developing teaching plan

• Educational objectives


  Used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum units
• Instructional objectives


  Describe the teaching activities, specific content areas, and resources used to facilitate effective instruction
• Behavioral or learning objective

  Action oriented rather than content oriented, learner centered rather than teacher centered
• Goal


  The final outcome to be achieved at the end of the teaching and learning process
• Objective


  A specific, single, concrete, one-dimensional behavior
• Bloom's taxonomy for learning, teaching, and assessing behaviors was revised to change the names in the six categories from noun to verb forms
• Learning Domains

  • Cognitive
  • Affective
  • Psychomotor
• Cognitive Domain


  • Dealing with intellectual abilities
  • Approximately 80% of educational objectives fall into this domain
  • Most familiar to both instructors, authors and learners
• Affective Domain


  • Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations
  • Often the most difficult objectives to develop
• Psychomotor Domain


  • 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
• Behavioral objectives


  • Helps to keep educators thinking on target and learner centered
  • Communicates to others, both learners and healthcare team members , 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 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
• Criteria for writing behavioral objectives

  • 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?
• Components of a behavioral objective

  • Performance: Describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved.
  • Condition: Describes the situations under which the behavior will be observed or the performance will be expected to occur.
  • Criterion: Describes how well, with what accuracy, or within what time frame the learner must be able to perform the behavior so as to be considered competent.
• ABCD Approach to writing objectives

  • A=Audience (the learners, readers or participants, not the instructor)
  • C=Condition (imposed by the instructor)
  • B=Behavior (what the participants will do)
  • D=Degree (What is "Good Enough"?)
• Teaching Plan


  • A blueprint to achieve the goal and the objectives that have been developed
  • Indicates the purpose, content, methods, tools, timing, and evaluation of instruction
  • Clearly and concisely identifies the order of these various parts of the education process
• Health Education Plan


  • To force the teacher to examine the relationship among the steps of the teaching process, to ensure a logical approach to teaching, which can serve as a map for organizing and keeping instruction on target.
  • To communicate in writing and in an outline format exactly what is being taught, how it is being taught and evaluated, and the time allotted for accomplishment of the behavioral objectives.
  • To legally document that an individual plan for each learner is in place and is being properly implemented.
• Components of a Complete Teaching Plan

  • 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
• Learning Contract


  • A mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner
  • 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
• Content of the Learning Contract

  • 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
• Teaching Method


  A way information is taught and brings the learner into contact what is being learned
• Instructional Tools


  The objects or vehicle used to transmit information that supplements the act of teaching
• Using the method of instruction improves the amount of information they retain and ability to think critically and positively affects their learning outcomes
• Lecture Method


  • 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
• Advantages of Lecture Method

  • Efficient, cost-effective
  • An effective approach for cognitive learning
  • Useful in providing foundational background information as a basis for subsequent learning, such as group discussion
• Disadvantages of Lecture Method

  • Largely ineffective in influencing affective and psychomotor behaviors
  • Does not provide stimulation or participatory involvement of learners
  • Instructor centered, the most active participant is frequently the most knowledgeable one
• Benjamin Franklin: 'Tell me" I will forget" Show me" I remember" Involve me;" I understand"'
• Lecture method


  Lecture comes from the French word 'lectura' meaning to read. Latin word "Legere" means to read
• Lecture method


  A highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction
• The lecture method is one of the oldest and most often used methods
• Lecture method


  • Useful in providing foundational background information as a basis for subsequent group discussions
  • A means to summarize data and current research findings
• Advantages of lecture method

  • Efficient, cost-effective
  • An effective approach for cognitive learning
  • Useful in providing foundational background information as a basis for subsequent learning, such as group discussion
  • Easily supplemented with handout materials and other audiovisual aids to enhance learning
  • Useful to demonstrate patterns, highlight main ideas, summarize data, and present unique ways of viewing information
• Disadvantages of lecture method

  • Largely ineffective in influencing affective and psychomotor behaviors
  • Does not provide stimulation or participatory involvement of learners
  • Instructor centered, the most active participant is frequently the most knowledgeable one
  • Does not account for individual differences in background, attention span, or learning style
  • Learners are exposed to the same information regardless of their cognitive abilities, learning needs, or stages of coping
  • Diversity within groups makes it challenging, teachers unable to reach all learners
• Group discussion


  A method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the educator
• Types of group discussion

  • Collaborative learning
  • Team-based learning
  • Cooperative learning
  • Case studies
  • Seminars
• Cooperative learning


  Uses group activities. Group work is a learner centered, active and very effective teaching and learning strategy for nursing students to enhance cognitive and affective skills
• Collaborative learning


  An unstructured where the students finds their own resources of materials needed to carry out the role and complete an activity examples are reports and presentations
• Team-based learning


  A structured evidence practice, innovative teaching strategy to engage students in active learning to enrich their experiences by working together to achieve one common objective
• Case study


  Engages learner to focus on real or invented case scenarios simulating life or world situation to understand, solve complex problems and issues. It is used to promote learning, improve critical thinking skills, self directed study skills
• Educational objectives


  Used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum units
• Instructional objectives


  Describe the teaching activities, specific content areas, and resources used to facilitate effective instruction