WEEK 7 DEVELOPING A TEACHING PLAN

• Teaching method


  The way the information is taught that brings the learner into contact with what is to be learned
• Teaching methods

  • Lecture
  • Group Discussion
  • One to one instruction
  • Demonstration and Return Demonstration
  • Gaming
  • Simulation
  • Role Play
  • Role Model
  • Self- Instruction
• Lecture


  Highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction
• Parts of a lecture

  • Introduction
  • Body
  • Conclusion
• Group discussion


  Method of teaching where learners get together to actively exchange information, feelings and opinions with one another and with educator
• Team-based learning


  The educator offers structured, student centered environment with the goal to enrich the student's learning through active learning strategies. Composed of 5-10 students in a team throughout the semester
• Cooperative learning


  Highly structured group work focusing on problem solving that leads to deep learning and critical thinking. The educator is the center of authority in the class, with group tasks usually more closed ended and often having specific answers
• Key components of cooperative learning

  • Extensive structuring of the learning tasks by the teacher
  • Strongly interactive student-student execution of tasks
  • Immediate debriefing or other assessment to provide teacher and students about the feedback of the intended learning
  • Instructional modifications by the teacher based on feedback
• Case study


  Offers the learners an opportunity to become thoroughly acquainted with patient situation before discussing patient and family needs and identifying health related problems. It leads to the development of analytical and problem-solving skills, exploration of complex issues and application of new knowledge and skills in the clinical practice arena
• Seminar


  Interactions are stimulated by the posing of question by the educator. The format consists of several sessions in which a group of students, facilitated by the educator, discuss questions and issues that emerge from assigned readings on a topic of practical relevance
• One to one instruction


  May be given formally or informally. Face to face delivery of information specifically designed to meet the needs of an individual learner
• Demonstration - Return Demonstration

  Demonstration- done by the educator to show the learner how to perform a certain skill.

  Return Demonstration – done by the learner, carried out as an attempt to establish competence by performing a task with cues from the educator as needed
• Gaming


  Method of instruction requires the learner to participate in a competitive activity with preset rules. The goal is for the learner to win a game by applying knowledge and rehearsing skills previously learned
• Simulation


  Trial and error method of teaching whereby an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation
• Gaba, 2004: 'Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences that replicate substantial aspects of the real world in a fully interactive manner'
• Role-playing approach


  Method of instruction by which learners actively participate in an unrehearsed dramatization. Participants are asked to play an assigned character as they think the character would act realistically. This technique is intended to arouse feelings and elicit emotional responses in the learners
• Role modeling


  Use of self as a role model. Teaching method to achieve behavior change in the affective domain
• Self instruction


  Teaching method used by the educator to provide/design instructional activities that guide the learner in independently achieving the objectives of learning. Self contained educational activity that allows learners to progress by themselves at their own pace
• Teaching plan


  A blueprint to achieve the goal and the objectives that have been developed
• Elements of the teaching plan


  • The purpose
  • A statement of the overall goal
  • A list of objectives (and sub objectives, 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/tool needed)
  • The method(s) used to evaluate learning

  
• Learning contract


  A mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner, that 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
• Teaching plan


  A map for organizing and keeping instruction on target
• Instructional goal


  A desired long-term outcome of instruction
• Instructional objective


  The desired outcome of a lesson or unit
• Objectives should be what helps you and your students reach your goal. students should be told what the objectives of a lesson are
• Lecture 


  example: Dr. Patel enters the classroom and greets the students. With a slide titled "AI Basics" projected behind him, he jumps right in, explaining key concepts like machine learning and neural networks. Throughout the discussion, Dr. Patel peppers in examples from everyday life, keeping the students engaged. As the discussion ends, he encourages questions and suggests additional reading for those interested in learning more.
• Group discussion


  example: Dr. Garcia kicks off the roundtable discussion on "AI Ethics." Participants share their views on topics like bias in algorithms and data privacy. Dr. Garcia guides the conversation, ensuring everyone has a chance to speak. The discussion wraps up with a call to action for further exploration of ethical issues in AI.
• Team-based learning


  Professor Lee divides the class into teams for the "AI Applications Challenge." Each team receives a scenario where they must propose an AI solution. They brainstorm ideas, assign roles, and collaborate to develop a presentation. After intense planning, teams present their solutions to the class. Professor Lee provides feedback and encourages peer evaluation. The winning team celebrates their innovative approach to AI application.
• Cooperative learning


