CU.-7-Developing-Teaching-Plan-v3.1.pdf

1. Developing a
Teaching Plan

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

8. Bloom’s Taxonomy

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

16. Breakdown of Objectives
01

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.