planning for learning

1. Core Skills 1: Planning for Learning
Jordan Napier
Staff Development Lead
Welcome! We’ll get started at 11.05am
As you arrive, say ‘hello’ in the chat-box.

2. Ways of working…
• Informal
• Keep your mic muted (unless
you’re speaking)
• Enjoy!

3. By the end of this session, you will be able to:
• Discuss the basic decisions we need to make when
planning for learning
• Discuss and develop your own plans for upcoming
teaching

6. Why bother with a
plan for teaching?

7. Why bother with a
plan for teaching?
• Ensure learning outcomes are met
• Plan learning activities appropriate for the learning
outcomes
• Make the most of the time
• Lower your stress levels as the teacher!
• Ensure you have the right resources/access to
patients
• Create evidence of your involvement in teaching
for appraisal etc.
• Ensuring alignment

8. What are the components of a good plan?

9. The overall curriculum
Learning topics
Learning activity
Assessment tasks
Learning outcomes

10. Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-
594.

11. Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-
594.
Clear intended learning
outcomes

13. Remember Understand Apply Analyze Evaluate Create
List
Define
Recall
Recognise
Describe
Explain
Illustrate
Summarize
Discuss
Interpret
Illustrate
Solve
Demonstrate
Analyse
Compare
Contrast
Differentiate
Choose
Critique
Justify
Appraise
Design
Build
Formulate
‘Demonstrate
an ability to
safely dispose of
used scalpel
blades’
‘Formulate a
draft
management
plan for this
patient’
‘Discuss the
importance of
health promotion
and disease
prevention as
applied to
cardiovascular
disease’
‘differentiate
pain due to an
gina from pain
due to
myocardial
infarction’
‘Justify your list
of differential
diagnoses for
this patient
case’
‘Define the urinary
tract and describe
its functions’

14. Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-
594.
Clear intended learning
outcomes

15. By the end of this session, you will be able to:
• Discuss the basic decisions we need to make when
planning for learning
• Discuss and develop your own plans for upcoming
teaching