Unit III

By Tura koshe

Plan and prepare for teaching

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Objective
 After completing this unit, you will be able
to
 Plan and prepare for teaching/facilitation
 Writing learning objectives/learning
outcomes.
 Analyzing and selecting essential contents.
 Selecting learning methods and activities.
 Selecting learning materials and resource.
 Select learning assessment methods

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Introduction
 Effective teaching requires careful planning.
 As a teacher, responsible for planning or adapting
entire courses, or parts of courses.
 You may also develop and plan new courses.
 This takes thought, time, and careful preparation.
 Most courses have both theory and practice
components that work together to develop students’
knowledge, skills, and attitudes.
 Courses usually begin in the classroom with
theoretical background and the introduction,
demonstration, and practice of related concepts and
skills

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 DEVELOP A COURSE SYLLABUS
 A course consists of a series of learning
sessions on a particular topic (e.g., Anatomy
and Physiology) within an academic
program (e.g., Certificate in Nursing).
 A syllabus serves as the design document
for a course, providing all the basic
information about the course.
 A syllabus is typically given to students on
the first day of class.
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….con
 The syllabus should accurately describe
the course content and objectives.
 This helps you to plan a course that will
meet the needs of the students.
 Helps students understand what to
expect.
 Also what will be expected of them.

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Content of syllabus
 Course title and description
 Course and supporting objectives.
 Course prerequisites.
 Course logistics: location, length, and dates of
the course.
 Description of teaching methods.
 Description of learning materials .
 Description of assignments .
 Description of student assessment methods.
 Attendance criteria.
 Course schedule
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Course Description
 A short, brief statement which informs a
student about the subject matter, approach,
scope, and applicability of the course focuses
on content
 Should be no longer than 125 words.
 Should begin most sentences with action
verb.
 Should be student-centered and explain how
the reader would benefit from the course.
 Should be written in the present tense and
active voice.

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Example: Description of a Course
on Family Planning
 This family planning course is designed to prepare
graduate nurses or midwives to be competent
family planning service providers. Upon completion
of the course, students will be able to counsel
clients/patients about family planning methods,
assess and screen patients, provide family planning
methods, and manage side effects and any related
complications. In addition to attending classroom
sessions, students will have an opportunity to work
first with other students and then with patients to
apply their new knowledge, skills, and attitudes.

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Objectives for the Course
 A course objective describes what a faculty
member will cover in a course.
 They are generally less broad that goals and
more broad than student learning outcomes.
 Examples of objectives include:
 Students will gain an understanding of the
historical origins of art history.
 Student will read and analyze seminal works
in 20th Century American literature.

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Course Prerequisites
 Identify and list any courses or related
experiences that students must complete
before enrolling in this course.
 Course Logistics:- Include the location,
duration, and meeting hours of the
course.
 Include the probable locations for clinical
rotations or other practical experiences.

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Teaching methods
 Describe the teaching methods (e.g.,
interactive presentations, guest speakers,
case studies, role plays).
 Plan to use so that the students know
what to expect.
 Selecting teaching methods that will meet
the desired objectives.

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 Learning materials
 Include a description of the learning materials
used in the course.
 These may include textbooks, packets of
information e.g., articles, handouts, self-learning
packets, clinical logbooks, exercise books,
assignments, library materials, computer
software, and handbooks.
 It is also important to indicate where students
can obtain the materials, such as from a
bookstore, library, or teacher.

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 Course Assignments
 Assignments usually take the form of written pieces
of work that are set by your course tutors.
 Students are very interested in the assignments that
they are required to complete and submit during
the course (e.g., project reports, skills practice
sessions with other students, homework).
 This will help to reduce students’ anxiety and
questions.
 Give some serious thought to the assignments and
then clearly describe what is expected for each
assignment and when it is due.
 You may decide to include the list of assignments
with the assessment methods
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 Assessment Methods
 Clearly describe how students’ achievement
will be assessed both in the classroom and
practical portions of the course.
 Decide how to assess the knowledge, skills,
and attitudes of those attending your course.
 How to evaluate the success of the course
itself.
 Select the student assessment methods (e.g.,
written tests, oral examinations, skills
assessment tests)

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 Attendance
 The inclusion of a statement of attendance
is optional.
 Requirements for attendance implications
of missing classroom sessions.
 Course Schedule :- is a session-by-session
summary of learning activities and topics for
the course

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Plan and prepare for teaching/facilitation
 Facilitation is a technique used by trainers
to help learners acquire, retain, and apply
knowledge and skills.
 A facilitator is the person who guides a
team through a process, helping them
release their potential, do their best work.

