This document contains unit-II of Fifth Semester B.Sc Nursing Syallbus of Nursing Education. This Slide is regarding Assessment and planing, which includes the topic such as.. 1.Assessment of Teacher Essential qualities of a teacher  Teaching styles – Formal authority, demonstrator, facilitator, delegator 2. Assessment of learner  Types of learners  Determinants of learning – learning needs, readiness to learn, learning styles  Today‘s generation of learners and their skills and attributes  Emotional intelligence of the learner  Motivational factors – personal factors, environmental factors and support system Curriculum Planning  Curriculum – definition, types  Curriculum design – components, approaches  Curriculum development – factors influencing curriculum development, facilitators and barriers  Writing learning outcomes/ behavioral objectives  Basic principles of writing course plan, unit plan and lesson plan. I hope the content of this PPT is helpful. Thanks...!

1. assessment
&
planning
Presented by-
Ms. pooja Anil dighe

2. ASSESSMENT OF TEACHER
ESSENTIAL QUALITIES OF TEACHER:-
1. Communication skills
2. Empathy
3. Patience
4. Adaptability
5. Passion for teaching
6. Commitment to lifelong learning
7. Engaging teaching style
8. Classroom Management
9. Active listening
10. Feedback
11. Collaboration
All of w1hich contribute to an engaging and effective
learning environment.

3. 1.Communication Skills:
Teachers need to effectively convey information,
actively listen to students, and create a clear
and supportive learning environment.
2. Empathy:
Understanding and acknowledging the diverse
needs and perspectives of students is crucial for
building trust and fostering a positive learning
environment.
3.Patience:
Dealing with a variety of students and learning
styles requires patience and the ability to adapt
teaching methods to individual needs.

4. 4. Adaptability:
Teachers must be flexible and able to adjust their
teaching strategies based on student needs and
unforeseen circumstances.
5.Passion for Teaching:
A genuine love for teaching and a desire to
inspire students is essential for creating an
engaging and motivating learning experience.
6.Lifelong Learning:
Staying up-to-date with the latest research and
best practices in education is crucial for
effective teaching.

5. 7.Engaging Teaching Style:
Teachers should strive to make learning fun and
interesting by using creative and interactive
teaching methods.
8. Classroom Management:
Effective classroom management skills are
essential for creating a positive and productive
learning environment.
9. Active Listening:
Teachers need to be skilled in active listening to
understand students' perspectives and address
their needs effectively.

6. 10.Feedback:
Providing constructive and timely feedback to
students is crucial for their learning and
development.
11.Collaboration:
Teachers should be able to collaborate
effectively with colleagues, parents, and other
stakeholders to support student learning.

7. TEACHING STYLES

8. 1. Lecturer/Authority Style:
Description: This is a teacher-centered
approach where the teacher delivers
information through lectures, explanations,
and demonstrations.
Focus: The teacher is the primary source of
information, and students are expected to
listen, take notes, and memorize.
Examples: Traditional lectures, presentations,
and direct instruction.

9. 2. Facilitator Style:
Description: The teacher acts as a facilitator,
guiding and supporting student learning
through activities and discussions.
Focus: Student engagement, exploration, and
active learning.
Examples: Questioning, group discussions,
and hands-on activities.

10. 3. Demonstrator/Coach Style:
Description: The teacher actively
demonstrates concepts and encourages
student involvement through hands-on
activities.
Focus: Task mastery and skill development.
Examples: Science experiments, practical
demonstrations, and mentoring students
through projects.

11. 4. Delegator/Group Style:
Description: The teacher takes a step back
and becomes more of an observer,
encouraging learners to work in groups or
individually.
Focus: Student autonomy, peer learning, and
collaborative problem-solving.
Examples: Group projects, peer reviews, and
independent learning activities.

12. ASSESSMENT OF LEARNER
TYPES OF LEARNER
The VARK model.
1.Visual Learners:
These learners prefer to learn through seeing,
such as diagrams, charts, and images.

