Lesson Plan

Date:30/01/14 Course: MSc Personalised Nutrition Subject: Personalised Nutrition Requirements

Room: 1 Topic: Module Intro Class Size: 15

Lesson Aim: Introduce to the module & skills for studying at level 7.
Lesson Objectives – by the end of the session the student/s should be able to Assessment Strategies - tick as
applicable
Introduction to the module, timetable, assessments, teaching methods Question and Answer y
Understand academic literacies appropriate to level 7 Revision exercise
Types of thinking & reviewing research and how we might start thinking & analysing conflicting research Individual Learner review
Understand the direction in terms of where going with the MSc Group/Individual presentation y
Module learning outcomes specific to the module that are being developed during this day: Observation
- Critically evaluate nutrient requirements for individuals with complex symptoms
- Offer resolution when data is conflicting
Learning Strategies – Introduction to support peer engagement, staged approach by building up thinking Assignment/Homework
process incrementally from basic principles with short Q & A. Progress learning surrounding writing &
reviewing research with peer discussion to reduce anxiety and capitalize on social aspects of learning Completed test or exercises
(Vgotsky) & in order to level the students by broadening this out to a class discussion. Develop a class Other
culture of collaboration in order to facilitate group work. Develop thinking skills for studying at MSc level.
Teaching & Learning Techniques Planned - tick as applicable
Whole class teaching y Discussion y Using white board/flip chart
Coaching and instructing y Brainstorm y Using an OHP
Working in pairs/small groups y Workshop y Using Video or TV
Individual project work Practical exercises Using computers of IT
Role-playing exercises Practical demonstration Using radio/audio tapes
Case Study Dictating notes to class Using the Internet
Presentation Copy notes from board/OHP Using Power Point
Key Skills:
Decision making in complex situations – developing groundwork for reviewing scientific papers and understanding conflicting research

Number 15 Health & Safety: Ensure room is free from hazards

Communication: Q&A, Equal Opportunities: awareness of different knowledge & skills base
 Date:30/01/14 Course: MSc Personalised Nutrition Subject: Personalised Nutrition Requirements
Room: 1 Topic: Module Intro Class Size: 15

Subject: Personalised Nutrition Requirements Topic: Introduction to the module

Timing Content Teaching Methods Student Activity Resources How assessed

10.30am Student arrival Whole class teaching Describe order of the day Powerpoint
Students to introduce themselves Introduce module, & what is required RSM online
Describe focus of the module login
Discuss learning outcomes IFM online login
Overview of assignment due dates, group work Science Direct
and formatives online login
Discuss learning resources & reading Connection to
recommendations Moodle
Describe in general what is required of Selection of
formative & summative assignments course
textbooks from
Fire 3 quick class questions the library
- Client versus scientific language
- Defining different types of studies
- Assessing quality of sentences

11.45 15 minute break

12.00 Scientific writing Group work Split class into groups of 4 to discuss Paragraphs Collaborative
sentences on scientific writing on bits of paper chopped up class
discussion

12.30 Scientific writing Group work Split class into different groups and get them to Large pieces of Get each group
critique an article written in journalistic paper and to present their
language – find 3 statements that you would marker pens thoughts and
phrase differently for an academic journal and findings.
use Brookfields four lenses reflective model to
consider how the article would be perceived
from different angles.

1-2 Lunch break

15.00 Understanding primary research Whole class teaching Quick question on primary research

15.15 Developing skills in reading scientific papers & Individual work Get students to review two papers on A copy of each Class
understanding conflicting research: Chromium chromium & consider why they are conflicting paper for all discussion
papers students

16.20 Recap and close Whole class teaching Summarise skills that students have begun to
Q&A Q&A develop, summarise appropriateness of
different styles of writing & how to begin
evaluating papers & consider conflicting