Anatomy. Of lessons planning and details of lessons planning pptx

DR. V. K. CHAUHAN
PRINCIPAL
DR. B. R. SUR HOMOEOPATHIC
MEDICAL COLLEGE, HOSPITAL AND
RESEARCH CENTRE, NANAK PURA,
NEW DELHI

LESSON PLAN
 The lesson plan
provides a guide
for managing the
learning
environment and
is essential to be
effective and
efficient.

LESSON PLAN
 Lesson plans are written
by teachers to help them
structure the learning for
themselves and for the
students.
 Research indicates that
all students benefit from,
and appreciate well-
structured lessons.

All lessons are based on curriculum; i.e.,
what is intended that students learn.
 Curriculum (what is intended that students
learn) is usually structured in units.
 The units can have themes or not, but they
include many topics that are united by a
common thread.
 These units, which may involve work for days or
weeks, are subdivided into daily lesson plans.

DAILY LESSON PLANS - PURPOSE
 Lesson plans are not
written for teachers to read
to the class.
 They are used to structure
the lesson and to help with
the flow of the class,
especially when something
has occurred to distract
everyone, including the
teacher.

DAILY LESSON PLANS – THINKING PARTS
 Lesson plans are first of
all a thinking process.
This thinking process
basically is completed
in four parts.

 First, determine the
curriculum; that is,
what the children will
learn, what they will be
able to do upon
completing the
activities or work of
the lesson.

 Second, determine
what the students
already know, before
beginning the lesson,
that can lead into the
new curriculum of the
day.

 Third, determine at
least one way to assist
the students in
learning the new
curriculum.

 Fourth, determine at
least one way to
evaluate the learning
outcomes of the
students.

DAILY LESSON PLANS – WRITTEN FORMATS
 There are many different formats
that can be used to write daily
lesson plans.
 Formats that are most useful are
very simple to follow and are well
structured.
 An outline format can be used
very easily during class for quick
references by the teacher.
 It can be followed and accessed
very quickly by the teacher in
case there is a distraction or in
case the teacher loses his/her)
train of thought.

 First, write the student
academic behavioral
learning objective based on
the thinking parts above
(especially the first and
fourth steps; that is, what
the students will be able to
DO upon completing the
lesson, and what student
academic knowledge will be
evaluated as a result).

 A: What the students enter the lesson already
knowing (prerequisites)
 B: Core lesson (what the teacher and the
students do)
 C: The NEW curriculum that the students exit
the lesson knowing (objective of the lesson)
Second, follow steps A, B, and C as follows.

LESSON PLANNING – ROLE OF TEACHER
 Effective teacher cannot
create a single extra
second of the day.
 But the effective teacher
certainly controls the way
time is used.
 Effective teacher carefully
and carefully plan for the
productive use of the
instructional time.

 Teacher wears many hats:
Friend, counsellor, judge,
mentor ..... hundreds of
roles and different roles
for different classes,
students, and extra
curricular duties.
However, Each role has a
different effect on the
students.

 One of the primary role of a
teacher is designer and
implementor of instruction.
 Teachers at every level
prepare plans that aid in
the organization and
delivery of their daily
lessons.
These plans vary widely in the style and
degree of specificity.

 The effective teacher also
needs to develop a plan to
provide direction toward
the attainment of the
selected objectives.
 The more organized a
teacher is, the more
effective the teaching, and
thus the learning, is.

 Regardless of the
format, all teachers need
to make wise decisions
about the strategies and
methods they will
employ to help students
move systematically
towards learner goals.

 Teachers need to be
able to sequence
educational needs and
goals / objectives so
that students become
proficient in the skills
and knowledge of a
particular discipline.

 Several lesson plan outlines
NEED TO BE developed as
per the situational need.
 Planning and classroom
delivery innovations usually
come once you are in the
classroom with your own
set of learners, have
developed your own
instructional resources, and
have experimented with
various strategies.

 Although fundamental
lesson planning elements
tend to remain
unchanged, their basic
formula is always
modified to suit the
individual teacher's
lesson preparation or
style of presentation.

 Some instructors prefer to
construct Elaborate
detailed and impeccably
typed outlines;
 Others rely on the briefest
of notes handwritten on
scratch pads or on the
backs of discarded
envelopes.