13. 2. Auditory Learners:
Also known as aural learners, they learn best
through listening, like lectures, discussions,
or audio recordings.
3. Reading/Writing Learners:
These learners excel when information is
presented in written form, such as books,
articles, or notes.
4.Kinesthetic Learners:
Also known as hands-on learners, they learn
best through physical activity and practical
experiences

14. DETERMINANTS OF LEARNING
The three key determinants of learning that
require assessment are the..
Learner's needs
Their readiness to learn, and
Their preferred learning styles
Learning Needs:
This refers to what the learner needs to know or
be able to do, and what gaps in knowledge or
skills exist.
Assessing learning needs ensures that instruction
is focused on what's most relevant and
effective for the learner.

15. Readiness to Learn:
This refers to the learner's state of preparedness
and motivation to engage in the learning
process.
Factors like emotional well-being, physical
health, and prior knowledge can influence a
learner's readiness.
Learning Styles:
This refers to the preferred ways in which
individuals learn and process information.
Understanding learning styles can help
educators to know their teaching methods to
better suit individual learners.

16. LEARNERS & THEIR SKILLS &
ATTRIBUTES
Learners develop skills and attributes through
learning experiences, including……….
Critical Thinking,
Problem-solving,
Collaboration,
Communication, And
Adaptability

18. Skills:
1. Critical Thinking: The ability to analyze
information, compare situations, and make
inferences.
2. Problem-Solving: Identifying and resolving
issues effectively.
3. Collaboration: Working effectively with others,
offering unique talents and building upon the
strengths of others.
4. Communication: Expressing ideas clearly and
actively listening to others.
5. Adaptability: The ability to adjust to new
situations and learn new concepts.

19. 6.Time Management: Prioritizing tasks,
planning and organizing work, and managing
time effectively.
7.Active Listening: Understanding and
connecting with others, showing respect for the
speaker.
8.Creativity: Tolerating ambiguity, redefining
problems, and finding new solutions.
9.Lifelong Learning: Continuously seeking
knowledge and developing skills.
10.Leadership: Inspiring and guiding others,
taking initiative and responsibility.

20. 11.Resilience: The ability to bounce back
from setbacks and challenges.
12.Self-awareness: Understanding one's
strengths, weaknesses, and learning
style.
13.Curiosity: A desire to learn and explore
new ideas.
14.Engagement: Being actively involved
in the learning process and showing
interest in the material.

21. Attributes:
1. Motivation: Having a drive to learn and achieve
goals.
2. Self-Directed Learning: Taking ownership of
one's learning and setting goals.
3. Inquisitiveness: Asking questions and seeking
knowledge.
4. Open-Mindedness: Being receptive to new
ideas and perspectives.
5. Risk-Taking: Being willing to try new things
and learn from mistakes.
6. Patience: Being able to persevere through
challenges and wait for results.

22. 7.Emotional Intelligence: Understanding and
managing one's emotions and those of others.
8.Balance: Understanding the importance of
physical, intellectual, and emotional well-being.
9.Responsibility: Taking ownership of one's
actions and commitments.
10.Reflectiveness: Thinking critically about one's
experiences and learning.
11.Confidence: Believing in one's abilities and
taking calculated risks.
12.Innovation: Thinking creatively and finding
new solutions.

23. EMOTIONAL INTELLIGENCE
OF LEARNER
The ability to understand and manage their own
emotions, recognize and empathize with others' emotions,
and use these skills to navigate social situations and achieve
goals.

24.  Self-Awareness: Recognizing and understanding
one's own emotions, strengths, and weaknesses.
 Self-Regulation: Managing emotions, impulses,
and behaviors, and adapting to changing
circumstances.
 Motivation: Being able to stay focused and
persistent in the face of challenges, even when
facing negative emotions.
 Empathy: Understanding and sharing the feelings
of others.
 Social Skills: Effectively communicating, building
relationships, and navigating social situations.

25. Importance of Emotional Intelligence
For learner:
Academic Success
Improved Relationships
Enhanced Well-being
Better Problem-Solving
Future Success

26. MOTIVATIONAL FACTORS of
learner:
Personal
Environmental
Support system

27. 1.Personal Factor
1.Beliefs and Mindsets: It includes Self-efficacy,
Fixed vs. Growth Mindset and Perceptions of
School and Self.
2.Goals and Needs: It includes Intrinsic vs.
Extrinsic Motivation, Personal Goals & Needs.
3.Personality and Temperament: It Includes
Personality Patterns, Social Interaction Skills &
Subject Interest.
4.Other Personal Factors: It includes Arousal,
Situational Interest & Family and Peer
Influence.

