Module 4

• The Planning Sequence


  Selecting of Content
• Selecting Content
• Factors in Selecting Contents


  • Time devoted to the topic
  • Backgrounds of the students/learners
  • Textbook
• The Planning Sequence


  Organizing Content
• Organizing Content
• Ways to Structure the Content


  • General to specifics or vice versa
  • Time Sequence Structure
• Factors Affecting Choice of Method


  • Facts or rule
  • Mold attitudes
  • Motivate the learner
  • Encourage creativity & problem solving skills
• Depends on the objectives & type of learning you are trying to achieve
• Teaching Methods


  • Lecture with handouts
  • Case studies
  • Gaming
  • Problem based learning
  • Computer tutorial
  • Discussion or role playing
  • Individual projects
• Factors Affecting Choice of Method


  • Abilities & interests of the teacher
  • Compatibility between learners & teaching methods
  • Number of people in the class
• Class Size


  • Very small groups
  • Small groups
  • Large groups
• Very small groups = modules, computer programs, handouts with explanation
• Small groups = discussion, role-playing, cooperative learning
• Large groups = lectures, audiovisuals
• Teaching Plan


  Blueprint for action to achieve the goal and the objectives that have been agreed upon by the educator and the learner
• Contents of Teaching Plan


  • Goal and Objectives
  • Purpose
  • Content
  • Methods & Tools
  • Timing
  • Evaluation of Instruction
• Elements of Teaching Plan


  • Purpose
  • Statement of the overall goal
  • List of objectives
  • Outline of the related content
  • Instructional method(s) used for teaching the related content
  • Time allotted for the teaching of each objective
  • Instructional resources (materials/tools & equipment) needed
  • Method(s) used to evaluate learning
• Purpose


  Statement of the overall goal
• Goal


  The patient will be able to perform insulin injections independently according to treatment regimen
• Objectives


  1. Identify the 5 sites for insulin injection with 100% accuracy (cognitive)

  2. Demonstrate proper techniques according to procedure for drawing up insulin from a multidose vial (psychomotor)

  3. Give Insulin to self in thigh area with 100% accuracy (psychomotor)

  4. Express any concerns about self-administration of insulin (affective)
• Content Outline


  • Location of 5 anatomical sites, rotation sites
  • Accepted technique according to technique
  • Procedure for injecting SQ at 90◦ angle using aseptic technique
  • Summarize common concerns
• Method of Instruction


  • 1:1 instruction
  • Reading syringe unit dose marking
  • Demonstration
  • Ret. Dem.
  • Exploration of feelings
  • Discussion
• Time Allotted


  • 2 min
  • 5 min
  • 10 min
  • 3 min
• Resources


  • Anatomical Chart
  • Alcohol sponges, Sterile SQ needles & insulin syringes, Multidose vial of sterile water
  • Human model, SQ needle & syringe, Multidose vial of sterile water, Alcohol sponges
  • Video, Written Handouts
• Method of Evaluation


  • Post-testing
  • Observation of Ret. Dem.
  • Observation of Ret. Dem.
  • Question and Answer
• Common Mistakes When Writing Objectives

  • To describe what the instructor rather than the learner is expected to do
  • To include more than one expected behavior in a single objectives. Avoid using the compound word and to connect TWO verbs
  • To forget to include all four components (audience, performance, condition and criterion)
  • To use terms for performance that are subject to many interpretations, not action oriented and difficult to measure
  • To write an objective that is unattainable given the ability level of the learner
  • To write objectives that do not relate to the stated goal
  • To clutter an objective by including unnecessary information
  • To be too general so as not to clearly specify the expected behavior to be achieved
• Terms With Many Interpretations (Not Recommended)


  • To know
  • To understand
  • To appreciate
  • To realize
  • To enjoy
  • To value
  • To feel
  • To think
  • To learn
• Terms With Few Interpretations (Recommended)

  • To apply
  • To choose
  • To classify
  • To compare
  • To describe
  • To demonstrate
  • To differentiate
  • To recall
  • To verbalize
• Objectives


  Write objectives that have meaning not just for you but also for the learners
• Objectives


  • To guide your selection and handling of course materials
  • Help to determine whether people in the class have learned what you have tried to teach
• Educational objectives


  Learning objectives
• Types of objectives


  • Action oriented rather than content oriented
  • Learner centered rather than teacher centered
  • Outcome focused rather than process focused
• Writing your objectives


  1. Audience: who is the learner

  2. Performance: Describes what the learner is expected to be able to do or perform

  3. Condition: Describes the testing situation, resources, assistance or constraints under which the behavior will be observed or completed

  4. Criterion: Describes how well, with what accuracy, or within what time frame the learner must be able to perform
• Well written objectives


  • After watching a demonstration on suctioning, the nurse will be able to correctly suction a client using aseptic technique
  • After listening to the health teaching about hypertension, the patient will be able to state 3 out 4 causes of high blood pressure
• Poorly written objectives


  • The patient will be able to prepare a menu on low fat foods (CONDITION AND CRITERION MISSING)
  • The nurse will demonstrate crutch walking postoperatively to the patient (teacher centered)