Kenn S.

Nuyda, RN

Lesson Objectives:
To be able to identify the necessary

preparations needed in conducting classes. To be able to explain the importance of planning classes. To be able to recommend other unmentioned pointers (if any) To apply the tips/pointers learned during the teaching demonstration

 To be able to choose appropriate

preparations for the teaching demonstration To be able to demonstrate proper conducting of class

What methods should I use in the classroom?

What methods should I use in the classroom?

How do I know how long it will take to reach this amount of material?

How can I keep learners interested and make sure they learn?

Planning Classes
To meet curricular

objectives

To meet individual

student learning needs.

THE PLANNING SEQUENCE

Formulate objectives Select and organize content Choose teaching methods Design assignment/evaluation

DEVELOPING A COURSE OUTLINE/SYLLABUS

Name of the course Name of the instructor A one-paragraph course description A list of course objectives Topical outline Teaching methods to be used Textbook/Reading materials Methods of evaluation

TAXONOMY OF OBJECTIVES
Bloom (1984) 3 learning domains: 1. Cognitive (knowing) 2. Psychomotor (doing) 3. Affective (feeling, valuing)
Measurable

Cognitive: knowledge, comprehension, application, analysis, synthesis, evaluation by: written or oral tests

Example:

The learner will decide how much insulin to give depending on the number of carbohydrates consumed.

Psychomotor: observe while performing skills rate performance Example: The learner will correctly mix two types of insulin in one syringe.

Affective: hard to measure; not readily observed (try than abandon the effort) Example: The learner will defend in writing the refusal of a nurse to divulge confidential information given by a patient.
The learner will accept responsibility for identifying own learning needs.

ones

WORDING OF OBJECTIVES Behavioral Verbs Useful for Writing Objectives

COGNITIVE DOMAIN Knowledge: Comprehension: Application: Analysis: Synthesis: Define, delineate, describe, identify, list, name, state Classify, discuss, estimate, explain, rephrase, summarize Adjust, apply, compute, demonstrate, generate, prove Analyze, compare, contrast, critique, defend, evaluate, judge Create, develop, propose, suggest, write Assess, choose, conclude, defend, evaluate, judge S

Evaluation:

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

Arrange, assemble, calibrate, combine, copy, correct, create, demonstrate, execute, handle, manipulate, operate, organize, position, produce, remove, revise, show, solve Accept, agree, choose, comply, commit, defend, explain, influence, integrate, recommend, resolve, volunteer

SELECTING CONTENT
as prescribed by the curriculum Instructors discretion

How much information should you include? Into how much detail should you go? Considerations: Time devoted for the topic Background of the students Textbook

ORGANIZING CONTENT logical from generalizations to specifics or vice versa

SELECTING TEACHING METHODS

Factors affecting choice of method:
1. Objectives and type of learning to be

2.
3.

4.
5.

achieved Course content Abilities and interests of the teacher and learners Number of people in the class Resources of the institution

CHOOSING A TEXTBOOK
Talk to publishersrepresentatives for review copies Evaluate: content scope and quality credibility of authorship format cost, permanency, quality of print Examine some of the chapters. Examine the books appearance. Consider the way in which the book will be used.

PLANNING ASSIGNMENTS

Reading assignments Term paper, research paper, position

paper Problem solving reporting solutions Interviews Journals Nursing care plans

CONDUCTING CLASSES
THE FIRST CLASS Sets the tone for the whole course Introduce self, share information Welcome the class, read names Humor Communicate expectations

SUBSEQUENT CLASSES
Gain and control attention of the

students Walk around the periphery of the room Assess the learners (pretests, questions)

PLANNING IS HARD WORK, BUT THE OUTCOME IS WELL WORTH THE EFFORT

For Micro Teaching:

Written Report: Font - Arial

1st page Title page, group members, lecturer - font size 20 2nd page Topic Outline with corresponding font size 12 discussant 3rd page Course Objectives (at least 5; each learning domain should be represented) 4th page and so on - Content
Include questionnaire (quizzes), activity sheet whichever is applicable May include pictures/illustrations and the like Last page References