LESSON PLANNING PROCEDURES
 Just to remind the Fundamentals of lesson planning
elements in reference to Bloom’s Taxonomy.
Bloom's Taxonomy has classified thinking
skills into two levels:
• Level 1 Skills (lower order):
• Knowledge.
• Comprehension.
• Application
• Level 2 Skills (higher order):
• Application.
• Analysis.
• Synthesis.
• Evaluation

 Just to remind the Fundamentals of lesson planning
elements in reference to Bloom’s Taxonomy.
 In reference to natomy At lower level are facts
of anatomy and at higher level is application of
these facts for clinical aspects
On earlier basic skills
assessments, students had to
use only the lower order
thinking skills, but the
majority of questions on the
FCAT require students to use
higher order skills.

• The chart in the next slide shows the six
levels of Bloom's Taxonomy with key
words that correspond to each of the
levels.
• One simple way for teachers to be sure
they ask for higher order thinking skills
is to use the Level 2 key words in their
lessons and on their assignments and
tests.

Level Cue Words to Use in Lesson Planning
Knowledge
(recall, remember previously
learned material)
observe memorize repeat abel name
recount cluster recall sort list
outline record define match
Comprehension
(translate, grasp the meaning of
material)
Recognize report locate express
identify explain
restate review paraphrase cite tell
document describe summarize
support
Application
(generalize, use learned material
in new and concrete situations)
select dramatize use illustrate
manipulate solve
sequence imagine organize
imitate demonstrate frame
apply
Analysis
(break down, discover, break
down material into its
component parts so that it may
be more easily understood)
Examine characterize classify
compare contrast distinguish
map question relate to research
interpret debate
refute infer conclude
analyze contrast draw conclusions
Synthesis
(compose, put material together
to form a new whole)
propose construct plan emulate
compose speculate
formulate design invent create
imagine
Evaluation
(judge, judge the value of
material for a given purpose)
justify prioritize convince judge
persuade decide
assess rate value
evaluate predict criticize
argue compare pro's and con's

ESSENTIAL ELEMENTS OF LESSON
PLANNING
1. Objectives:
 What students will be able to do as a result of
the lesson
2. Procedures:
 What the teacher will do to get the students
there
3. Assessment:
 What teacher can do to see if the lesson was
taught effectively:
 watching students work, assigning
activities, getting feedback, etc.

Modifications/accommodations:
 For any special needs students in
the class
Materials needed for the class period
and any special equipment
Time estimates
Procedural Sub points.
ADDITIONAL ELEMENTS OF LESSON PLANNING

PREPARATION OF LESSON PLAN
Stage 1
Pre-Lesson Preparation
Goals
Content
Student entry level

Stage 2
Lesson Planning and Implementation
Unit title
Instructional goals
Objectives
Rationale
Content
Instructional procedures
Evaluation procedures
Materials

Stage 3
Post-Lesson Activities
Lesson evaluation
Revision

DATE LESSON NO. UNIT
COURSE TOPIC
INSTRUCTOR
SUBJECT OF LESSON
INSTRUCTIONAL AIDS, MATERIALS, OR TOOLS NEEDED
REFERENCES
LESSON OUTLINE
ASSIGNMENT
NOTES
FORMAT FOR LESSON PLAN-A

FORMAT FOR LESSON PLAN-B
INSTRUCTOR / Teacher name: DATE
COURSE TITLE LESSON NUMBER
UNIT SPECIFIC TOPIC
INSTRUCTIONAL GOAL (outcome that students should be able to demonstrate upon
completion of the entire unit)
PERFORMANCE OBJECTIVE (use an action verb in a description of a measurable
outcome)
RATIONALE (brief justification -- why you feel the students need to learn this topic)
LESSON CONTENT (what is to be taught)
INSTRUCTIONAL PROCEDURES
a. Focusing event (something to get the students' attention)
b. Teaching procedures (methods you will use)
c. Formative check (progress checks throughout the lesson)
d. Student Participation (how you will get the students to participate)
e. Closure (how you will end the lesson)
EVALUATION PROCEDURES (how you will measure outcomes to determine if the material
has been learned)
MATERIALS AND AIDS (what you will need in order to teach this lesson)

EXECUTION OF LESSON PLAN
Executional Remarks
• Even teachers who develop highly
structured and detailed plans rarely
adhere to them in lock-step fashion.
• Such rigidity would probable hinder,
rather than help, the teaching-learning
process.

Executional Remarks
• The elements of lesson plan should be
thought of as guiding principles to be
applied as aids, but not blueprints, to
systematic instruction.
• Precise preparation must allow for
flexible delivery.

Executional Remarks
• During actual classroom interaction,
the instructor needs to make
adaptations and to add artistry to each
lesson plan and classroom delivery.