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 Session Plan/ learning plan
 Is an organized description of the activities and
resources.
 Use to guide a group toward a specific learning
objective.
 A systematic structure of teaching/ learning
activities
 A set of notes in logical order .
 A checklist of the resources required conducting a
session.
 A kind of map guiding the total process of a trainers
activities.
 A training Manual for trainer

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 WHAT SESSION PLAN SERVES AS?
 During Session development: Planning tool.
 Before conducting the session: Guide
 During the session: Roadmap
 After the session: Document

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PURPOSE OF SESSION PLANNING
 Structure the session
 Organize its contents/materials
 Determine method of its delivery
 Evaluate its application/effectiveness
 Prevents from deviation and save time
 Clarifies roles of trainers and learners
 Acts as resource checklist

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WHAT POOR PLANNING RESULTS?
 Frustration for the both trainer and
participants .
 Aimless wandering.
 Unmet objectives.
 No connections to prior learning.
 Disorganization .
 Lack of needed materials .
 A waste of time.
 Poor management

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SESSION PLAN PHASES
1.Pre-assessement
2.Objectives setting
3.Plan the Methodology
4.List of materials
5.Time each activity
6.Evaluation
7.Closure and reflection

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Content of a Lesson Plan
 Course (title/subject)
 Date/Time(s)
 Goals/Objectives
 Procedures (step-by-step instructions)
 Requirements (materials, equipment,
resources).
 Evaluation/Assessment

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Session plan is the answers for 5Ws and
1H question.
 Who? Participants
 What? topic
 Why? session objective
 When? Time
 Where-? Location
 How? Delivery methods

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 Session plan format
Date: Attendance: Equipment
Venue: needed:
Duration:
Introduction (aims for session, reminders, etc.):
Warm-up activities: Drills and games: Cool-down
activities:

Coaching
tips/questions/challen
Class
ges:
management/en
ergisers:

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Review/evaluation (key points from session, what worked and what did not,
Writing learning objectives/learning
outcomes
 Learning outcomes describe what successful
students will be able to do by the end of the
course.
 They are the foundation of your assessments,
activities, and lesson plans.
 Writing learning objectives is one of the most
difficult parts of instructional design.
 Because this is where you begin to put into
words what the course will accomplish, what
learners will do, and what success will look
like.

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Characteristics of student learning outcomes
 Learning outcomes must be objective and
measurable.
 In general, learning outcomes have three
components: performance, condition, and
criterion/standard for success (McArdle 2007).
 It is detailed description of what a student
must be able to do at the conclusion of a
course.
 When writing outcomes, it is helpful to use
verbs that are measurable or that describe an
observable action.

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Words Open to Many Interpretations
 To know
 To understand
 To really understand
 To appreciate
 To fully appreciate
 To grasp the significance

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Words Open to Fewer Interpretations
 To write
 To recite
 To identify
 To sort
 To solve
 To construct
 To build
 To compare
 To contract

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Performance
 What should the learner be able to do?
 This is the verb in the objective.
 Condition: Under what conditions do you
want the learner to be able to perform?
 What resources will they need?
 Criterion: How well must the learner
perform?
 What is the standard for “acceptable
performance”?

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 Examples of learning outcome
 Students will be able to apply the content
from readings, lectures, and discussions to
evaluate the concept of “successful training”
from the perspectives of the trainer, learner,
and employer.
 Students will be able to conduct F/p
counseling in F/P unit according to REDI
Frame work.

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Analyzing and selecting essential
contents
 Content is defined as “Information to be
learned in school, another term for
knowledge (a collection of facts, concepts,
generalization, principles, theories)”
 Content comes in any form (audio, text, and
video) and it informs, entertains, enlightens,
or teaches people who consume it.

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Developing Content
 Learning objectives are the starting point
 Ask yourself:
 What content do students need in order
to meet the learning objectives?
 What information is essential for each
learning objective?
 What is important, but not essential?

