Instructional Unit: Goals Objectives and the Teaching Plans
Instructional Unit: Goals Objectives and the Teaching Plans
This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include. Instructional Unit: Goals Objectives and the Teaching Plans
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Building on the work that you started in Week 2, for all three groups of learners:
- Write several broad instructional goals for the educational experience.
- Write several behavioral objectives based on Bloom’s taxonomy.
- Describe the lesson content.
- Provide a sequence for teaching activities.
- Describe instructional methods.
- Indicate time allotted for each activity.
- Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
- Describe how the learning will be evaluated.
On a separate references page, cite all sources using APA format.
- Use this APA Citation Helper as a convenient reference for properly citing resources.
- This handout will provide you the details of formatting your essay using APA style.
- You may create your essay in this APA-formatted template.
Submit your response in a 6- to 7-page paper
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_w4a2_rubric.docx[Type text] [Type text] [Type text]
COURSE CODE: NSG4028 Concepts of Teaching and Learning WEEK 4
Unsatisfactory 1
Emerging 2
Proficient 3
Exemplary 4
Score Assignment Components Listed two broad instructional goals for the educational experience for each of the three groups of learners. Did not include instructional goals for the educational experience and/or did not include all learners. Minimally listed broad instructional goals for the educational experience and included two of the three groups of learners. Listed several broad instructional goals for the educational experience and included all learners. Goals could be more clearly stated. Expertly stated several broad instructional goals for the educational experience and included all learners. [Score x 4 = 16 pts] Listed learning objectives that addressed the cognitive capabilities of each of the three groups of learners. Did not include learning objectives that addressed the cognitive capabilities of the learner and/or did not include all groups of learners. Minimally listed learning objectives that addressed the cognitive capabilities of the learner and included two of the three groups of learners Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners. Objectives could be more clearly stated. Expertly stated learning objectives that addressed the cognitive capabilities of the learner and included all learners. [Score x 4 = 16 pts] Listed learning objectives that addressed the affective capabilities for each of the three groups of learners. Did not include learning objectives that addressed the affective capabilities of the learner and/or did not include all learners. Minimally listed learning objectives that addressed the affective capabilities of the learner and included two of the three groups of learners. Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified. Objectives could be more clearly stated. Expertly stated learning objectives that addressed the affective capabilities of the learner and included all three groups of learners. [Score x 4 = 16 pts] Listed learning objectives that addressed the psychomotor capabilities of each of the three groups of learners. Did not include learning objectives that addressed the psychomotor capabilities of the learner and/or did not include all learners. Minimally listed learning objectives that addressed the psychomotor capabilities of the learner and included two of the three groups of learners. Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners. Objectives could be more clearly stated. Expertly stated learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified. [Score x 4 = 16 pts] Provided an appropriate description of the lesson content Provided a description of the lesson content but was not clearly focused or coherent. Minimally Provided an appropriate description of the lesson content. Provided an appropriate description of the lesson content, but could be more detailed. Provided a description of the lesson content that was appropriate, thorough, and detailed. [Score x 4 = 16 pts] Provided a sequence for teaching activities and time allotted for each activity. Provided a sequence for teaching activities and time allotted for each activity but was not clearly focused or coherent. Minimally provided a sequence for teaching activities and time allotted for each activity Provided an appropriate sequence for teaching activities and time allotted for each activity, but could be more detailed. Provided a thoroughly detailed sequence for teaching activities and time allotted for each activity. [Score x 4 = 16 pts] Described the instructional strategies Description of the instructional strategies was not clearly focused or coherent. Provided a minimal description of the instructional strategies. Provided an acceptable description of the instructional strategies, but could be more detailed. Thoroughly described the instructional strategies in detail. [Score x 4 = 16 pts] Identified and described the instructional resources and technology Identified and described the instructional resources and technology but was not focused or coherent.. Minimally identified and described the instructional resources and technology Identified and described the instructional resources and technology but could be more detailed. Identified and thoroughly described the instructional resources and technology in detail. [Score x 4 = 16 pts] Provided an evaluation methodology Provided an evaluation methodology but was not clearly focused or coherent. Provided an evaluation methodology with minimal information. Provided an acceptable evaluation methodology but could be more detailed. Thoroughly provided an evaluation methodology in detail. [Score x 4 = 16 pts] Writing Components Organization Introduction
Thesis
Transitions
Conclusion
Introduction is limited or missing entirely. The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped. The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Conclusion is present, but incomplete or underdeveloped.