 A traditional view of the
teacher is of someone who
dispenses knowledge:
someone who lectures, tells,
feeds, disseminates, covers
material, teaches the subject
matter more than the
students.
 The students sit passively
while the teacher is on show.
TEACHER-STUDENT COMMUNICATION
LECTURE

• Desks in rows and a
blackboard and podium up
front are an arrangement
designed for this role of a
teacher.
 However, lectures are effective
for giving short sets of
instructions, background
information, guidelines, or
other information that is
needed in a short time frame
(e.g., before doing a class
project, lab, or group activity)
LECTURE

 Demonstrations, on the
other hand, allow students
to experience more fully
the information and
concepts the teacher wants
to impart during the lesson.
 Students remember much
better what they have both
heard and seen (or even
touched, smelled, or
tasted)!
DEMONSTRATION

• In demonstrations, teacher
is the center of the action
and the dispenser of
knowledge.
• Students can more easily
see what they need to know
and more efficiently link it
to prior knowledge in their
own ways.
DEMONSTRATION

 Listening is very important
teacher’s role, something
that we don't usually think
of in connection with the
lecturer role.
 Teachers who listen can
turn around &provide very
effective support structures
to guide students on to the
next level of challenge.
LISTENING

 Listening is crucial for
assessment of learning
(checking comprehension),
for collaboration between
teachers and students.
• And for giving students a real
sense of ownership of
classroom activities as well
as for allowing students to
articulate and internalize the
learning processes.
LISTENING

 Empowering is really what
teaching is all about.
 Ironically, though, many
teachers act as if empowering
students means weakening
themselves--their authority as
both a classroom disciplinarian
and a subject-matter authority.
 But may be power is like love:
the more you give, the more
you get.
EMPOWERING

Teaching as Spoon Feeding? ... NO
What goes in ... Comes back out?
SPOON-FEEDING

SEATING ARRANGEMENT
• As an effective teacher
and to deliver an effective
lesson, it is to be
remembered that every
seating arrangement
should be in accordance
with what you want the
lesson to accomplish.

TRADITIONAL CLASSROOM
• A Traditional Classroom is
set up with the desks in
rows, the teacher's desk or
table somewhere in front.
• This arrangement packs
desks into the room
efficiently and lets student
have easy access to their
seats.

TRADITIONAL CLASSROOM
• The learning environment
should be designed according
to learning objectives and
desired outcomes.
• However, this arrangement is
probably the best for
preventing cheating on
traditional testing days.
• The role of the teacher here
seems that of a cop.

CLASSROOM FOR DISCUSSION/DEBATE
• Discussions & Debates and
many other interactive
classroom activities,
where the whole class is
looking and listening and
contributing, probably
work better if the
students' seats are
somehow facing each
other.

CLASSROOM FOR DISCUSSION/DEBATE
• Teacher's desk is placed in
the back of the room to
get it out of the way.
• It's still within easy access
to grab a stack of hand
outs, etc.
• The role of the teacher
here is kind of like
Speaker of the House.

HORSESHOE SHAPED CLASSROOM
• A variation on the bicameral
(two sides) arrangement is
the Horseshoe.
• Both the bicameral and
horseshoe arrangements
work well for handing out
stuff.
• The role of the teacher
seems to be coordinator and
collaborator in these
classrooms.

CLASSROOM FOR GROUP ACTIVITY
• An important seating
arrangement is that for
the group activities.
• Here the teacher's role is
facilitator.

 Medical students have been taught
anatomy in the same way since
medieval times - by dissection of
human cadavers.
 In medical schools around the country,
however, the emphasis has now shifted
from students dissecting to
demonstrator led teaching.
TEACHING ANATOMY MUST CHANGE

 The origins and insertions are out of
flavour, and the clinical relevance of
the anatomy we learn is in flavour.
 Dissecting and "self directed learning"
in this way would probably increase the
amount of anatomical knowledge
medical students possess.
TEACHING ANATOMY MUST CHANGE

What is In self-directed learning?
– (SDL), the individual takes the initiative and the
responsibility for what occurs.
– Individuals select, manage, and assess their own
learning activities, which can be pursued at any
time, in any place, through any means, at any
age.
SELF DIRECTED LEARNING

57
What is In self-directed learning?
 For the individual, SDL involves
initiating personal challenge activities
and developing the personal qualities to
pursue them successfully.

