Developing A Teaching Plan
Learning Outcome
At the end of the discussion the students will be able to:
1. Demonstrate the ability to write behavioral objectives accurately and
concisely using the three components of condition, performance, and
criterion.
2. Explain the Teaching methods appropriate for teaching in the
cognitive, affective, and psychomotor domains.
3. Develop teaching plans that reflect internal consistency between
elements
Types of objectives
Educational
objectives are used Behavioral or
to identify the Instructional learning objective
intended outcomes objectives describe make use of the
of the education the teaching modifier behavioral
process, whether activities, specific or learning is action
referring to an aspect content areas, and oriented rather than
of a program or a resources used to content oriented,
total program of facilitate effective learner centered
study, that guide the instruction rather than teacher
design of curriculum centered
units
Characteristics of Goals and Objectives
• A goal is the final
outcome to be achieved • Objective is a specific,
at the end of the single, concrete, one-
teaching and learning dimensional behavior.
process • Objectives are short
• Goals, referred to as term and should be
learning outcomes, are achieved at the end of
global and broad in one teaching session,
nature and are long- or shortly after several
term targets for both the teaching sessions.
learner and the teacher.
Learning Domain
Cognitive: Dealing with intellectual abilities; Approximately 80%
of educational objectives fall into this domain; Most familiar to
both instructors, authors and learners
Affective: Relating to the expression of feelings, including
emotions, fears, interests, attitudes, beliefs, values and
appreciations: Often the most difficult objectives to develop
Psychomotor: The easiest objectives to write as the behavior is
easily observed and monitored. Psychomotor skills often involve
the use of tools or instruments; “Hands On” courses will contain
psychomotor objectives
Formulating Useful Goals & Objectives
Goals and objectives should be as clear as possible and
give us concrete guidance.
• Include goals at varying degrees of complexity
and sophistication
Bloom’s taxonomy can help broaden our view of what
students should learn.
• Focus on what students should do, not on what
teachers should do
• Describe the ultimate outcomes of instruction
• Identify both short-term and long-term goals
• Provide opportunities for students to identify their
own goals and objectives
Importance of using Behavioral objectives
Helps to keep educators thinking on target and learner centered
Communicates to others, both learners and healthcare team members , what is planned
for teaching and learning.
Helps learners understand what is expected of them so they can keep track of their
progress.
Forces the educator to organize educational materials so as not to get lost in content
and forget the learner’s role in the process.
Encourages educators to question their own motives, to think about why they are doing
things and analyze what positive results will be attained from accomplishing specific
objectives
Tailors teaching to the learner’s particular circumstances and needs.
Creates guideposts for teacher evaluation and documentation of success or failure.
Criteria Description Questions
Specific Is there a description of a precise behavior and
the situation it will performed in? Is it concrete,
detailed, focused and defined?
Measurable Can the performance of the objective be
observed and measured?
Achievable With a reasonable amount of effort and
application can the objective be achieved? Are
you attempting too much?
Relevant Is the objective important or worthwhile to the
learner? Is it possible to achieve this objective?
Time-bound Is there a time limit, rate number, percentage or
frequency clearly stated? When will the objective
be accomplished?
Writing Behavioral Objectives and Goals
According to Mager (1997), the format for writing concise and
useful behavioral objectives includes the following three
important characteristics:
Performance: Describes
Condition: Describes Criterion: Describes
what the learner is
the situations under how well, with what
expected to be able to
accuracy, or within what
do to demonstrate the which the behavior
time frame the learner
kinds of behaviors the will be observed or must be able to perform
teacher will accept as the performance will the behavior so as to be
evidence that objectives be expected to occur considered competent
have been achieved.
Condition or Audience Behavior Degree
Circumstance
Without using The students Will solve Five out of six math
calculator problems
Using a model The staff nurse Will demonstrate The correct
procedure for
changing sterile
dressing
Following a group The patient Will list At least 2 reason for
discussion losing weight
After watching a The caregiver Will select High protein food for
video the patient with
100%
Terms with many Terms with few Recommended
interpretation (NR) interpretation
To know To apply To explain
To understand To choose To identify
To appreciate To classify To list
To realize To compare To order
To be familiar with To construct To predict
To enjoy To contrast To recall
To value To define To recognize
To be interested in To describe To select
To feel To demonstrate To state
To think To differentiate To verbalize
To learn To distinguish To write
The ABCD Approach
The ABCD method of writing objectives is an excellent
starting point for writing objectives (Heinich, et al., 1996).