Introduction has a clear opening, provides background information, and states the topic. The paper is organized around an arguable, clearly stated thesis statement.
Transitions are appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic. The paper is well organized around an arguable, focused thesis.
Thoughtful transitions clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
[Score x 3 = 12 pts] Usage and Mechanics Grammar
Spelling
Sentence structure
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension. Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension. Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension. The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic. [Score x 3 = 12 pts] APA Elements Attribution
Paraphrasing
Quotations
No attempt at APA format. APA format is attempted to paraphrase, quote, and cite, but errors are significant. Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor. Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present. [Score x3 = 12 pts] Subtotal Timeliness Late Work penalty: Total Score / 180
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week2mcmillan_1.docx
CARDIOVASCULAR DISEASE LESSON PLAN
CARDIOVASCULAR
Cardiovascular Disease- Lesson Plan
Tanyanika McMillian
South University
Cardiovascular Disease
The title of this lesson is heart disease also known as cardiovascular disease. This illness describes a range of conditions that affects the heart. Cardiovascular disease involves small or blocked blood arteries that can result in stroke, chest pains, and heart attack. The contents of the lesson shall cover the causes of heart disease, factors that increase the risk of suffering from heart illnesses, and methods through which the learners can prevent cardiovascular disease. The risk factors for the disease are both controllable and uncontrollable. Those that can be modified, treated and controlled include hypertension, obesity, high cholesterol, smoking, lack of physical activity, and diabetes. Illnesses linked to the heart are among the top ten leading causes of disease in the country. The lesson will also help the learners in identifying the characteristics of people at risk of heart disease and equip them with the necessary knowledge on the best way to care for them. Instructional Unit: Goals Objectives and the Teaching Plans
The learners Comment by Micki Darrow: Heading should be bold
The first group of audience is the staff working in the medical field, especially the nurses and physicians. The information the medical staff will receive in this lesson will make a significant contribution to their development. The reason for including the medical professionals in this lesson is that the prevention and treatment of cardiovascular disease cannot be complete without the involvement of the medical professionals since they are the people involved in the diagnosis, treatment, and management of the disease. This group of learners will later play a significant role in teaching their patients on the best ways to prevent cardiovascular disease by making positive lifestyle choices. The lesson will teach the professionals the different methods of testing, diagnosing and treating the various comorbidies of cardiovascular disease.
The second group of learners for this teaching are people suffering from tobacco use, hypertension, diabetes, and other heart defects. The reason for including this class of individuals suffering from diabetes, hypertension, tobacco use, and previous heart-related ailments are at a higher risk of suffering from the cardiovascular disease (McTaggart, 2016). This lesson will educate this group with knowledge that will assist in managing their conditions to reduce their risk. Some people suffering from these conditions may not be consistent in taking their medications, but this lesson would encourage them to improve their state of health. For instance, convincing people engaged in tobacco use to stop smoking, as a sure way of reducing their risk.
The last group of audiences of the lesson includes the healthy citizens. The lesson primary objective is to give the necessary information that assists audience to prevent cardiovascular disease. The reason for including the healthy people as an audience in this lesson is to inform them of the issues and lifestyle choices that increase the risk of cardiovascular disease so that they can take the initiative of taking care of themselves. Although the cardiovascular disease has often been thought to affect men and the elderly, it has also been killing women and individuals in their mid-life (Cover, 2007). The other reason for including this group is that diet and behavioral changes influence common heart diseases affecting the heart and blood vessels through primary and secondary prevention (Nnakwe, 2012). This lesson will educate the healthy people with information that will help them to take responsibility for their health, understand their individual risks, maintain healthy blood pressure, avoid smoking or second-hand smoke, monitor cholesterol levels, and exercising on a regular basis. Instructional Unit: Goals Objectives and the Teaching Plans
Educational setting Comment by Micki Darrow: See above
Staff development
This lesson aims at developing the medical staff as a way of personnel development. The education setting of the team will take place at the various institutions in which they work. The reason for having the lesson at the workplace is to ensure that there is no disruption in the functioning of the medical institutions. The continuity of the operations of the hospitals will continue, as the professionals will attend the lesson in pre-planned shifts.