  Ms. Rodriguez assigns a complex problem to the class, dividing students into small groups. Each group works together to analyze the problem, brainstorm solutions, and develop a strategy. As they collaborate, students share ideas, debate approaches, and support one another. Ms. Rodriguez circulates, providing guidance and encouragement. At the end of the session, each group presents their solution, fostering a sense of achievement and camaraderie among the students.
• Case study


  Dr. Kim outlines a marketing challenge. Students analyze individually, then convene in small groups to brainstorm solutions. Dr. Kim guides discussions, fostering collaboration and critical thinking. Finally, each group presents their strategy, honing presentation and problem-solving skills.
• Seminar


  Dr. Lopez leads a session focused on honing leadership skills. Attendees participate in discussions and activities designed to improve communication, decision-making, and team management. Dr. Lopez provides guidance and facilitates interactive exercises. Throughout the session, participants learn from each other and gain practical insights to enhance their leadership abilities.
• one-on-one instructions


  Professor Patel conducts a focused session with a student, customizing the instruction to meet the student's unique needs and preferences. They work closely together, addressing specific challenges and exploring targeted solutions. Through personalized guidance and feedback, the student gains a deeper understanding of the subject matter and achieves their learning objectives.
• Demonstration and return demonstration 


  Professor Garcia engages in an interactive learning exchange with a student, showcasing a concept or technique. The student observes attentively, seeking clarification when necessary. Subsequently, the student demonstrates their understanding by applying the newly acquired knowledge or skill, while Professor Garcia offers constructive feedback and support. This dynamic exchange fosters comprehension and skill development.
• Gaming


  Dr. Rodriguez orchestrates an educational gaming session with a student, immersing them in a virtual world designed to reinforce learning objectives. The student navigates through challenges and puzzles, applying critical thinking and problem-solving skills. Dr. Rodriguez provides guidance and encouragement as the student progresses through the game. Afterwards, they reflect on the experience, discussing how gaming principles relate to real-world concepts. This gamified approach enhances engagement and retention of key concepts.
• Simulation


  Dr. Patel guides a student through an interactive simulation, replicating real-world scenarios. The student makes decisions and solves problems within the simulation, receiving immediate feedback and guidance from Dr. Patel. This hands-on experience enhances learning by applying theory to practice in a dynamic environment.
• Role-playing approach


  Professor Kim employs a different approach with a student, assigning them roles relevant to the subject matter. The student engages in simulated interactions, embodying different perspectives and scenarios. Professor Kim provides guidance and facilitates discussions as the student navigates through the role-play, encouraging critical thinking and empathy. Through this experiential learning method, the student gains deeper insights and practical skills applicable to real-life situations.
• Role modeling

  Dr. Rodriguez adopts a role modeling approach with a student, demonstrating desired behaviors and skills in action. The student observes Dr. Rodriguez's exemplary performance and strives to emulate them. Dr. Rodriguez provides explanations and offers opportunities for the student to practice and receive feedback. Through this process, the student learns not only from instruction but also from observing and imitating effective behaviors, fostering skill development and personal growth.
• Self instruction


  Professor Patel guides a student, empowering them to take charge of their own learning journey. The student identifies learning objectives, selects resources, and sets a personalized study plan. Professor Patel offers guidance on effective study techniques, provides recommendations for learning materials, and checks in periodically to offer support and feedback. Through self-instruction, the student develops autonomy, responsibility, and lifelong learning skills.
• terms with few interpretation

  1. to apply
  2. to choose
  3. to classify
  4. to compare
  5. to construct
  6. to contrast
  7. to define
  8. to describe
  9. to demonstrate
  10. to differentiate
  11. to distinguish
• Importance of using behavioral objectives

  • Helps to keep educators thinking on target and learner-centered
  • Communicates to others, both learners and healthcare team members alike, what is planned for teaching and learning
  • Helps learners understand what is expected of them so they can keep track of their progress
  • Forces the educator to organize educational materials so as not to get lost in content and forget the learner's role in the process
  • Encourages educators to question their own motives—to think deliberately about why they are doing things and analyze what positive results will be attained from accomplishing specific objectives
  • Tailors teaching to the learner's particular circumstances and needs
  • Creates guideposts for teacher evaluation and documentation of success or failure