A=Audience (the B=Behavior C= Condition
learners, readers (what the D=Degree
(imposed by the
or participants, participants will What is “Good
instructor).
not the instructor do) Enough”?
What conditions
What exactly is it It might be:
the instructor will
Who is this that you want the Speed, Accuracy,
impose when the
activity intended learner to be Quality, Quantity
learners are
for? Be specific! able to do as a demonstrating
result of your ... mastery of a skill.
Teaching Plan
• A teaching plan is a blueprint to achieve the goal
and the objectives that have been developed.
• With the goal and objectives, this plan should
indicate the purpose, content, methods, tools,
timing, and evaluation of instruction.
• The teaching plan should clearly and concisely
identify the order of these various parts of the
education process.
Health Education Plan
The three major reasons for constructing teaching plans are:
• To force the teacher to examine the relationship among the
steps of the teaching process, to ensure a logical approach to
teaching, which can serve as a map for organizing and
keeping instruction on target.
• To communicate in writing and in an outline format exactly
what is being taught, how it is being taught and evaluated,
and the time allotted for accomplishment of the behavioral
objectives.
• To legally document that an individual plan for each learner is
in place and is being properly implemented
Complete Teaching Plan
• The purpose
• A statement of the overall goal
• A list of objectives (and subobjectives, if necessary)
• An outline of the related content
• The instructional method(s) used for teaching the
related content
• The time allotted for the teaching of each objective
• The instructional resources (materials/tools) needed
• The method(s) used to evaluate learning
Learning Contract
• A learning contract is a mutually negotiated
agreement, usually in the form of a written
document drawn up by the teacher and the learner,
• It specifies what the learner will learn, how learning
will be achieved and within what time allotment,
and the criteria for measuring the success of the
venture (Keyzer, 1986; McAllister, 1996).
Content of the Learning contract
• Content specifies the behavioral objectives to be
achieve
• Performance expectations, specify condition under
which learning activities will be facilitated
• Evaluation, specify the criteria used to evaluate
achievement
• Time frame, specify the length of time needed for
successful completion of objectives
Purpose
Goal
Teaching Methods
Teaching method is a way information is
taught and brings the learner into contact
what is being learned
Instructional Tools are the objects or
vehicle used to transmit information that
supplements the act of teaching
Lecture Method
• Lecture comes from the French word ‘lectura”
means to read. Latin word “Legere” means to read
• It is defined as a highly structured method by which
the teacher verbally transmits information directly to
groups of learners for the purpose of instruction. It is
one of the oldest and most often used methods.
• It is also useful in providing foundational background
information as a basis for subsequent group
discussions and is a means to summarize data and
current research finding
Advantages and Disadvantages
Advantages Disadvantages
Efficient, cost-effective Largely ineffective in influencing affective and
psychomotor behaviors.
An effective approach for cognitive learning Does not provide stimulation or participatory
involvement of learners
Useful in providing foundational background Instructor centered, the most active participant is
information as a basis for subsequent learning, such frequently the most knowledgeable one.
as group discussion.
Easily supplemented with handout materials and other Does not account for individual differences in
audiovisual aids to enhance learning background, attention span, or learning style.
Useful to demonstrate patterns, highlight main ideas, Learners are exposed to the same information
summarize data, and present unique ways of viewing regardless of their cognitive abilities, learning needs,
information or stages of coping.
Group Discussion
• Group discussion, by definition, is a method of
teaching whereby learners get together to exchange
information, feelings, and opinions with one another
and with the educator.
• Group discussion, can incorporate specific type of
instruction as collaborative learning, team-based
learning, cooperative learning, case studies, and
seminars.
Group Discussion
• Cooperative Learning
• Collaborative Learning
• Team Based Learning
• Case Study
Advantages and Limitation
Advantages Limitation
Enhances learning in both the affective and cognitive One or more members may dominate the discussion
domains.
Is both learners centered and subject centered Shy learners may refuse to become
.
Stimulates learners to think about issues and problem. Requires skill to tactfully redirect learners who
dominate without losing trust
Encourages members to exchange their own Challenging for the novice teacher when members do
experiences, thereby making learning more active and not easily interact.
less isolating.
