Description
subject name is Curriculum and instruction Write lesson plans about any disease or topic that needs teaching, e.g., hypertension or DM, but these topics are also consumed a lot, so I preferred something else. Please follow the format in the attachment pages from 10-15 page excluding title and reference page and should be in APA style reference also needed avoid plagiarism I will also attach a presentation that may help you with the objectives.If you need a book tell me so I can send it to you.
Unformatted Attachment Preview
Below is a basic format for a lesson plan:
1. Select a topic:
2. Title:
3. Purpose:
4. Objectives:
5. Teaching Strategies/Theory:
6. Materials:
7. Outline:
8. Planned assessment of learning:
9. Special modifications, if any:
Select a topic:
In the model example, you will note that: The content to be taught was
management of diabetes, including nutritional information, exercise, and insulin
administration. The target population was a group of Hispanic migrant workers
who speak minimal English, a 68-year-old visually impaired male, or three
residents of a homeless shelter who attend the free clinic. You may select any
topics and the target population you wish to address
Title:
In the model example, the title was teaching plan of Hispanic groups with
diabetes management.
Objectives:
Write 3 objectives for the plan. Each objective must include a timeframe,
measureable verb appropriate to the level of learning, and the desired
outcome. If you struggle with this aspect of the plan, you may want to write the
objective after you develop the outline. Most books indicate that the objectives
should frame the presentation, so they need to be written first. For new
educators this might be a difficult approach. Use the following link as a reference
for a list of measurable verbs according to Bloom’s New Taxonomy:
https://www.odu.edu/content/dam/odu/col-dept/teaching-learning/docs/bloomstaxonomy-handout.pdf
Teaching Strategies/Theory:
List here the theory and strategy, or strategies, for the lesson plan. Again,
knowing the theory you are using helps frame the presentation.
Materials:
The list of materials should be comprehensive enough so if you were not able to
do the lesson and a colleague had to do it for you, your colleague would know
exactly what to bring when delivering the lesson, down to the color of marker(s)
and type of tape. You get the idea.
Outline:
Again, the level of detail in the outline needs to be specific enough so a
colleague could present from the outline. I have known some colleagues who
can lecture from the briefest of outlines. Let’s leave that approach to the pros
and develop an outline that is specific. Don’t forget the introduction and
summary, and include the objectives in the outline.
Planned evaluation of learning:
This is a tough section and requires some thinking ahead. Ask yourself how will I
as the faculty member know the learners have learned? This section must
correlate directly to the objectives. For instance: If one of your objectives is to
have the learner describe something, then the planned evaluation of learning
has to include an accounting of the learners describing something. So, your
planned evaluation may be questioning and the questions would need to be
listed in this section. This section may include an assignment distributed to
evaluate learning.
Special modifications, if any:
Here is where you would list any alterations that the faculty member may need to
make for any special populations. Here you will need to note the modifications to
meet the needs of the learners. Be very specific.
Chapter 10
Behavioral Objectives
Behavioral Objectives
Definition of Terms
Goal: the final outcome of what is achieved at the end of
the teaching–learning process
Objective: a behavior describing the performance that
learners should be able to exhibit to be considered
competent
Types of Objectives
Educational Objectives: identify intended outcomes of
the education process in reference to an aspect of a
program or a total program of study
Instructional Objectives: describe teaching activities
and resources used to facilitate effective learning
Behavioral/Learning Objectives: action-oriented,
learner-centered outcomes of the teaching/learning
process
Differences between Goals and Objectives
Differences between Goals and Objectives
Goals
Objectives
global
specific
broad
singular
long-term
short-term
multidimensional
unidimensional
Why educators develop goalsobjectives
Help educators make appropriate instructional
decisions
Assist learners to know what they need and
expected to know
Assist educators in organizing instructional content
for learners functioning at various levels of ability
Responsibility for Establishing
Goals and Objectives
Setting of goals and objectives must be a mutual
decision-making process between the teacher and the
learner.
Both parties must “buy into” and participate in
establishing predetermined objectives and goals prior
to initiating the teaching/learning process.
Blending what the learner wants to learn and what the
teacher has assessed the learner needs to know
provides for a mutually accountable, respectful, and
fulfilling educational experience.
The Debate about Using Behavioral Objectives
Arguments Against
Superfluousnot necessary
Reductionistnot inclusive (not comprehensive)
Time-consuming
Pedagogic (educational and theoretical)
Stifles creativity
Not compatible with complex field such as nursing
Interferes with freedom to learn (limitations)
Arguments for
Keeps teaching learner-centered
Communicates plan to others
Helps learners stay on track
Organizes educational approach
Ensures that process is deliberate (weighs the
consequences)
Tailors teaching to learner’s needs
Focuses attention on learner
Orients teacher and learner to outcomes
Three Major Advantages to Writing Objectives
Provides basis for selection and design of
instructional content, methods, and materials
Provides learner with means to organize efforts
toward accomplishing objectives
Allows for determination as to the extent that
objectives have been accomplished
Writing Behavioral Objectives
Well-written Behavioral objectives give learner
very clear statements about what is expected
from them and assist teachers in being able to
measure learner progress toward achieving
outcomes of learning.
