Teaching and learning lesson planning


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Teaching and learning lesson planning

  1. 1. Teaching & Learning Lesson Planning Berni Addyman
  2. 2. Teaching and Learning Aim/s: To introduce concepts of lesson planning Gain insight into teaching methods and strategies & the importance of an effective learning environment
  3. 3. Learning Objectives At the end of this session the student will be able to: Outline the process of lesson planning Reflect upon the importance of effective lesson planning Formulate learning objectives, lesson plans and evaluate methods/strategies used in both formal & informal teaching sessions. Consider underpinning theory Discuss the clinical environment and its influence on effective learning
  4. 4. What is a lesson plan? A framework for lesson If you imagine that a lesson is like journey – the lesson is the map A strategy or plan for teaching, a series of cues to be used during the lesson It shows you where to start, where you finish and the route to get there. Helps teachers to proceed with the session logically
  5. 5. Why plan a lesson? Planned work is always much more effective than unplanned work Essential pre-teaching activity to enable effective learning to occur One of the most important reasons is that, you need to identify your aims & objectives You need to know what it is you hope your student achieves, what it is he/she will know or will be able to do at the end of the lesson
  6. 6. Why plan a lesson? You also need to ensure: You cover the topic You have the required resources As a prompt Ensure a well structured session: Varied activities Best use of TIME
  7. 7. Strutture Introduction Setting the scene, finding out students prior knowledge, state objectives of session (what, why & how) Arouse interest! Development New ideas and concepts, progress, exercises & examples, make links, present information, assessment using Q & A Conclusion Summary of what the lesson was about, no new ideas
  8. 8. Lesson planning Identify aim or aims of session Derive objectives/outcomes from the aim/s and or learning needs of student Learning objectives/outcomes need to be Specific Measurable Achievable Realistic Timed / Timely Don’t try to cover too much material in one session
  9. 9. Teaching domains Cognitive Domain Words associated with the domain: States, Defines, Outlines, Names, Translates, Summarises, Explains, Distinguishes, Compares, Applies, Relates, Devises and Justifies. e.g. List the ‘5 rights’ relating to drug administration…
  10. 10. Teaching domains Affective Domain Words associated with the domain: Attentive, Empathic, Patient, Respectful, Sympathetic, Courteous, Compassionate and Friendly. e.g. Communicate in a ‘sympathetic friendly’ manner when dealing with…
  11. 11. Teaching domains Psychomotor Domain Words associated with the domain: Adjust, Assemble, Chart, Collect, Perform, Use, Draw, Employ, Prepares, Assembles. e.g. Prepare bed and bedside area for an emergency admission…
  12. 12. Group work Aims are goals – set either by you as the teacher or by the curriculum They state what the learning will achieve. They are the ‘ultimate’ goal to indicate what the student will do at the end of the course, subject or lesson. (Reece & Walker 2000) In small groups discuss and plan the aim and objectives for one teaching session of your choice.(NMC 2008b)
  13. 13. Will it succeed? Plan What activates will take place in the lesson? Provide for change in the activity – no longer than 20/25 minutes each activity. Individuality/equal opportunity. Resources & Environment What will you need? Have reserves, arrange room. Practice using equipment.
  14. 14. Will it succeed? Timing Allow enough time to cover material. Allow time for discussion or side tracking. Strategies Vary & consider the most effective teaching/learning strategies – Simulation, lecture, role play, group work, Q&A, discussion, demonstration and problem solving. Consider learners previous knowledge & experience.
  15. 15. Delivering the session Rehearse before hand if you want to Try to keep to time but do not rush – be flexible Your plan is there to guide not restrict you
  16. 16. Evaluation You cannot hope to produce a perfect plan for every lesson; plans may need to be modified How was your presentation? - Did the students learn What you intended them to learn What you wanted them to learn What they wanted to learn How could the session be improved What went well / not so well – why? What could be done differently
  17. 17. Informal session/Teaching a skill Consider your Clinical Skills teaching, in practice so far What have you / do you need to consider when planning teaching a clinical skill in the clinical setting? What do you need to consider in the 1. Pre-session Phase 2. Interactive stage 3. Evaluation Stage
  18. 18. Pre-session phase Consider The procedure – what do you hope to teach? Aims & Objectives. How you will evaluate performance Students existing level of competence Alert student as to what you plan to demonstrate Agree how you would like to deal with questions
  19. 19. Pre-session phase Consider The environment Is it safe, private, clean & comfortable? The patient/assistant Preparation/explanation/comfort/consent Assemble and prepare materials Invite student to reflect on rationale for choice Ensure student can see procedure clearly
  20. 20. Interactive phase Compose yourself and allow sufficient time (it will usually take longer than if performed without an audience) Explain & demonstrate the task Identify component skills and demonstrate their relationship to the whole Where it seems tactful Pause to gather ideas or suggestions or ask the student to guide the teacher in performing task. Check the student is following attentively Conclude the procedure
  21. 21. Interactive phase cont… Reflect on what was witnessed Encourage student to question ‘why’ to help connect action with thought Consider whether student will be invited to complete procedure – when Preparation as before (environment, patient, safety, timely) Prompt & guide student thought components of procedure Reduce prompts and encourage student to assume responsibility Provide feedback at all stages and reward appropriate responses
  22. 22. Evaluation phase Arrange practice To encourage consolidation of skill Monitor practice & application in varying circumstances Assess performance Against students objectives / criteria / standard of proficiency Encourage student to reflect on own practice against criteria Self reflection & evaluation
  23. 23. Conclusion: Learning objectives At the end of this session the student will be able to: Outline the process of lesson planning Reflect upon the importance of effective lesson planning Formulate learning objectives, lessons plans and evaluate methods/strategies used in both formal & informal teaching sessions. Consider underpinning theory Discuss the clinical environment and its influence on effective learning
  24. 24. References Bjork I T, Kirkevold M (2000) From simplicity to complexity: developing a model of practical skill performance in nursing. Journal of Clinical Nursing, 9 (4),pp 620 -631 Dix G, Hughes s (2005) Teaching students in the classroom and clinical skills environment. Nursing Standard, 19 (35) pp 41-47 Harden R.M. (2002) Learning outcomes and instructional objectives: is there a difference? Medical Teacher, 24, (2), pp151 – 155
  25. 25. References Price B (2005) Mentoring learners in practice: No 10 Nursing Standard. 19, 39 Quinn F and Hughes S (2007) Principles & Practice of Nurse Education 5th Ed, Cheltenham, Stanley Thornes Ltd Reece I, Walker S (2000) Teaching training & Learning: A practical Guide, 4th Ed Sunderland, Business Education Publishers Ltd,