The lesson will include having the professionals providing specific hospital statistics that show the number of people suffering from heart disease who have sought the hospital services. The audience will also share their first hand experiences in handling the disease. The lesson will also educate them with skills to test, diagnose, treat and take care of the patients with cardiovascular diseases.
Patient education Comment by Micki Darrow:
The lesson will include teaching both those suffering from cardiovascular disease and the healthy ones. The inclusion of the healthy people is to educate them about the heart disease to equip them with the necessary information to makes changes that will assist in reducing the risk of suffering from the disease. The assumption of the lesson will be that every individual is at the risk of suffering from the disease. The instructors will subdivide the audiences into different groups depending on age, and use the most appropriate teaching aids that will be suitable for each subdivision.
Learner assessment
The first group of learners is the trained and qualified medical professionals already in practice. This group undergoes regular development training, which makes them very ready to learn. The assessment of these learners will involve evaluating a change in the way they handle patients of the illness or those at risk.
The second group includes the people suffering from hypertension, tobacco use, diabetes and other heart-related diseases. This groups includes people at different education and development levels, and the lesson will be tailored to each cluster. These people are ready to learn since they are at the highest risk of suffering from cardiovascular diseases. Comment by Micki Darrow: Indent all paragraphs 0.5”
The last audience includes the healthy people or those not suffering from the conditions mentioned above. This group will also include people at different ages, education and development levels, which requires the lessons tailored to suit each group requirements. The instructors will increase this group’s readiness to learn by explaining the prevalence of the disease in the country.
The rationale for selecting cardiovascular disease
Cardiovascular disease is the principal cause of deaths for both genders in the country, being responsible for one in every four deaths (CDC, 2015). The CDC has also recorded that coronary heart disease kills over 370,000 people every year, being the most common types of the condition. In addition, more than 700,000 citizens suffer from a heart attack every year, with a majority of the suffering from the first attack, while approximately 200,000 are those who have had the first attack earlier (CDC, 2015).
Due to the high number of people who suffer from cardiovascular disease, it is important for all individuals to be aware of the causes, signs, and symptoms. Understanding the causes is crucial for the learners to make changes to their lifestyles and diet to reduce the risk of suffering from the disease. In addition, knowing the signs and symptoms of a heart attack can help people to act fast in case a person has an attack. A person having an heart attack and receives emergency treatment quickly have higher chances of surviving (CDC, 2015).
Teaching approaches
The lesson will use theoretical approaches because the objective of the lesson is to give the information to the learners on all issues concerning cardiovascular disease. The instructors will aim at encouraging the students to make the necessary lifestyle changes to reduce the risk of cardiovascular disease. The lesson will apply the health belief model. The model focuses on the perception of threats and evaluates a patient’s behavior (Weinman, et al., 2007). The theory is standard in health education since it identifies the audience’s perceived susceptibility cardiovascular disease. The instructor can then determine the actions to take.
References Centers for Disease Control and Prevention. (2015, August 10). Centers for Disease Control and Prevention. Retrieved from Heart Disease Facts: http://www.cdc.gov/heartdisease/facts.htm Cover, F. (2007). Nutrition in Public Health: Principles, Policies, and Practice. CRC Press. McTaggart, L. (2016). Heart Disease: Drug-Free Alternatives to Prevent and Reverse Heart Disease. Carlsbad: Hay House, Inc. Nnakwe, N. (2012). Community Nutrition: Planning Health Promotion and Disease Prevention. Burlington: Jones & Bartlett Publishers. Weinman, J., Wallston, S., Newman, C., Mcmanus, A., Ayers, S., & Baum, A. (2007). Cambridge Handbook of psychology, health and medicine. Cambridge: Cambridge University Press.