TEACHING BRACHIAL PLEXUS
A TRADITIONAL PRESENTATION

A LINE DIAGRAM PRESENTATION

A MORE COLOURFUL PRESENTATION

A MORE ELABORATE PRESENTATION

AN EXHAUSTIVE PRESENTATION

Roots
Trunks
Divisions
Cords
Branches
Upper
Middle
Lower
A
A
A
P
P
P
Lateral
Posterior
Medial
IN SMALL UNITS

Roots
C5
C6
C7
C8
T1
Prefixed C4
Postfixed T2
Dorsal Scapular
Rhomboids
Levator Scapulae
Long Thoracic
Serratus Anterior
IN SMALL UNITS

Trunks
Suprascapular n.
Nerve to
subclavius
Supraspinatus
Infraspinatus
Adjacent to
apex of lung
IN SMALL UNITS

Divisions
Usu. No nerves
Anterior divisions =
flexors
Posterior divisions =
extensors
IN SMALL UNITS

Cords
Lateral pectoral n.
Medial pectoral n.
Medial brachial cutaneous
Medial antebrach. Cutan.
Pect major
Upper & lower subscapular n
Thoracodorsal n Lat dorsi
Teres major
subscapularis
IN SMALL UNITS

Branches
musculocutaneous
axillary
radial
median
ulnar
Biceps
Brachialis (lat cut n of forearm)
coracobrachialis
Deltoid, teres minor
IN SMALL UNITS

HISTORY
Literal translation of
brachial plexus:
“interweaving of strands
of the arm”
Hippocrates, 400 B.C. 1st
anatomical dissections
during this time period

700 years before Hippocrates…
The Iliad by Homer – 2 passages highly
suggestive of injury to the brachial plexus
HISTORY

 Illustration of battle between Hector and Teucer:
“Teucer had just taken an arrow from his quiver
and laid it upon the bow-string, but Hector struck
him… just where the collar-bone divides the neck
from the chest, a very deadly place and broke the
sinew of his arm so that his wrist was less, and
the bow dropped from his hand…”
HISTORY

BRACHIAL PLEXUS (GROUP ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http://www.flickr.com/photos/ksoc/54427341

Origin
Lat third of
clavicle,
acromion,
spine of
scapula to
deltoid tubercle
Action
Abducts arm,
ant fibres flex
and med rotate,
post fibres
extend and lat
rotate
Insertion
Middle of lat
surface of
humerus
(deltoid
tuberosity)
Nerve
Axillary N (C5,
6) (from post
cord)
DELTID (GROUP ACTIVITY)

Examination of individual muscle groups
2. Levator scapulae (cervical
vertebrae to scapula) –
elevates scapula
3. Infraspinatus (lower
scapula to humeral head) –
lateral rotation of humerus
4. Teres major (scapula to
anterior humerus) – medial
rotation of humerus
(GROUP ACTIVITY)

5.Teres minor (scapula to
posterior humerus) lateral
rotation of humerus
6.Supraspinatus (upper scapular
spine to humeral head) –
abducts humerus
(GROUP ACTIVITY)

8. Rhomboids (thoracic
vertebrae to scapula) –
raise/adduct scapula
9. Latissimus dorsi (t-, l-, s-
vertebrae to humerus) –
extend/adduct arm
(GROUP ACTIVITY)

Serratus anterior (anterior
surface of medial border of
scapula to ribs) – protraction and
rotation of scapula
(GROUP ACTIVITY)

 Thorburn, 1903:
“In such cases the
shoulder is flaccid and
rotated inwards, the
forearm is extended and
the hand lies prone.”
 Waiter’s tip position

5 Patterns of nerve involvement:
1. C5-6 (Erb’s palsy, 50%)
2. C5-7 (Erb’s-plus palsy, 35%, classic
waiter’s tip position; axillary,
musculocutaneous, suprascapular)
3. C5-T1 with some finger flexion
sparing
4. C5-T1 with flail arm and Horner’s
5. C8-T1 and Horner’s (Klumpke’s, v.
rare)

 1st
published photo of
bilateral neuralgic
amyotrophy, 1896
 Left scapular winging
and right lateral deltoid
flattening
 Nerves involved: Left
long thoracic and right
axillary nerve

Burner Syndrome
 Forceful separation of the shoulder and head
 If associated with pain and paresthesias, the
term “stinger” or “burner” is applied
 Males, contact sports
 Classically C6 distribution
 Permanent neurologic dysfunction is rare

Rucksack palsy (cadet palsy, pack palsy)
 Classic: painless weakness
associated with wearing a
backpack
 Sensory involvement
 Risk factors: pack weight,
duration worn, and device
characteristics
 Most are demyelinating
conduction block
 Conservative treatment

 What's that ancient proverb?
Give people some fish and they eat
for the day,
But teach people to fish and they eat
for life.
 What's your metaphor for teaching?

Anatomy. Of lessons planning and details of lessons planning pptx

Anatomy. Of lessons planning and details of lessons planning pptx

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Anatomy. Of lessons planning and details of lessons planning pptx