Teaching & Learning

Lesson Planning
Berni Addyman
 Teaching and Learning
Aim/s:
To introduce concepts of lesson planning
Gain insight into teaching methods and strategies & the
importance of an effective learning environment
 Learning Objectives
At the end of this session the student will be able to:
Outline the process of lesson planning
Reflect upon the importance of effective lesson
planning
Formulate learning objectives, lesson plans and
evaluate methods/strategies used in both formal &
informal teaching sessions. Consider underpinning
theory
Discuss the clinical environment and its influence on
effective learning
 What is a lesson plan?
A framework for lesson
If you imagine that a lesson is like journey – the
lesson is the map
A strategy or plan for teaching, a series of cues to be
used during the lesson
It shows you where to start, where you finish and the
route to get there.
Helps teachers to proceed with the session logically
 Why plan a lesson?
Planned work is always much more effective than
unplanned work
Essential pre-teaching activity to enable effective
learning to occur
One of the most important reasons is that, you need
to identify your aims & objectives
You need to know what it is you hope your student
achieves, what it is he/she will know or will be able
to do at the end of the lesson
 Why plan a lesson?
You also need to ensure:
You cover the topic
You have the required resources
As a prompt
Ensure a well structured session:
Varied activities
Best use of TIME
 Strutture
Introduction
Setting the scene, finding out students prior
knowledge, state objectives of session (what, why &
how) Arouse interest!
Development
New ideas and concepts, progress, exercises &
examples, make links, present information,
assessment using Q & A
Conclusion
Summary of what the lesson was about, no new
ideas
 Lesson planning
Identify aim or aims of session
Derive objectives/outcomes from the aim/s and or
learning needs of student
Learning objectives/outcomes need to be
Specific
Measurable
Achievable
Realistic
Timed / Timely
Don’t try to cover too much material in one session
 Teaching domains
Cognitive Domain
Words associated with the domain:
States, Defines, Outlines, Names, Translates,
Summarises, Explains, Distinguishes, Compares,
Applies, Relates, Devises and Justifies.
e.g. List the ‘5 rights’ relating to drug administration…
 Teaching domains
Affective Domain
Words associated with the domain:
Attentive, Empathic, Patient, Respectful,
Sympathetic, Courteous, Compassionate and
Friendly.
e.g. Communicate in a ‘sympathetic friendly’ manner
when dealing with…
 Teaching domains
Psychomotor Domain
Words associated with the domain:
Adjust, Assemble, Chart, Collect, Perform, Use,
Draw, Employ, Prepares, Assembles.
e.g. Prepare bed and bedside area for an emergency
admission…
 Group work
Aims are goals – set either by you as the teacher or
by the curriculum
They state what the learning will achieve. They are
the ‘ultimate’ goal to indicate what the student will
do at the end of the course, subject or lesson.
(Reece & Walker 2000)
In small groups discuss and plan the aim and
objectives for one teaching session of your
choice.(NMC 2008b)
 Will it succeed?

Plan
What activates will take place in the lesson?
Provide for change in the activity – no longer than
20/25 minutes each activity.
Individuality/equal opportunity.
Resources & Environment
What will you need?
Have reserves, arrange room.
Practice using equipment.
 Will it succeed?

Timing
Allow enough time to cover material.
Allow time for discussion or side tracking.
Strategies
Vary & consider the most effective teaching/learning
strategies – Simulation, lecture, role play, group
work, Q&A, discussion, demonstration and problem
solving.
Consider learners previous knowledge &
experience.
 Delivering the session
Rehearse before hand if you want to
Try to keep to time but do not rush – be flexible
Your plan is there to guide not restrict you
 Evaluation
You cannot hope to produce a perfect plan for every
lesson; plans may need to be modified
How was your presentation? - Did the students
learn
What you intended them to learn
What you wanted them to learn
What they wanted to learn
How could the session be improved
What went well / not so well – why?
What could be done differently
 Informal session/Teaching a skill
Consider your Clinical Skills teaching, in practice so
far
What have you / do you need to consider when
planning teaching a clinical skill in the clinical
setting?
What do you need to consider in the
1. Pre-session Phase
2. Interactive stage
3. Evaluation Stage
 Pre-session phase
Consider
The procedure – what do you hope to teach?
Aims & Objectives.
How you will evaluate performance
Students existing level of competence
Alert student as to what you plan to demonstrate
Agree how you would like to deal with questions
 Pre-session phase
Consider
The environment
Is it safe, private, clean & comfortable?
The patient/assistant
Preparation/explanation/comfort/consent
Assemble and prepare materials
Invite student to reflect on rationale for choice
Ensure student can see procedure clearly
 Interactive phase
Compose yourself and allow sufficient time
(it will usually take longer than if performed without
an audience)
Explain & demonstrate the task
Identify component skills and demonstrate their
relationship to the whole
Where it seems tactful
Pause to gather ideas or suggestions or ask the
student to guide the teacher in performing task.
Check the student is following attentively
Conclude the procedure
 Interactive phase cont…
Reflect on what was witnessed
Encourage student to question ‘why’ to help connect
action with thought
Consider whether student will be invited to complete
procedure – when
Preparation as before (environment, patient, safety,
timely)
Prompt & guide student thought components of
procedure
Reduce prompts and encourage student to assume
responsibility
Provide feedback at all stages and reward appropriate
responses
 Evaluation phase

Arrange practice
To encourage consolidation of skill
Monitor practice & application in varying
circumstances
Assess performance
Against students objectives / criteria / standard of
proficiency
Encourage student to reflect on own practice
against criteria
Self reflection & evaluation
 Conclusion: Learning objectives
At the end of this session the student will be able to:
Outline the process of lesson planning
Reflect upon the importance of effective lesson
planning
Formulate learning objectives, lessons plans and
evaluate methods/strategies used in both formal &
informal teaching sessions. Consider underpinning
theory
Discuss the clinical environment and its influence on
effective learning
 References
Bjork I T, Kirkevold M (2000) From simplicity to
complexity: developing a model of practical skill
performance in nursing. Journal of Clinical
Nursing, 9 (4),pp 620 -631
Dix G, Hughes s (2005) Teaching students in the
classroom and clinical skills environment. Nursing
Standard, 19 (35) pp 41-47
Harden R.M. (2002) Learning outcomes and
instructional objectives: is there a difference?
Medical Teacher, 24, (2), pp151 – 155
 References
Price B (2005) Mentoring learners in practice: No 10
Nursing Standard. 19, 39
Quinn F and Hughes S (2007) Principles & Practice
of Nurse Education 5th Ed, Cheltenham, Stanley
Thornes Ltd
Reece I, Walker S (2000) Teaching training &
Learning: A practical Guide, 4th Ed Sunderland,
Business Education Publishers Ltd,