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The strategy to choosing the
contents.
 Must know
 Should know
 Nice to know

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 ….con
Develop an outline of key content to be
covered (topics, sub-topics).
 Distinguish between must know and nice
to know.
 Emphasize the core concepts .
 Give students a conceptual framework on
which to hang major ideas and factual
information

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Guidelines for Developing Content
Follow national guidelines & policies.
 Develop detailed content based on outline.
 Develop a rough plan for how you will
break up the content into lessons over the
length of the course
 Review content to ensure: logical flow
comprehensiveness in meeting learning
objectives

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Selecting learning methods and
activities
 Some students may learn better through
listening, others by reading, and still others
by viewing and doing something at the same
time.
 The next important step in planning for
teaching is to select the methods you will
use to help students learn.
 The two most critical factors in selecting
teaching methods are choosing a variety of
methods, and that are appropriate for
achieving the learning objectives.
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When selecting teaching methods,
consider the following questions:
1. Is the method appropriate for the learning
objective?
 Certain teaching methods are more effective
for helping students learn new skills.
 Others are more useful for developing
students’ knowledge.
 For example, when teaching how to give an
injection.
 Should demonstrate the skill and provide
opportunities for practice rather than only
give a lecture

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2. Are the resources that this method
requires available?
 Some methods require additional
materials, supplies, and equipment.
Consider if the required resources are
available or obtainable.
3. Are special facilities required?
 Examples include hospital wards, clinics,
skills labs, small rooms for group work, and
an area for practice with simulated patients,
other students, anatomic models, or
computers.
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4. What is the projected size of the
class?
 Some teaching methods are more
appropriate for a small group than for a
larger group.
 However, if the classroom is large enough,
large groups can be divided into small
groups to carry out specific learning
activities.
 In addition, some teaching methods, such as
case studies and role plays, can be adjusted
for use in larger groups.
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5. Is a special room arrangement
needed for this method?
 Some methods require a special room
arrangement (e.g., chairs arranged in small
groups).
 If the room cannot be rearranged, look for
another room that can be used instead.
6. Will the methods selected stimulate interest
and provide variety?
 Even the most exciting teaching method
becomes boring if it is used all the time.
 Select a variety of methods that will stimulate
interest, and change methods as needed.

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Selecting learning materials and
resource
 Learning is more effective when a variety of
appropriate materials are used.
 The materials used by teachers and students
will differ from course to course.
 In most courses, the materials will include
textbooks, workbooks or exercise books,
handouts, videos or slide sets, CDROMs, or
computer-based educational programs.
 Materials may also include learning packets that
contain reference materials, exercises,
checklists, assessment tools, and transparencies
or computerized presentations.
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….con
 Some materials are more effective for
teaching and learning concepts and
principles.
 While others are more effective for
demonstrating and practicing skills.
 Having a variety of learning materials is
important for meeting the learning needs of
different students.
 For example, to demonstrate a clinical
procedure, showing a videotape and
demonstrating the skill with a simulated
patient or anatomic model.
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Consider the following when
evaluating materials
 Are the materials appropriate for meeting the learning
objectives?
 Is the information contained in the materials up-to-
date, unbiased, factual, consistent, and technically
correct?
 Will visual aids work with the equipment that is already
available?
 Are the format and quality of the materials consistent
with those of the other course materials?
 Are the materials relevant and culturally sensitive?
 Is the reading level of the materials appropriate for the
students?
 Is the cost of the materials reasonable?

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Classifications of learning materials
There are four general:-
 Handouts
 Printed materials (text to be read, studied,
and used by students. )
 Visual aids (videotapes, audiotapes, slide
presentations, and flipcharts).
 Computer-based materials.

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 Select learning assessment methods
 The learning objectives for your course should guide
the selection of appropriate assessment methods.
 Will the assessment measure understanding of a
subject (i.e., knowledge).
 The ability to do something (i.e., skills)?
 Will it measure opinions or feelings (i.e., attitudes)?
 Will it assess a combination of these?
 Will it help students to improve their performance
by providing feedback (i.e., formative assessment).
 Determine if a student should move to the next stage
of studies (i.e., summative assessment)?

