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,