28. 2.Environmental Factor
1.Physical Environment: It includes Classroom
Comfort, Visual Environment, Accessibility
and Resources & School Building Conditions.
2.Social Environment: It includes Teacher-
Student Relationships, Peer Relationships,
Family Involvement, Family Involvement &
Curriculum and Teaching Methods.
3.Psychological Environment: It includes
Classroom Climate, Student Autonomy,
Student Autonomy & Self-Efficacy.

29. 3. Support System
A strong support system, including family,
teachers, and peers, is a crucial
motivational factor for learners, fostering
confidence, stability, and emotional well-
being, which are essential for academic
success and overall motivation.

30. Curriculum
planning

31. INTRODUCTION
Curriculum planning is the systematic process of
designing and organizing educational
experiences to achieve specific learning
outcomes, encompassing what is taught, how it's
taught, and how learning is assessed. It's a
crucial foundation for effective teaching and
learning, ensuring that instruction is purposeful
and aligned with student needs and educational
goals.

32. DEFINITION
“Curriculum is defined as the formal and
informal content and process by which
learners gain knowledge and
understanding, develop, skills, and
alter attitudes, appreciations and values
under the auspices of that school.”

33. TYPES OF CURRICULUM
1. Hidden curriculum: Experiences that students learn in
school that aren't written down in the curriculum.
2. Activity-centered curriculum: A modern approach to
curriculum development that focuses on activities rather
than subjects.
3. Null curriculum: Topics, skills, and knowledge that
aren't explicitly taught or included in the curriculum.
4. Supported curriculum: Includes tools, resources, and
learning experiences that take place inside and outside the
classroom

34. 5.Learned curriculum: Includes the knowledge,
attitudes, and skills that students acquire through their
interactions with teachers, classmates, and the
institution.
6.Learner-centered curriculum: Built around the
needs, interests, and goals of students.
7.Problem-centered curriculum: Encourages students
to seek answers to real-world problems.
8.Assessed curriculum: Reflected by the assessment or
evaluation of the learners

35. CURRICULUM DESIGN
COMPONENTS :
1. Aims, Goals, and Objectives: These define the purpose
and desired outcomes of the curriculum, specifying what
students should know, understand, and be able to do.
2. Subject Matter/Content: This refers to the specific
knowledge, skills, and concepts that will be taught.
3. Learning Experiences: These are the activities,
strategies, and methods used to facilitate learning and
help students achieve the stated objectives.
4. Evaluation: This involves assessing student learning and
the effectiveness of the curriculum to ensure that goals are
being met.

36. APPROACHES:
1. Subject-Centered Approach: This approach
focuses on organizing the curriculum around specific
subjects or disciplines.
2. Learner-Centered Approach: This approach
emphasizes the needs, interests, and experiences of
the learners, aiming to create personalized and
meaningful learning experiences.
3. Problem-Based Approach: This approach uses real-
world problems or scenarios to engage students in
learning and problem-solving.
4. Other Approaches: There are other approaches such
as behavioral, managerial, systems, academic,
reconceptualist, and humanistic approaches.

37. Factors Influencing Curriculum
Development
1. Societal Needs and Expectations:
Social Changes: Shifts in societal values, beliefs,
and expectations can drive curriculum changes to
reflect current priorities and address emerging
issues.
Cultural Influences: Culture plays a significant
role in determining what goals and objectives are
deemed important for students to learn.
Multicultural Society: A curriculum must reflect
and respect diversity and inclusion in a
multicultural society.

38. 2. Technological Advancements:
New Technologies: Advancements in
technology necessitate incorporating new
tools and methods into the curriculum to
prepare students for the future.
Digital Literacy: Curriculum development
should focus on developing digital literacy
skills in students.