Provides opportunities for sharing of ideas and Time consuming for transmission of information than
concerns. other methods such as lecture.
Fosters positive peer support and feelings of belonging Requires teacher’s presence at all sessions to act as
facilitator and resource person
One to one instruction
• Teacher’s presence at all sessions to act as facilitator and
resource person.
• Have a positive effect on client education and compliance
• Formal one-to-one instruction is a planned activity
• informal one-to-one instruction is an unplanned interaction
• An opportunity for the educator and learner to communicate
knowledge, ideas, and feelings through exchange of information.
Advantages and Limitation
Advantages Limitation
The pace and content of teaching can be tailored to The learner is isolated from others who have similar
meet individual needs. needs or concerns.
Ideal as an intervention for initial assessment and Deprives learners of the opportunity to identify with
ongoing evaluation of the learner. others and share information, ideas, and feelings
Good for teaching behaviors in all three domains of Can put learners on the spot because they are the sole
learning focus of the teacher’s attention.
Especially suitable for teaching those who are learning Questioning may be interpreted by the learner as a
disabled, low literate, or educationally disadvantaged technique to test their knowledge and skills.
Provides opportunity for immediate feedback to be The learner may feel overwhelmed and anxious if the
shared between the teacher and the learner. educator makes the mistake of cramming too much
information into each session.
Demonstration and Return Demonstration
• Demonstration is done by the educator to show the
learner how to perform a particular skill.
• Return demonstration is carried out by the learner in an
attempt to establish competence by performing a task
with cues from the educator as needed.
Advantages and Limitation
Advantages Limitation
They are effective in teaching psychomotor domain Demonstrations can be a passive activity for learners
skills.
Actively engages the learner through stimulation of Demonstrations are more effective when verbalization
visual, auditory, and tactile senses. accompanies when it is accompanied by lecture
followed by the demonstration
It provides educators an opportunity to model Size of audience must be kept small to ensure
commitment to a learning activity opportunity for practice and close supervision
Builds educator credibility, and inspires learners to Equipment can be expensive to purchase and replace
achieve a level of excellence
Scaffolding is a sequencing discrete steps of a Extra space and equipment are needed in practicing
procedure and provides the learner with a clear and most skills
exacting image of each stage of skill development
Role Play
• Referred as Role Playing is a method of
instruction by which learner actively participate in
an unrehearsed dramatization
• Participants are asked to play an assigned
character intended to arouse the feeling and elicit
emotional response and develop communications
with skills with the learner
• It is use to achieve behavioral objective in
affective domain
• The size of the group is 25
• Best for schools
Advantages and Limitation
Advantages Limitation
Actively involves participants Can be time consuming
Adds variety, reality and specificity to the learning Puts pressure on learner to perform, which can create
experience embarrassment and even resistance
Develops problem solving and verbal expressions skills Can engender strong emotions related to past
experiences, empathy
Can provide an entirely new perspective on a situation Can lack focus well planned, orchestrated and
and develop insights about the feelings and monitored
relationships
Provides teacher immediate feedback about the Can reinforce ineffective behaviors/strategies if
learners understanding and ability to apply concepts performance is not observed by knowledgeable person
who provides appropriate feedback
Improves the likelihood to transfer of learning from the Depends heavily on learner’s imagination and
Gaming
Gaming can be an effective active teaching strategy for
nursing students. Research has shown that nursing
students can develop deeper learning of the content.
Stress levels are subdued critical thinking is promoted
Nursing students become motivated, and enjoy
participation
Attitudes, values, cultural sensitivity, and caring gaming
can be seen to promote a positive aspect to teaching for
the currently technological savvy nursing students
Gaming can also be considered useful with different
learning styles
Advantages and Disadvantages
Advantages Disadvantage
Games enhance experiential learning Games are much more difficult in larger class sizes
needing additional space
Increase nursing students’ involvement and They may increase stress or embarrassment or
motivation and allow individuals who may have unwillingness to speak up and answer questions
different strengths/weaknesses to be involved
Gaming also offers a good adjunct to traditional The feelings of competition could be seen as
methods and promotes the concept of teamwork threatening
Gaming may be noisy, confusing, and disruptive
QUESTIONS????
