Identifies the audience and assesses their learning needs.

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  • Identifies the audience and assesses their learning needs.
  • Provides a complete assessment of learning needs of the target audience.

 

2. Program Description:  In this section, identify what will be taught and the amount of   time to be allotted to the teaching plan for this topic. For this assignment, you can either choose to do a specific one-class topic or make it broader to be a full    course.  In your description of the course, be specific.  Include the time frame for this class.  Example:  This is a 2-hour lecture on basic care of the patient with diabetes. This class is part of a total of 8 hours of lecture on care of the patient    with diabetes.   

 

3. Identifies expected learning objectives of the teaching project.

A. Writes appropriate lesson objectives (who- what-as evidenced by) for the teaching project.

Course Objective(s)

3 Unit Objective(s)=Provide 6-7 unit objectives

Learning Objectives:  In this section, identify the course objective(s) as well as unit objectives for the students.  The course objective is a broader outcome, while the unit objective is specific to the content being taught in this teaching plan. The unit objectives flow from the course objective.  Start ALL your objectives with “At the end of the course/session/class (choose one), the student will be able to”; then, fill in the appropriate action. Objectives are to be written in a measurable format with an action verb as the first word.  As you write objectives, there should only be one action verb in each objective.  Do not combine action verbs, as you cannot clearly measure the outcomes.   Example:  Course Objective – At the end of the course, the student will be able to provide care for the diabetic patient.  There can be multiple unit objectives from this one course objective:  Example of some unit objectives:  At the end of the class, the student will be able to define diabetes; the student will be able to list the symptoms of diabetes; the student will be able to administer an insulin injection. 

Objectives:  Bloom’s taxonomy is a classification of learning objectives used within the educational system.  It is a way to identify different levels of thinking in education. The educational objectives in Bloom’s taxonomy are divided into 3 different areas: cognitive, affective, and psychomotor objectives.  The cognitive domain is the knowledge or comprehension area; the affective domain describes the growth in attitudes while the psychomotor objectives measure the ability of skill development.  In developing teaching plans, we use Bloom’s taxonomy to identify what we want the student to be able to do with the information.  The cognitive levels in the taxonomy run from the lowest level of remembering to the highest level of creating.  There are specific action words associated with each level.  For beginning nursing students, using the lower levels in unit and course objectives is acceptable; however, for senior-level nursing students or working nurses, the higher levels of analyzing and evaluating are needed.  Therefore, if you want the senior-level nurse to be able to analyze the differences in treatment options for the patient, the objective may be written as:  At the conclusion of this class, the student will be able to compare the treatment options for the patient with breast cancer. Below is a graphic representation of the cognitive domain of Bloom’s Revised Taxonomy.  Under each level is the definition of that level and some action words to use. 

4. Provides a brief topical outline for each learning objective.

A. Writes appropriate lesson objectives (who- what-as evidenced by) for the teaching project.

#4 Topical Outline:7-8 outline, each unit objectives should have a topical outline

In this part of the teaching plan, the content to be taught will be identified. The course content is to flow from the objectives.   For example, if there is an objective that states “at the conclusion of this session, the student will be able to discuss signs and symptoms of insulin preparation”, somewhere in the course content there will need to be content on insulin syringes and how to prepare insulin.  If the objective focuses on a skill “the student will be able to safely administer an insulin injection:, then in the methods of instruction, there will need to be a demonstration and return demonstration of preparing insulin, and then, in the evaluation section, there will be both test questions on insulin preparation and a skills checklist.  The content is to be in an outline form only.  Details of the content, definitions of terms, et cetera, do not need to be included. 

 

5. Provides learning resources used in teaching project (i.e., handouts, PowerPoints,     etc.) to support lesson objectives.

            Methods fully support the lesson objectives.

#5 Learning Resources/Materials- Please provide 6 nursing reference articles no more than 5 years old.

In this section, identify the specific assignments for the student prior to/during/or after the class.  Identify the sources of the materials you will use, e.g. textbooks, journal articles, policy/procedures from the institution, and simulation. These are to be actual assignments.  Be realistic.  If you are teaching a 4-hour lecture on sterile technique, do not give the students 15 chapters to read in the textbook.  The assignments are to be formatted using APA 6th edition. 

      

#5A Student Assignment-what content student will be assigned to read   (Please provide 6 nursing reference articles no more than 5 years old.)

 

#5B Instructor Preparation-What the instructor has to do to prepare

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