Teaching Plan Teaching Plan Guidelines & Scoring Rubric Purpose The purpose of this assignment is to assist the learner in applying instructional methods in the development of a teaching plan. The target audience will be learners within an academic setting or a healthcare setting. The plan will include development of measurable learning outcomes/objectives for the target audience; topical outline of the content to be presented; development of instructional methods appropriate to the topic, and development of evaluation methods appropriate for the topic Course Outcomes Through this assignment, the student will demonstrate the ability to: Explore instructional strategies reflective of education theory and evidence-based practice. Use effective verbal, written, and electronic communication and informational technologies for educational environments. Evaluate instructional strategies that foster learner development in the cognitive, psychomotor, and affective domains. REQUIREMENTS: Develop a formal teaching plan for a target audience in a nursing academic or healthcare setting. Use the template provided to prepare and submit the teaching plan. PREPARING THE PAPER This assignment will be submitted to the faculty member, using the template provided. The teaching plan is to include the following information: 1) Topic/title of presentation 2) Description of target audience 3) Program description 4) Learning objectives written in measurable terms and appropriate for the target audience. a) Course objectives b) Unit objectives 5) Topical outline of content to be presented (include a description of any resources provided to the target audience such as handouts) 6) Instructional methods to be used 7) Learning resources/material 8) Methods of evaluation 9) Presented using the Teaching Plan grid. Format for references is to be completely consistent with APA format 6th edition. 10) A minimum of three (3) current resources related to the topic chosen for the presentation are to be included. Teaching Plan Template Student Name: Title of Presentation: Target Audience: Program Description: Course Objective Unit Objective (s) Topical Outline Instructional Method Learning Resources/Materials Method of Evaluation Teaching Plan Example NR522 Instructional Methods Title of Teaching Plan: Identify the title of the teaching plan; for example: The Health Care Delivery System. ….This is a topic of your choice…. If you have a work assignment coming up that will involve teaching a course or class, then use that topic for this assignment if you would like. Target Audience: Be specific in describing the target audience; for example, 2nd semester undergraduate nursing students in a BSN program. This is their first introduction to the health care delivery system. 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. This is a 2 hour lecture on aseptic technique for first semester BSN students. This will be the only introduction to aseptic technique for the student. Learning Objectives: In this section, identify the course objective(s) as well as unit objective 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. 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: The student will be able to define diabetes; the student will be able to list the symptoms of diabetes; and so on. Start 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 then you cannot clearly measure the outcomes. Objectives: You may not be familiar with Bloom’s taxonomy. It is a way to identify different levels of thinking in education. 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 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 Bloom’s taxonomy. Under each level is the definition of that level and some action words to use. 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 discussion 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. In the methods of instruction, there will need to be a demonstration and return demonstration of preparing insulin and then in the evaluation section both test questions on insulin preparation and also 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. Instructional Methods: In this section of the teaching plan, identify how you will teach the content. Will it be lecture, small-group discussion, role play, et cetera? Will you use PowerPoint presentation, handouts, interactive video, or other audio-visual tools? Be specific as to what type of instruction methods/tools you will use with each part of the content. The instructional methods are important in this plan. Make the method appropriate with the content and the objectives. Identify different types of methods to meet the needs of the learners. Review the methods that are presented in the course as you develop this section. Remember this course is about instructional methods therefore this section will be weighed more heavily in the evaluation. Learning Resources/Materials: 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 i.e. 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. The assignments are to be formatted using APA 6th edition.. Methods of Evaluation: In this section, describe how you will evaluate the content presented. Will it be a written test, a paper, a clinical evaluation of a skill? If there are different methods of evaluation for different parts of the content, clearly identify what method will be used to evaluate each part of the content. The evaluation methods need to match the domains of the learning objectives; for example, if you have a skill in the learning objectives/content, then a skills demonstration/return demonstration/skills checklist is needed. . If you are giving a test, the standard is generally 4-5 questions per hour of lecture. If you have a 3 hour class, then the maximum number of questions should be 15. If the content lends itself to a skills review, then include that in the evaluation. The evaluation does not need to be only written tests. If there is a skills check, identify if it is to be graded or pass/fail. NR522: Teaching Plan Example Student Name: Susie Student Title of Presentation: Current Trends in Health Care Delivery. Target Audience: This content will be presented to third year, second semester, generic BSN students. This is the first introduction to trends in health care delivery for the students. This class is a 10 hour theory class Program Description: Current issues in the health care delivery system will be discussed. This will include the types of health care settings, factors which influence health care including cost and access to care. National health insurance and current legislation regarding this issue will be identified in the class. Students will have the opportunity to discuss issues related to limiting health care services. Course Objective Unit Objective (s) Topical Outline Instructional Method Learning Resources/Materials Method of Evaluation Discuss current trends and issues in health care delivery At the conclusion of this class, the student will be able to: 1. Discuss the various health care settings in which health care services are delivered. Types of health care settings • Primary • Secondary • Tertiary Lecture and discussion Mason, D., Leavitt, J., & Chaffee, M. (2012). Policy & Politics in Nursing and Health Care (6th ed). St. Louis, Mo: Elsevier. Chapter 23. Unit test. There will be 10 multiple-choice questions on this content. 