Elements of Behavioral Objectives
Condition
Performance
Criteria
Writing Behavioral Objectives
Three important characteristics:
1. Performance—describes what the learner is
expected to be able to do
2. Condition—describes the situation under which
behavior will be observed
3. Criterion—describes how well or with what
accuracy the learner must be able to perform
The Four Step Approach
To link a behavioral objective together, the following steps
are recommended:
1. Identify the testing situation (condition).
2. Identify who will perform (learner).
3. State what the learner will demonstrate
(performance).
4. State how well the learner will perform (criterion).
The ABCD Rule
A—Audience (who)
B—Behavior (what)
C—Condition (under what circumstances)
D—Degree (how much, to what extent)
SMART Objective
Specific
Measurable
Achievable
Time bound
Attainable
Realistic
SMART Objective
Common Mistakes When Writing Objectives
Describing what the instructor will do rather than what the
learner will do
Including more than one behavior in a single objective
Forgetting to include all three characteristics
Using performance terms subject to many interpretations
and that are not action-oriented
Writing an unattainable, unrealistic objective
Writing objectives unrelated to stated goal
Cluttering an objective with unnecessary information
Making an objective too general so that the outcome is not
clear
Taxonomy of objectives
Taxonomy is a mechanism used to categorize things
according to how they are related to one another
Taxonomy of Objectives
Behavior is defined according to type (domain category)
and level of complexity (simple to complex).
Three Types of Learning Domains (domain category)
Three Types of Learning Domains (domain
category)
1. Cognitive—the “thinking” domain
2. Affective—the “feeling” domain
3. Psychomotor—the “skills” domain
Complexity of Domain Levels
Hierarchy from low (most simple), to medium (moderately
difficult), and to high (most complex) levels of behavior
Cognitive Levels
Knowledge
Evaluation (to validate and
argue)
Affective Levels
Receiving
Characterizing (to analyze)
Psychomotor
Perception
Origination (to interpret)
Blooms Taxonomy of Cognitive Domain
Taxonomy of objectives; Action Verbs
Different action verbs used for each taxonomy (see book
Chapter 10)
Class Exercise
write the type of learning domains (Cognitive,
Affective, Psychomotor) for the following
Behavioral objectives listed below
1. Following a discussion related to nurse-patient
interaction, the registered nurse will identify in writing four
phases of nurse-patient relationship
2. After observing a demonstration of an intramuscular
injection, the licensed practical nurse will repeat the
demonstration in accordance with established procedure
3. Given the opportunity for attending a leadership
development workshop – the registered nurse demonstrates
interest by participating in discussion and completing
written assignments.
4. Following 20 mints lecture, the students will explain why
older age are at increased risk of chronic diseases
5. After three observations , the students will perform a full
antenatal examination on a pregnant woman
6. Following simulation , the nurse will demonstrate a
willingness to maintain confidentiality in interactions with
adolescent patients
7. Following discussion, the students will List the nutritional
needs of infants younger than 6 months old
8. Given the opportunity for attending three months
counseling training the nurse will counsel patients using
nonjudgmental language (both verbal and non-verbal)
9. Following two weeks ethical workshop, the nurse will
demonstrate a willingness to maintain confidentiality in
interactions with adolescent patients
10. Following different discussion related to
communication, the registered nurse will appreciate
feedback cycle in communication process
Development of Teaching Plans
After mutually agreed upon goals and objectives have
been written , it should be clear what the learner is to
learn and what the teacher is to teach .
Predetermined goals and objectives serve as a basis for
developing a teaching plan.
Is a blueprint for action to achieve the goal and the
objectives that have been agreed upon by the educator and
the teacher
In addition to stating the goal and objectives , this plan
should indicate the purpose, content outline , teaching
method and materials, timing and evaluation method
Reasons to Construct Teaching Plans
1. Ensures a logical approach to teaching and keeps
instruction on target.
2. Communicates in writing an action plan for the learner,
teacher, and other providers.
3. Serves as a legal document that indicates a plan is in place
and the extent of progress toward implementation.
Basic Elements of a Teaching Plan
Purpose
Goal statement
Objectives
Content outline
Teaching Methods
Teaching Material
Time allotment
Resources for instruction
Evaluation
The Major Criterion for Judging a Teaching
Plan
Internal consistency exists when you can answer “yes” to the
following questions:
1 – Does the plan facilitate a relationship between its parts?
2 – Do all 8 elements of the plan “hang together”?
3- Is the identified domain of learning in each objective
reflected in the purpose and goal, as well as across the plan,
all the way through to the end process of evaluation?
Summary
Assessment of the learner is a prerequisite to formulating
objectives.
Writing clear and concise behavioral objectives is
fundamental to the education process.
Goals and objectives serve as a guide to planning,
implementation, and evaluation of teaching and learning.
Reference
Bastable, S. (2014): Nurse As Educator: Principles of
Teaching and Learning For Nursing Practice. 3rd ed Jones
and Bartlett Publishers, Sudbury.
Purchase answer to see full
attachment
