Curriculum Planning and

Conducting Classes
CHAPTER 8
“ The work of nursing is difficult and exacting, and demands much practical
knowledge or training of any kind… renders it impossible for us to teach in
short time all that students should know.” – Emma Lonise Warr
 Learning Objectives

At the end of this chapter, the student will be able to:

• Discuss curriculum planning and development
• Explain the various purposes of the curriculum
• Describe factors which can influence curriculum development
• Differentiate types of curriculum preparation
• Describe unitary teaching and unit teaching
• Explain the elements and purposes of the daily plan
• Describe the steps needed to develop a class plan
• Explain the various criteria for selecting a textbook
• Describe how to conduct a class
• Discuss the importance of evaluation
 Curriculum Planning and Development
• CURRICULUM
- refers to a planned set of learning experiences that
the educational institution intends to provide its
learners
- choices and decisions in the development of
curriculum is based on socio- cultural, technological
and economic changes.
 3 Educational Philosophies
• Conservative View
- stresses that there are certain truths that should be taught and
learned
- purpose of education: to transmit the worthwhile bodies of
information to generations of learners
- stresses that (a) a social change should be slow, (b) there is a need
to conserve, (c) methodology should be teacher directed, (d) Emphasis
should be placed on ensuring content - centered curriculum.
• Progressive View
- more concerned with the current needs of learners
in response to recent social and technological
changes and climate in teaching and learning
environment
- “Progressivism”
• Radical View
- education should do more than preparing learners
for participatory democratic citizenship
- autonomous and self- styled learning process
- students are encouraged to assume self- initiating
activities
- harness leadership potential
 Purposes of the Curriculum
• Curriculum: intellectual development process conceived to
promote mastery of the subject matter
• Intellectual development is conceived as the following:
- being directed toward development of the
change process
- mastery of the subject matter particularly the
caring attitude of the nurse
 - serves as a resource for activities such as
problem- solving and creative thinking
- depends on the development of all aspects of
personality
- necessary for effective functioning in all areas of
living
Factors which Influence Curriculum
Development
• Philosophy of Nursing Education
• Educational Psychology
• Society
• Students
• Life Activities
• Knowledge
 Types of Curriculum Preparation

• Foundational
- includes liberal arts program which leads to
personal development of the student
- provides principles in the basic disciplines upon
which nursing courses are formulated
• Professional
- major courses in nursing and related fields (theory
and RLE)
- specific to nursing discipline
- helps guide and direct students in the acquisition of
knowledge, skill and values to carry out roles and
responsibilities
 Unitary Teaching
• A method of teaching planned to facilitate and to attain
s common framework or unitary learning
• Basis for this method of teaching are teaching goals
and objectives (Emerson 2007)
 Characteristics of Unit Planning and Teaching

Unit planning and teaching recognizes that:

