CLASS

PLANNING,
ASSESSMENT, NUR4104:

TEST
DEVELOPMENT
CLASS PLANNING
DeYoung, Chapter 6

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SPECIFIC OBJECTIVES
Describe the process of planning and conducting
classes.
Identify various types of objectives and
formulating objectives
Describe the process of selecting teaching
methods

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THE PLANNING SEQUENCE
•Developing a Course Outline
•Formulating Objectives
•Sample Course Outline (page 91 or NUR 4104)
•Organizing content

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CONT’D
•Selecting Teaching Methods
•Choosing a textbook
•Planning Assignments

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DEVELOPING A COURSE
OUTLINE OR SYLLABUS
See sample on page 91

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COURSE OUTLINE IS…
Like a contract
Subject to necessary changes at times, but will be
notified in writing.

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FORMULATING OBJECTIVES…
•For the course itself (5 to 15)
•For each class (they are general and specific)

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WHY OBJECTIVES?
To guide in selecting and handling teaching material
To guide the content for teaching a class
To assess learners after teaching
Also known as learning outcomes
Guides learners in preparing for exams

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Assists instructors to plan for learning experiences

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TAXONOMY OF OBJECTIVES…
Bloom’s Taxonomy of objectives are was born 1n 1956
by Benjamin Bloom, Professor, University of Chicago.
According to Bloom, there are 3 learning domains:
•Cognitive (knowing)
•Psychomotor (doing)
•Affective (feeling, valuing)

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SELECTING CONTENT
Prescribed by the Curriculum of the school or institution
Course descriptions
Course outlines or Course objectives

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 BEHAVIOURAL VERBS(TABLE 6-1)

1. Cognitive domain
•Knowledge •Define, delineate, describe, identify, list, name,
state
•Classify, discuss, estimate, explain, rephrase,
•Comprehension summarize
•Adjust, apply, compute, demonstrate, generate,
•Application prove
•Analysis •Analyze, compare, contrast, critique, defend,
differentiate

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Synthesis Create, develop,
propose, suggest,
write
Evaluation
Assess, choose,
conclude, defend,
evaluate, judge

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2. Psychomotor domain Arrange, assemble,
calibrate, combine,
copy, correct, create,
demonstrate, execute,
handle, manipulate,
operate, organize,
position, produce,
remove, revise, show,
solve

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3. Affective domain Accept, agree,
choose, comply,
commit, defend,
explain, influence,
integrate,
recommend,
resolve, volunteer

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•How much time?
•Students background level of knowledge
•Cramming so much info is a pitfall

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ORGANIZING CONTENT
Objectives – sets the stage
General – specific or vice versa
Teaching methods - lecture, discussions, role play, computer
application, PBL

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SELECTING TEACHING
METHODS
Based on objectives
Type of learning you are trying to achieve
Learners age

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FACTORS AFFECTING CHOICE
OF METHOD
Be clear about goals
Facts, rules – lecture with handouts
Mold attitudes – case studies, discussion, role playing
Motivate – gaming
Creativity, Problem solving skills - PBL

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Course content:
Principles of Isolation techniques – demonstration, hands on
practice
Ethical aspects – discussions
Practice discipline – active learning

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SELECTING TEACHING
METHODS…
Teaching methods should focus on:
Student activity – thru discussions, case studies, simulations, role
playing, cooperative learning, computer use etc.

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•Abilities and interests of the teacher
•Personal strengths
•Open minded
•Compatibility
•Background of students
•Learning styles, motivation levels
•No of students in the class

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Small groups: modules, computer programs, handouts with
explanations, discussions, role play.
Large: lectures with AV aids, case studies

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EFFECTIVENESS OF
TEACHING METHODS
Traditional and newer methods
Hawthorne effect
Personality, style, approach of the teacher, teaching
methods

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CHOOSING A TEXTBOOK
Don’t underestimate the importance of textbook or selection
process.
Course are often built around the content and approach of a
textbook.
Uniformity and stable information
Use extensively
Textbook reviewed – teacher

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Interesting, appealing, well organized, well written.
Quality of writing: easy to read, clarity, graphics, intro, end -
summaries

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USING A TEXTBOOK
Assigned pages readings and discussion
Guided learning
Discovery learning
Creative and effective use of textbook

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PLANNING ASSIGNMENTS
A Challenge
Topic/position/research paper
Short essay – analysis – write questions and answer them
Personal interviews, Nursing – Problems and report, journal writing, patient
teaching material

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NURSING CARE PLANS
Beginners: simple, short
Higher class: comprehensive or higher level care plans
Case studies: repeated cases in the wards

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CONCEPTS MAPS
Concepts maps are visual, graphical displays of key
learning concepts, relationships between and among
them.
Pathophysiology of MI

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 First impression
Introduce yourself, if you don’t know
learners
Form of address
CONDUCTIN Professional and personal information
G THE FIRST
CLASS Welcome
Names
Handouts
A little humour
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Provide your expectations
Review course outline
Answer questions, content, methods, assignments

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General classroom rules
Give enthusiasm for the course

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SUBSEQUENT CLASSES
Get attention
Get control
Move around the class
Assess the learners – pre-test, informally asking questions etc

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GOLDEN STANDARD FOR
SUCCESSFUL TEACHING AND
LEARNING…
“A well-planned course is already on the way to
success. The process is hard work, but the outcome
is well worth the effort” – Sandra DeYoung

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REFERENCE
DeYoung, Sandra. Teaching Strategies for Nurse Educators
(2nd&3rd Ed.) Upper Saddle River, New Jersey: Prentice Hall.