The presentation provided a comprehensive review of the education and teaching plan for cardiovascular disease prevention. You presented a detailed approach which included interesting and pertinent information. The material touched on the appropriate theory as well as learner assessments. Points were deducted for not consistently following APA style and not including the title of the lesson. Please see comments throughout the paper.
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sample_lessonplan.pdf
NSG4028 / Concepts of Teaching and Learning
Simple Lesson Plan Example
1. Introduction • This lesson will help young children, who happen to be hospitalized
elementary-school students, review information about the food
pyramid.
2. Purpose / Rationale for the Lesson
• This lesson is important because it will help students learn more about
healthy eating habits.
• This lesson will provide the student with information that can be used
after he/she has been discharged from the hospital.
• The lesson will raise students’ awareness about the food pyramid.
• The lesson will help students develop skills in using the Internet to find
information.
3. Goals and Objectives
Instructional Goals • The goal of this lesson is to raise students’ awareness about healthy
eating and to provide printed material as well as Internet information for
future reference.
Learning Objectives
Cognitive
• As a result of this lesson, students will be able to identify specific foods
in each category with 90% accuracy.
Page 1 of 4
Simple Lesson Plan Example © 2005, South University
NSG4028 / Concepts of Teaching and Learning
Affective
• During a class discussion, students should be able to express their
opinions about what constitutes healthy eating habits. Every student
will participate in the discussion.
Psychomotor
• After a demonstration, students will able to search the Internet to find
information about the food pyramid and complete a worksheet with
90% accuracy. Instructional Unit: Goals Objectives and the Teaching Plans
4. Instructional Methods and Evaluation of Learning
Objective Content Instructional
Method
Time
Allotted
Resources Method of
Assessment/Evaluation
Cognitive
Domain:
Identify
specific foods
in each
category
Give a brief lecture
about the food
pyramid and its
purpose.
Use a lecture guide
(handout) with
pictures to guide
students through the
food groups.
Invite students to
participate in the
discussion by asking
them to identify
foods in each
category and check
Lecture,
Discussion
10 min.
Handout
For Learners:
Group-Discussion
Complete lecture
guide/handout.
For Instructor:
Reflective Thoughts
about Lesson
Suggestions for
Revision
Page 2 of 4 Simple Lesson Plan Example
© 2005, South University
NSG4028 / Concepts of Teaching and Learning
Objective Content Instructional
Method
Time
Allotted
Resources Method of
Assessment/Evaluation
them off on the
handout.
Affective
Domain:
Express an
opinion about
what
constitutes
healthy
eating habits
Ask students to
consider their normal
eating habits and the
foods they like to eat
most often. Instructional Unit: Goals Objectives and the Teaching Plans
Brainstorm a list of
what students
consider to be
healthy eating
habits.
Ask students to give
the reasons for their
responses.
Evaluate the list as a
group. Agree on a
list of healthy eating
habits.
Whole-group
discussion
Brainstorming
10 min.
Chalk board
or white
board
For Learners:
Group-Discussion
For Instructor:
Reflective Thoughts
about Lesson
Suggestions for
Revision
Psychomotor
Domain:
Search the
Internet to
find
information
about the
food pyramid
Demonstrate how
students can visit the
Web site below.
Ask them to read
information provided
for specific food
groups.
Demonstration
Computer
assisted
instruction
20 min.
PC or
McIntosh
Access to the
Internet
Web sites:
Food
Pyramid-
For Learners:
Worksheet
For Instructor:
Reflective Thoughts
about Lesson
Suggestions
For Revision
Page 3 of 4 Simple Lesson Plan Example
© 2005, South University
NSG4028 / Concepts of Teaching and Learning
Objective Content Instructional
Method
Time
Allotted
Resources Method of
Assessment/Evaluation
Have students
identify suggested
serving sizes and
vitamin content,
which they will use to
complete the
worksheet.
Food Label
Connection
http://fda.gov/
fdac/special
/foodlabel/pyr
amid.html
Dietary
Guidelines
for
Americans
http://www.na
l.usda.gov/
fnic/Dietary/9
dietgui.htm
Page 4 of 4 Simple Lesson Plan Example
© 2005, South University
- Learning Objectives