• Learning takes place most effectively as “wholes” rather than
of fractions;
• Learning is developmental, in regard to students’ age and
capabilities
• Learning takes place most effectively when there is
understanding and acceptance pf goals to be achieved ;
• There is need to provide for individual differences;
• Effective learning takes place when the learner
increasingly develops the skills for self- direction;
and
• Unit planning provides a sound basis for the
evaluation of learning
 Types of Unit Plans
• Subject- Matter units
- primary emphasis is the assimilation of knowledge,
secondary on the learner
• Process Units
- primary emphasis: learner
- secondary emphasis: materials to be used for learning
 Purposes of Daily Teaching Plans
Guides and helps the teacher in the following:
• Teaching activities for the day
• Specific learning activities to be accomplished for the
day
• A daily framework of the lesson so that there will be no
topics missed, duplicated or taken for granted
 Elements of Good Daily Planning
• Course Objectives
-must be student centered and focused on terminal
behavior desired to be achieved
• Related to previous work
-serves as basis for coherence, consistency and
continuity
• Selection and organization of the subject matter
Guidepost for the Development of the
Daily Class Plan
• A Guide, Not a Crutch
• Continuous Growth
• Special Work
• Daily Class Plans
• Enthusiasm
 Planning and Conducting a Class
• Guidelines for teachers in conducting classes:
• The teacher is a specialist working with students
- teacher is engaged in a continuing, systematic and self-
reflective analysis
- her enthusiasm in teaching exudes a great deal in
motivating and inspiring her students to participate actively
during class discussions
 The Planning Sequence
• A.) Develop a course outline or syllabus
- a course outline is a contract between the
teacher and learners
- help learners determine what is to be learned
and what is expected of them
The Course Outline includes:
• Title of the course
• Name of the instructor
• Course description
• Course goals and objectives
• Outline of topics
• Methods to be used
• Textbook and reference materials
• Method of evaluation
• B.) Formulate the Objectives
- identify what knowledge, skills or values are
expected of students
- designed according to SMARTER Principle
- Course Objectives: guide in the selection
and choice of course content and
materials; determine students’ extent of
learning
 “SMARTER
Principle”
• S : simple
• M: measurable
• A: achievable
• R: realistic
• T: time bound
• E: excellent value
• R: rewarding
 Taxonomy of Objectives
Bloom identified 3 learning domains of educational objectives,
namely:
•COGNITIVE DOMAIN: measures knowledge, comprehension,
application, analysis, synthesis and evaluation using oral tests
•PSYCHOMOTOR DOMAIN: measures actual performance in doing
nursing procedure
•AFFECTIVE DOMAIN: measures beliefs, attitude, and values
regarding the given course
• C.) Selecting Content
- course content is usually prescribed in the
curriculum
- teacher provides the course description to guide
what to teach
- teacher has the discretion what to include or
exclude on a particular topic
• D.) Organizing content
- course content must be designed in a logical
sequence
- teacher can move from generalizations to
specifics
- lecture discussions must be prepared and
organized to facilitate clear
understanding of subject matter
2. Select teaching methods
- one of the most complex part of teaching (Weston
and Creston)
- dilemma: what strategies are appropriate in
teaching a particular topic
- deciding which teaching method to use is not easy
 Factors to consider in choosing
the best Teaching Method
• Objectives
• Course Content
• Abilities and interests of the teacher
• Compatibility between teachers and teaching
methods
• Number of students in the class
• Educational resource available in an institution
Effectiveness of Teaching Methods
• Considered effective if students are able to:
- acquire knowledge
- improve performance
- enhance problem- solving skills
- saves time for learning
- allows speed in transfer of learning
abilities to them
 Planning Assignments
• Encourage students to think critically
• Term papers, research or position papers
• Geared toward meeting learning outcome of the course
* assigning short essay: analyze patients’ problems; critical thinking
developed
* disease assessment focus or patient teaching tools: facilitate
creative, resourceful way to accomplish
assignment
* Nursing Care Plans: requires critical thinking
3. Fit the topic to the audience
- assess your students level of competency as basis in
the choice of course objectives and content

4. Focus on your topic

- Do not attempt to cover everything in one lecture
- too many topics covered in a short time creates
confusion; no learning takes place
5. Prepare an outline
6. Organize your points for clarity
7. Select appropriate examples
8. Present more than one side of an issue
9. Repeat points
10. Be aware of your audience
11. Be enthusiastic
12. Use visual aids
13. Provide “hands on” experience
14. Record important information in writing
15. Use movies and videos with caption
16. Repeat a question
17. Arrange for the student to sit comfortably to allow active
listening
18. Provide new vocabulary
19. Stay in one place or move once in a while
20. Do not expect a student to look in more
than one place at a time
 Criteria for Textbook Selection
• Basic guidelines in the selection of textbook materials:
• Authoritative and reliable
• Revised periodically for Updating Purposes
• Mechanical Factors
• Purpose and objectives should be evident in the preface
and introduction of the book
• Content
• Textbooks should contain substantive information for validity
and reliability. It must be:
- well organized and easy to understand
- scholarly in style and words used are simple
- correlation is established with other courses in the
curriculum
- teaching and learning aids are complete such as index,
table of contents, references, illustrations, questions, and
problems
 Implementing Teaching Programs
• Patient education Programs specific to each
developmental stage:
• PATIENT EDUCATION FOR WOMEN
a. Pregnancy;
b. childbirth;
c. Postpartum behavior;
d. Physical changes during and after pregnancy;
e. Child rearing; and
f. Family Planning
2. PATIENT EDUCATION FOR FAMILIES WITH ADOLESCENTS
- conduct Home, Education, Alcohol and other drugs,
Depression, Sex and Suicide (HEADSS) assessment
- consider patient education on:
a. Personal Hygiene;
b. Proper nutrition and lifestyle;
c. Effects of alcohol;
d. Effects of drugs; and
e. Sexually Transmitted Diseases
3. PATIENT EDUCATION FOR SENIOR CITIZENS
- Assess senior citizens for:
a. Depression;
b. Physical Injury;
c. Loss of prestigious employment;
d. Status;
e. Inability to sleep or problems with
recurrent nightmares
 Evaluation of Teaching and
Learning Objectives
• Refer to changes in behavior expected as result of
selective learning experiences
• Purpose (educational objectives): effect certain
desirable changes in student behavior
• Done through test, behavioral evaluation, or graded
assignments
• The following must be taken into consideration:
1. Examining performance of students in various
sessions;
2. Asking whether each teaching aim is reasonably
attainable;
3. Considering the adequacy of students’ prior
knowledge and skills in relation to the present
course discussed;
4. Determining whether all the stated teaching-
learning objectives are realistic and attainable
 CHAPTER 9