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Answering the following questions may help to
decide how to assess students’ achievement
 Among the learning objectives, which can
measure through formative assessment?.
 Which learning objectives can measure
through summative assessment?.
 Which assessment procedures and
methods should use?.
 Is it feasible to measure all of the
objectives using the assessment methods
identified?
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Eg. Selecting Assessment Methods for
a Family Planning Course.
SUPPORTING OBJECTIVES
 Use effective communication techniques when
counseling patients.
WHAT THE TEACHER IS THINKING
 This should require direct observation of
students with patients.
 Students should first practice and receive
feedback from peers and the teacher, if possible.
 I can observe this when students counsel
patients about sexually transmitted infection (STI)
risk reduction.

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….con
ASSESSMENT METHODS
 Peer assessment in the skills lab
(formative).
 Direct observation done while observing
student counseling patients about STI risk
reduction (summative).

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Eg .2
SUPPORTING OBJECTIVES
 Perform a pelvic examination
WHAT THE TEACHER IS THINKING
 This is a key skill, but we will have
problems locating enough patients for
students to practice.
 We have the pelvic models, so they could
practice using these.
 I could also assess them using the models.

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….con
ASSESSMENT METHODS
 Direct observation of each student on an
anatomic model (formative and
summative).

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Commonly Used Methods to Assess
Knowledge
Drills are verbal question and answer
periods during a classroom or practical
session.
 Quizzes and practice tests are short
versions of written examinations.
 Designed to help prepare students for a
summative assessment.

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….con
 Written exercises :- involve asking
students to read and then answer
questions to check their understanding of
the reading.
 They can also involve asking students to
read a case study, or view a video, slides,
or photographs and then respond to
related questions.

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Case studies, clinical scenarios, and
patient management problems
 A brief case or situation is provided with
information about a situation and several
objective questions (e.g., multiple-choice,
short-answer) are asked.
 The student reads the scenario and then
answers the series of questions.
 Project reports :-The student completes a
project (e.g., read a chapter or article,
interview a patient).
 Then writes a report.

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Essay examinations
An essay question can be written on any
subject and is a common type of written
examination.
 Essay questions are easy to write.
 Can test the students’ ability to organize
and express ideas.

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Objective written examinations
These include multiple-choice, true-false,
matching, and short-answer assessment
items.
 Note that teachers may work together to
develop a set or bank of test items linked
to learning objectives.
 So that different items can be used on
each test.

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Structured practical examinations
 Can assess knowledge, skills, and
attitudes.
 It is not really an assessment method but
rather an administrative structure in
which a variety of assessment methods
can be incorporated.
 Typically students rotate through a series
of stations where they answer questions
(orally or written), or perform tasks
under observation.
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 Oral examination
 Examiners interview one or more students
about what they know about specific topics.
 What they would do in specific situations.
 This may take place in a classroom setting or
when working with patients.
 Have poor reliability unless well structured
with standardized questions and case studies.
 Clinical rounds:- While making rounds in the
patient ward, the teacher asks the students
questions.

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 Commonly Used Methods to Assess
Skills
 Direct observation :-The assessor observes a
student performing a skill.
 This may take place in a simulated situation (e.g., role
play, anatomic model) or with patients.
 Structured feedback reports :- is a standardized way
to give feedback to students on their performance.
 Because a feedback report covers a period of time.
 The sustained performance is assessed rather than a
“snapshot” obtained from an examination.

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Logbooks (casebooks), learning
journals, and care plans
 The logbook:- contains a list of skills or
tasks that students should be able to
perform.
 These tasks are the learning objectives for
the course.
 The students are responsible for learning
how to do each of the tasks.
 When they are ready, they can ask a teacher,
tutor, or clinical instructor to assess their
performance.
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 ….con
 Learning journals:- are documents that include
a brief description of the problem
encountered, care or management of the
problem, and education received.
 After recording information regarding one or
more patients.
 The student may be asked to write notes or a
brief report.
 A care plan :- is used to document the patient’s
problems, care required, and expected
outcomes.

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Structured practical examinations
 OSCE :-is a form of structured practical
examination that can be used to assess
knowledge, skills, and demonstrated
attitudes.
 It is an approach to assessment that
involves creating a series of stations
through which students rotate and where
they perform certain tasks.

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Assignments
Project 1
 Preparing session plan

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Thanks a Lot!!

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