39. 3. Philosophical and Psychological
Factors:
Educational Philosophies: Curriculum
development teams must have a clear
philosophical foundation to guide their
decisions.
Learning Theories: Understanding
psychological principles and learning theories
is crucial for designing effective learning
experiences.
Emotional Development: Curriculum should
address emotional development and create a
positive learning environment.

40. 4. Political and Economic Factors:
Political Policies: Political decisions and
regulations can influence curriculum content,
resources, and teaching practices.
Economic Resources: Economic factors, such
as funding and resource allocation, can
impact the quality and availability of
educational opportunities.
Job Market Needs: Curriculum development
should align with the needs of the job market
and equip students with relevant skills.

41. 5. Educational Factors:
Educational Goals and Objectives:
Curriculum development should clearly
articulate the goals and objectives of
education.
Standards and Assessments: Curriculum
should be aligned with educational
standards and utilize appropriate
assessment methods.
Teacher Training: Adequate teacher training
is essential for effective curriculum
implementation.

42. Writing Learning Outcomes
Learning goals must be articulated in such a way that
they cover -
 All the educational goals of the students as well as
institutions
 Offer a roadmap to achieve course outcomes &
program outcomes
 Based on knowledge & skill development & can
be attained via teaching-learning methods
 Focuses on students’ growth & enable them to
develop a lifelong learner mindset
 Makes students capable of handling problems in
real-life situations

43. Examples of Learning Outcomes
Intellectual Skills
Cognitive Skills Development
Knowledge Sharing
Motor Skill Development
Individual’s Personal Growth

44. Basic Principles of Writing
Course Plan
1. Define Learning Objectives
(What Students Should Know and Be Able To Do):
 Specificity: Objectives should be clear, measurable, and
achievable.
 Relevance: Objectives should align with the course goals
and the overall curriculum.
 Action Verbs: Use action verbs to describe what students
will do (e.g., "analyze," "apply," "create").
 Examples:"Students will be able to identify the main
arguments in a text."
 "Students will be able to apply the principles of X to solve
Y problems."
 "Students will be able to create a presentation on Z topic."

45. 2. Design Engaging Learning Experiences:
 Variety: Use a mix of teaching methods, such as
lectures, discussions, group projects, and hands-on
activities.
 Relevance: Connect course content to real-world
applications and student interests.
 Active Learning: Encourage active participation and
critical thinking.
 Examples:"Students will participate in a group
discussion on the topic of X."
 "Students will complete a hands-on project to apply the
principles of Y."
 "Students will analyze a case study and present their
findings."

46. 3. Plan Assessments
(How to Measure Student Learning):
 Alignment: Assessments should align with learning
objectives and learning experiences.
 Variety: Use different types of assessments, such as
quizzes, exams, projects, and presentations.
 Feedback: Provide regular feedback to students on
their progress and areas for improvement.
 Examples: "Students will be assessed on their
knowledge of X through a quiz."
 "Students will be assessed on their ability to apply Y
through a project."
 "Students will be assessed on their presentation skills
through a presentation.

47. 4. Other Important Considerations:
 Course Structure: Organize the course content logically
and sequentially.
 Resource Materials: Identify and select appropriate
resources, such as textbooks, articles, and online
materials.
 Time Management: Allocate time for each topic and
activity realistically.
 Student Feedback: Regularly solicit and incorporate
student feedback to improve the course.
 Adult Learning Principles: If teaching adults, consider
their prior knowledge, experience, and learning
preferences.
 Basic Information: Include essential details like course
title, instructor contact information, and course
requirements.

48. Basic Principles of Writing
Unit plan
 Set Goals and Objectives for Students. ...
 Choose Content. ...
 Choose Instruction Methods. ...
 Connect Learning Activities to Experiences.
 Choose and List Resources. ...
 Choose Assessment Methods.

49. Basic Principles of Writing
Lesson plan
 Step 1: Identify your learning objectives. ...
 Step 2: Work with your grade level team. ...
 Step 3: Design your learning activities &
content. ...
 Step 4: Determine how you will assess
knowledge. ...
 Step 5: Adapt & modify according to
students' needs. ...
 Step 6: Review & edit.