DETERMINTANTS OF
LEARNING
Emechille C. Matarlo,
RN,MN,LPT
 LEARNERS CATEGORIZED
ACCORDING TO:

• 1. Growth and Development

• 2. Stages of Development
• 3. Individual Differences
Growth and Development
Cognitive theory ( Jean Piaget ) -
explains the developmental task each
child passes through during the growth
and development process.

1. Growth - is tantamount to the word

“increase” or the quantitative changes
in terms of learning. It simply means the
acquisition of more knowledge which
often results in maturation.
2. Development - is the orderly,
dynamic changes in a leaner resulting
from a combination of learning,
experience, and maturation (
Eggen:1994).
- It represents the qualitative changes
in an individual changes in an
individual as evidenced by their
intellectual, emotional and
physiological capabilities.
 ** Growth and
Development are
intertwined interrelated in
order to proceed with
normal maturation
process.
 Factors Influencing Intellectual
Development
1. Maturation - refers to the biological
changes in individuals that result from
the interaction of their genetic
makeup with the environment.
- The genes of an individual
provide the blueprint development;
the environment with these with these
genes to influence rate and direction
of growth
(Eggen;1994).
2. Experience - refers to the observing
encountering or undergoing behavior
changes of individuals which
generally occur in the course of time
through involvements of feelings and
emotions as the learner interacts with
environment which accumulates in the
body system.

3. Learning - It is the product of

experiences and goals of education
where students are trained to profess
for further development.
 STAGES OF DEVELOPMENT
“ No one can skip any
development stage. ”- Piaget
Characteristics and Developmental
milestones of each stage :
1. Growth and Development is a continuous
process from conception till death.
2. These steps are continuous rather tha
discrete hence, a child development, visibly
and continually.
3. The rate at which children pass through
them differs widely, depending individual
maturation rates and their culture
 Stages of Development

