Lesson Planning - Healthcare Professionals

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Lesson Planning
Office of Medical Education
Why do it?
• The purpose of a lesson plan is to communicate
• Each part of a lesson plan should fulfill some
purpose in communicating the specific content:
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–
–
–
–
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the objectives,
the learning prerequisites,
what will happen,
the sequence of learner and faculty activities,
the materials required,
and the actual assessment procedures.
Lesson Plans
• Lesson plans are the "maps" of what we want to
accomplish during a class period.
• Faculty develop and prioritize learning goals and
objectives based on the College of Medicine Goals and
Objectives and academic medicine subspecialty goals
and objectives (e.g. COMSEP, APOG, AAIM)
• All planning begins with faculty considering what they
want their students to accomplish during the lesson.
• Each lesson plan is designed to move the learners
through a complete course of study on a particular topic.
Input ----> Process ----> Output
• Input refers to information about:
– the learners for whom the lesson is intended,
– AV or physical materials,
– other required resources
• This information also includes:
– understanding prerequisites learners have grasped
– the objectives of the lesson.
– the estimated amount of time it will take to implement
the lesson.
Input ----> Process ----> Output
• Output refers to the description of what
students are supposed to learn
• Output is the use of performance
assessments, which allow learners to
demonstrate knowledge and skills in the
content area.
• Did the student learn what they were
suppose to learn?
• How will the learning be measured?
Input ----> Process ----> Output
• The process is the actual plan
• What do the faculty and learners do during
the lesson.
Step 1
Establish objective(s) for the lesson.
• An objective is a description of what learners will
know or be able to do after instruction.
• Objectives should be observable and
measurable.
• Assess how the objective fits with the College of
Medicine Goals and Objectives
• Assess how the objectives fit with the
subspecialty organization academic component
Measurable Objectives
• Measurable objectives contain three parts:
– The conditions under which the desired result is to
be performed
– An action verb that identifies an observable behavior
– The criteria (standards) for determining how well and
when the behavior is to be performed
– Given a stethoscope and normal clinical environment,
the medical student will be able to diagnose a heart
arrhythmia in 90% of effected patients.
•
An observable, measurable
Goal. State this goal as an
action verb, such as install,
type, describe, and state.
Words like "know,"
"understand," "appreciate," &
"inform" are not appropriate
terms for tasks because they
cannot be measured. More
specific verbs are e.g. "At the
conclusion of this lesson you
will be able to:”
list , identify, state, describe,
define, solve, compare and
contrast , or operate …
Conditions under which
the task should be
performed. This
describes any situations
that should be
considered when
measuring the goal, such
as the availability of
information when users
perform a task.
Level of
acceptable
performance.
This describes the
extent to which
the objective must
be achieved to be
considered
complete, such as
without errors.
Step 2
Collect materials-make special arrangements.
• What materials are to be used during the lesson
by both the faculty and the learners
• Are there any special arrangements needed,
e.g. contacting a guest speaker, a patient,
setting up a T1 link, determining small group
activities.
• Does the syllabus include up-to-date
preparatory (e.g. reading) materials.
Step 3
Develop anticipatory set.
• The faculty starts class with a short activity or
prompt that focuses the learners’ attention
before the actual lesson begins and is used
when learners enter the room.
• A handout posted on the web (New Innovations)
or given to students at the door, a review
question written on the board, a case study,
and/ or a pretest covering reading assignment
are examples of anticipatory set.
Step 4
Establish the objectives.
• Explain to the learners why they need to
learn the material,
• What they will be able to "do“ with the
material,
• How they will demonstrate their learning
Step 5
Decide on input.
• Decide on the concepts and skills the
faculty will impart to the learners, i.e. the
"stuff'' the learners need to know in order
to be successful.
• May be delivered through lecture, self
directed learning activities, or small group
activities.
Step 6
Model
• Show enthusiasm for learning
• Show in graphic form or demonstrate what
the learners should be able to do after the
lesson (e.g. how to diagnose and treat a
particular disease entity)
Step 7
Follow me.
• Include guided practice where the faculty
leads learners through the steps
necessary to perform the skill
• Use the trimodal approach –
– heard the presentation
– seen the presentation
– apply the presentation to a patient care
scenario.
Step 8
Check for understanding.
• Use a variety of strategies to determine
level of learners’ understanding
– Post test
– Case studies –paper/virtual
– Student/ group presentations
Step 9
Provide opportunities for application.
• Provide opportunities for independent
practice
• Encourage learners to apply the new
concepts and skills to patient care
situations.
Step 10
Provide closure.
• Provide a review or wrap-up of the lesson
• Ask the learners to demonstrate what they
have learned
Step 11
Assess learners.
• Monitoring student learning, both formally
and informally: e.g. examinations,
observations, discussions.
• Use assessment results to diagnosis
whether or not teaching methods are
effective.
Bibliography
• http://www.effectiveteaching.com/
• http://www.elearningguru.com/articles/art3_4.htm
The end
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Please proceed to the post test
Download the post test
Complete the post test
Send the post test to
Dr. Sandra Oliver
407i TAMUII
Post Test Question 1
Which of the following is an example of a
poorly written objective?
A. In this course you will learn how to operate
the defibrillator and properly defibrillate a
patient.
B. Given a stethoscope and normal clinical
environment, the medical student will be able
to diagnose a heart arrhythmia in 90% of
effected patients.
Post Test Question 2
An anticipatory set serves :
A. To determine the learners’ level of understanding
B. To focus the learners’ attention before the class
begins
C. As the stuff learners need to know
D. To monitor student learning
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