. Demonstrations can be a passive activity for learners Actively engages the learner through stimulation of visual, auditory, and tactile senses. Demonstrations are more effective when verbalization accompanies when it is accompanied by lecture followed by the demonstration It provides educators an opportunity to model commitment to a learning activity Size of audience must be kept small to ensure opportunity for practice and close supervision Builds educator credibility, and inspires learners to achieve a level of excellence Equipment can be expensive to purchase and replace Scaffolding is a sequencing discrete steps of a procedure and provides the learner with a clear and exacting image of each stage of skill development Extra space and equipment are needed in practicing most skills
- 41. Role Play • Referred as Role Playing is a method of instruction by which learner actively participate in an unrehearsed dramatization • Participants are asked to play an assigned character intended to arouse the feeling and elicit emotional response and develop communications with skills with the learner • It is use to achieve behavioral objective in affective domain • The size of the group is 25 • Best for schools
- 42. Advantages and Limitation Advantages Limitation Actively involves participants Can be time consuming Adds variety, reality and specificity to the learning experience Puts pressure on learner to perform, which can create embarrassment and even resistance Develops problem solving and verbal expressions skills Can engender strong emotions related to past experiences, empathy Can provide an entirely new perspective on a situation and develop insights about the feelings and relationships Can lack focus well planned, orchestrated and monitored Provides teacher immediate feedback about the learners understanding and ability to apply concepts Can reinforce ineffective behaviors/strategies if performance is not observed by knowledgeable person who provides appropriate feedback
- 43. Gaming Gaming can be an effective active teaching strategy for nursing students. Research has shown that nursing students can develop deeper learning of the content. Stress levels are subdued critical thinking is promoted Nursing students become motivated, and enjoy participation Attitudes, values, cultural sensitivity, and caring gaming can be seen to promote a positive aspect to teaching for the currently technological savvy nursing students Gaming can also be considered useful with different learning styles
- 44. Advantages and Disadvantages Advantages Disadvantage Games enhance experiential learning Games are much more difficult in larger class sizes needing additional space Increase nursing students’ involvement and motivation and allow individuals who may have different strengths/weaknesses to be involved They may increase stress or embarrassment or unwillingness to speak up and answer questions Gaming also offers a good adjunct to traditional methods and promotes the concept of teamwork The feelings of competition could be seen as threatening Gaming may be noisy, confusing, and disruptive
- 45. Thank you.