1. Infancy - “ SENSORIMOTOR STAGE or

Practical Intelligence” ( 0-1 Year ) .
Focuses on reflex behavioras a
determinant of sensory and motor
capacities such as hearing and sight;
thinking is limited to how the world
responds to their physical actions. “
Out of sight ” is “ Out of mind ”.
2. Toddler “ Preoperations Stage (1-3 years)
is characterized by perceptual dominance .
A child who can classify objects in toys and
non-toys performs a mental operation.
- Language development; formulate a
number of concrete concepts and abstract
concepts. Example: A child riding with her
parents in a car will look out of the window,
point animatedly, and say “truck”, “horse”
or “tree”.
- Characteristics : Egocentrism (self-
centered), use symbols, they are headstrong
and negativistic, favorite word is “NO”,
active, mobile, and curious, has poor sense
of time.
3. Preschooler
“ Perceptual Intuitive Thought (3-7
years). The child tends to accomodate
more information and change their
ideas to fit reality rather than reasons.
Their thinking is infleunced by the
following:
4. School Age
“ Concrete Operations Stage ” (7-12
years).
a. Ability to discover concrete solutions
to everyday problems.
b. Ability to overcome to
preoperational deficiences
c. Reasoning tends to be inductive,
from simple to abstract ideas.
d. Awareness of past, present and
future time.
5. Pubescent or Adolescent
“ Formal Operational Thought (12-
20 years)
- They have logical thinking and
scientific reasoning.
- Have mature thought
6. Young Adulthood (20-40 years)
“ Intellectual exchange and social
transmission. Career-centered. ”
a. Develop philosophy of life
b. Career, mate and family-
centered
c. Dominating influence on the
child
7. Middle Adullthood (40-60 years)
“ Cooperative Relations ”
- Pursue life goals and interests
- Family and career-centered
8. Late Adulthood (60-80 years).
a. Ability to discover concrete
solutions to everyday problems.
b. Ability to overcome to
preoperational deficiences
c. Reasoning tends to be
inductive, from simple to abstract
ideas.
d. Awareness of past, present and
future time.
 CATEGORIES OF LEARNERS
ACCORDING TO INDIVIDUAL
DIFFERENCES
Intelligence
Multiple Intelligence
Emotional Intelligence
Socioeconomic Status
Culture
Gender differences
At-risk Students
• INTELLIGENCE
- is determined by genetics and
environment. It is measured based on
the results of intelligence tests or
aptitude tests.
MULTIPLE INTELLIGENCE
- the theory of multiple intelligence
was proposed by Dr. Howard
Gardner. This states that the
traditional concepts of intelligence,
based on I.Q. testing, is far too
limited. He proposed 8 multiple
intelligences.
1. Verbal - linguistic intelligence or “word
smart”
2. Logical - mathematical intelligence or
“number/reasoning smart”
3. Spatial intelligence or “picture smart”
4. Bodily-Kinesthetic intelligence or “body
smart”
5. Musical intelligence or “music smart”
6. Interpersonal intelligence or “people
smart”
7. Intrapersonal intelligence or “self smart”
8. Naturalist intelligence or “nature smart”
OTHER INTELLIGENCES
EMOTIONAL INTELLIGENCE
- is a combination of competencies.
These skills contribute to an indivdual's
capability to manage and monitor his or her
own emotions, to correctly gauge the
emotional state of others to influence
opinions (Caudron, 1999; Goleman, 1998).
Goleman's Model of five dimensions :
a.) SELF-AWARENESS - is the ability to
recognize one's own feeling as this happens,
to accurately perform self-assessment and
have self-confidence. It is the keystone of EI.
b.) Self-management or self-regulation
- is the ability to keep disruptive
emotions and impulses in check (self-
control), maintains standards of honesty and
integrity (trustworthiness), take
responsibilityfor one's performance (
consciousness), handle change (
adaptability) and be comgfortable with
nobel ideas and approaches (innovation).

c.) Motivation - is the emotional tendency of

guiding or facilitating the attainment of
goals through achievement, commitment,
initiative and optimism
d.) Empathy - is the understanding of others
by being aware of their needs, perspectives,
feelings, concerns, and sensing other
developmental needs.

e.) Social skills - are fundamental to EI

including:
 Influence
 communication
 Leadership
 Building bonds
 Collaboration and cooperation
 Social Skills
SOCIOECONOMIC STATUS
- is a measure of a family's position in society
as determined by family income, its member's
occupation, and level of education
- SES affects learning both at home and in
school. Poverty affects learner's well-being and
quality of life.

CULTURE
- refers to the attitude, values, customs and
behavior patterns that characterize a social group.
Like SES, culture also influences school success,
through:
a. Student's attitudes and values
b. Classroom organization
c. Social Communication
GENDER DIFFERENCES
a.) Different Treatment of Boys and Girls
- male and female babies are treated
differently
b.) Stereotyping Boys and Girls
- gender-based treatment
AT - RISK STUDENTS
- are those in danger of failing to complete
their education.
- they have learning problems and
adjustment difficulties
- they often fail even though they have the
capability to succeed.
LEARNING NEEDS BASED ON MASLOW'S
HIERARCHY OF NEEDS
1.) Deficiency needs
- are those needs whose absence
energizesor moves people to meet them.
Until a lower need is met, an individual is
unlikely to move to a higher need.
2. Growth needs
- are needs “met” and require people
to indulge in activities that are physically
and psychologically stimulating and
enhances strength and vigor to proceed to
a higher level task as they expand and grow
as people have experiences with them.
Implications of the Hierarchy of Needs
to Education
1.) Impoverished students who are unable to their
basic needs such as food and enough rest tend to
have diminished motivation to learn.

2.) Students who ahve a low sense of security tend

to achieve less than those hwo have a high sense
of security.

3.) Growth needs energize and direct student

learning.

4.) True motivation for learning develops only when

students see the relationship between what they
are learning their primary goals on rewards and
punishments.