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Creating Learning Resources
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Teaching & Learning Lesson Planning
Berni Addyman
Teaching and Learning
Aim/s:
To introduce concepts of lesson planning
Gain insight into teaching methods and strategies & the importance of an effective learning environment
Learning Objectives
At the end of this session the student will be able to:
Outline the process of lesson planning
Reflect upon the importance of effective lesson planning
Formulate learning objectives, lesson plans and evaluate methods/strategies used in both formal & informal teaching sessions. Consider underpinning theory
Discuss the clinical environment and its influence on effective learning
What is a lesson plan?
A framework for lesson
If you imagine that a lesson is like journey – the lesson is the map
A strategy or plan for teaching, a series of cues to be used during the lesson
It shows you where to start, where you finish and the route to get there.
Helps teachers to proceed with the session logically
Why plan a lesson?
Planned work is always much more effective than unplanned work
Essential pre-teaching activity to enable effective learning to occur
One of the most important reasons is that, you need to identify your aims & objectives
You need to know what it is you hope your student achieves, what it is he/she will know or will be able to do at the end of the lesson
Why plan a lesson?
You also need to ensure:
You cover the topic
You have the required resources
As a prompt
Ensure a well structured session:
Varied activities
Best use of TIME
Strutture
Introduction
Setting the scene, finding out students prior knowledge, state objectives of session (what, why & how) Arouse interest!
Development
New ideas and concepts, progress, exercises & examples, make links, present information, assessment using Q & A
Conclusion
Summary of what the lesson was about, no new ideas
Lesson planning
Identify aim or aims of session
Derive objectives/outcomes from the aim/s and or learning needs of student
Learning objectives/outcomes need to beSpecificMeasurableAchievableRealisticTimed / Timely
Don’t try to cover too much material in one session
Teaching domains
Cognitive Domain
Words associated with the domain:
States, Defines, Outlines, Names, Translates, Summarises, Explains, Distinguishes, Compares, Applies, Relates, Devises and Justifies.
e.g. List the ‘5 rights’ relating to drug administration…
Teaching domains
Affective Domain
Words associated with the domain:
Attentive, Empathic, Patient, Respectful, Sympathetic, Courteous, Compassionate and Friendly.
e.g. Communicate in a ‘sympathetic friendly’ manner when dealing with…
Teaching domains
Psychomotor Domain
Words associated with the domain:
Adjust, Assemble, Chart, Collect, Perform, Use, Draw, Employ, Prepares, Assembles.
e.g. Prepare bed and bedside area for an emergency admission…
Group work
Aims are goals – set either by you as the teacher or by the curriculum
They state what the learning will achieve. They are the ‘ultimate’ goal to indicate what the student will do at the end of the course, subject or lesson. (Reece & Walker 2000)
In small groups discuss and plan the aim and objectives for one teaching session of your choice.(NMC 2008b)
Will it succeed?
Plan
What activates will take place in the lesson?
Provide for change in the activity – no longer than 20/25 minutes each activity.
Individuality/equal opportunity.
Resources & Environment
What will you need?
Have reserves, arrange room.
Practice using equipment.
Will it succeed?
Timing
Allow enough time to cover material.
Allow time for discussion or side tracking.
Strategies
Vary & consider the most effective teaching/learning strategies – Simulation, lecture, role play, group work, Q&A, discussion, demonstration and problem solving.
Consider learners previous knowledge & experience.
Delivering the session
Rehearse before hand if you want to
Try to keep to time but do not rush – be flexible
Your plan is there to guide not restrict you
Evaluation
You cannot hope to produce a perfect plan for every lesson; plans may need to be modified
How was your presentation? - Did the students learn
What you intended them to learn
What you wanted them to learn
What they wanted to learn
How could the session be improved
What went well / not so well – why?
What could be done differently
Informal session/Teaching a skill
Consider your Clinical Skills teaching, in practice so far
What have you / do you need to consider when planning teaching a clinical skill in the clinical setting?
What do you need to consider in the
1. Pre-session Phase
2. Interactive stage
3. Evaluation Stage
Pre-session phase
Consider
The procedure – what do you hope to teach?
Aims & Objectives.
How you will evaluate performance
Students existing level of competence
Alert student as to what you plan to demonstrate
Agree how you would like to deal with questions
Pre-session phase
Consider
The environment
Is it safe, private, clean & comfortable?
The patient/assistant
Preparation/explanation/comfort/consent
Assemble and prepare materials
Invite student to reflect on rationale for choice
Ensure student can see procedure clearly
Interactive phase
Compose yourself and allow sufficient time(it will usually take longer than if performed without an audience)
Explain & demonstrate the taskIdentify component skills and demonstrate their relationship to the whole
Where it seems tactfulPause to gather ideas or suggestions or ask the student to guide the teacher in performing task.
Check the student is following attentively
Conclude the procedure
Interactive phase cont…
Reflect on what was witnessedEncourage student to question ‘why’ to help connect action with thoughtConsider whether student will be invited to complete procedure – whenPreparation as before (environment, patient, safety, timely)Prompt & guide student thought components of procedureReduce prompts and encourage student to assume responsibilityProvide feedback at all stages and reward appropriate responses
Evaluation phase
Arrange practice
To encourage consolidation of skill
Monitor practice & application in varying circumstances
Assess performance
Against students objectives / criteria / standard of proficiency
Encourage student to reflect on own practice against criteria
Self reflection & evaluation
Conclusion: Learning objectives
At the end of this session the student will be able to:
Outline the process of lesson planning
Reflect upon the importance of effective lesson planning
Formulate learning objectives, lessons plans and evaluate methods/strategies used in both formal & informal teaching sessions. Consider underpinning theory
Discuss the clinical environment and its influence on effective learning
References
Bjork I T, Kirkevold M (2000) From simplicity to complexity: developing a model of practical skill performance in nursing. Journal of Clinical Nursing, 9 (4),pp 620 -631
Dix G, Hughes s (2005) Teaching students in the classroom and clinical skills environment. Nursing Standard, 19 (35) pp 41-47
Harden R.M. (2002) Learning outcomes and instructional objectives: is there a difference? Medical Teacher, 24, (2), pp151 – 155
References
Price B (2005) Mentoring learners in practice: No 10 Nursing Standard. 19, 39
Quinn F and Hughes S (2007) Principles & Practice of Nurse Education 5th Ed, Cheltenham, Stanley Thornes Ltd
Reece I, Walker S (2000) Teaching training & Learning: A practical Guide, 4th Ed Sunderland, Business Education Publishers Ltd,
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