2. Explain the factors that influence health care delivery Factors Influencing Health Care • Cost • Access to Care • Compliance with treatment PowerPoint presentation Mason, Leavitt, & Chaffee, (2012). Chapter 32 Unit test. There will be a 20-point open- ended question on this content 3. Describe the emerging trends and issues for the health care delivery system Trends and Issues in the Delivery of Health Care Services • National Health Insurance • Uninsured and underinsured • Limiting services Small-group discussion H.R.3590 – Patient Protection and Affordable Care Act retrieved from http://www.opencongress.org/bill/111- h3590/show Response Paper. A 3-5 page paper on the Patient Protection and Affordable Care Act. This paper will be submitted to Turn it in. APA 6th edition. Teaching Plan Example NR522 Instructional Methods Title of Teaching Plan: Identify the title of the teaching plan; for example: The Health Care Delivery System. This is a topic of your choice. If you have a work assignment coming up that will involve teaching a course or class, then use that topic for this assignment if you would like. Target Audience: Be specific in describing the target audience; for example, 2nd semester undergraduate nursing students in a BSN program. This is their first introduction to the health care delivery system. 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. This is a 2 hour lecture on aseptic technique for first semester BSN students. This will be the only introduction to aseptic technique for the student. Learning Objectives: In this section, identify the course objective(s) as well as unit objective 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. 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: The student will be able to define diabetes; the student will be able to list the symptoms of diabetes; and so on. Start 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 then you cannot clearly measure the outcomes. Objectives:You may not be familiar with Bloom’s taxonomy. It is a way to identify different levels of thinking in education. 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 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 Bloom’s taxonomy. Under each level is the definition of that level and some action words to use. 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 discussion 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. In the methods of instruction, there will need to be a demonstration and return demonstration of preparing insulin and then in the evaluation section both test questions on insulin preparation and also 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. Instructional Methods: In this section of the teaching plan, identify how you will teach the content. Will it be lecture, small-group discussion, role play, etcetera? Will you use PowerPoint presentation, handouts, interactive video, or other audio-visual tools? Be specific as to what type of instruction methods/tools you will use with each part of the content. The instructional methods are important in this plan. Make the method appropriate with the content and the objectives. Identify different types of methods to meet the needs of the learners. Review the methods that are presented in the course as you develop this section. Remember this course is about instructional methods therefore this section will be weighed more heavily in the evaluation. Learning Resources/Materials: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 i.e. 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. The assignments are to be formatted using APA 6th edition.. Methods of Evaluation: In this section, describe how you will evaluate the content presented. Will it be a written test, a paper, a clinical evaluation of a skill? If there are different methods of evaluation for different parts of the content, clearly identify what method will be used to evaluate each part of the content. The evaluation methods need to match the domains of the learning objectives; for example, if you have a skill in the learning objectives/content, then a skills demonstration/return demonstration/skills checklist is needed. .If you are giving a test, the standard is generally 4-5 questions per hour of lecture. If you have a 3 hour class, then the maximum number of questions should be 15. If the content lends itself to a skills review, then include that in the evaluation. The evaluation does not need to be only written tests. If there is a skills check, identify if it is to be graded or pass/fail. NR522: Teaching Plan Example Student Name:Susie Student Title of Presentation: Current Trends in Health Care Delivery. Target Audience:This content will be presented to third year, second semester, generic BSN students. This is the first introduction to trends in health care delivery for the students. This class is a 10 hour theory class Program Description: Current issues in the health care delivery system will be discussed. This will include the types of health care settings, factors which influence health care including cost and access to care. National health insurance and current legislation regarding this issue will be identified in the class. Students will have the opportunity to discuss issues related to limiting health care services. Course Objective Unit Objective (s) Topical Outline Instructional Method Learning Resources/Materials Method of Evaluation Discuss current trends and issues in health care delivery At the conclusion of this class, the student will be able to: 1. Discuss the various health care settings in which health care services are delivered. Types of health care settings • Primary • Secondary • Tertiary Lecture and discussion Mason, D., Leavitt, J., & Chaffee, M. (2012). Policy & Politics in Nursing and Health Care (6th ed). St. Louis, Mo: Elsevier. Chapter 23. Unit test. There will be 10 multiple-choice questions on this content. 2. Explain the factors that influence health care delivery Factors Influencing Health Care • Cost • Access to Care • Compliance with treatment PowerPoint presentation Mason, Leavitt, & Chaffee, (2012). Chapter 32 Unit test. There will be a 20-point open- ended question on this content 3. Describe the emerging trends and issues for the health care delivery system Trends and Issues in the Delivery of Health Care Services • National Health Insurance • Uninsured and underinsured • Limiting services Small-group discussion H.R.3590 – Patient Protection and Affordable Care Act retrieved from http://www.opencongress.org/bill/111- h3590/show Response Paper. A 3-5 page paper on the Patient Protection and Affordable Care Act.