SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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.
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
24.
25.
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
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
32.
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.
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