Planning and Conducting Classes

Before entering a classroom, the teacher need

to formulate objectives, select and organize
content, choose teaching methods, and design
assignment, and finally evaluate learning.

Department of Nursing
 I. Developing a Course outline or
Syllabus
-The Course outline should include:
The name of the course.
The name of instructor.
A one- paragraph course description.
A list of course description.
Teaching methods to be used.
The method of evaluation.
The text book or other readings
II. Formulating Objectives
1. Value of Objectives
Guide your selection and handling of
course materials.
Help you determine whether people in the
class have learned what you have tried to
teach.
The learner must receives objectives that
communicate clearly what they will be
expected to know and to do with the
course material.
2. Taxonomy of Objectives
Conceived as a means of facilitating the
exchange of test items among faculty of
various universities in order to create
bank
of items, each measuring the same
educational objectives.
Taxonomy of Objectives cont..
Educational objectives suggested by bloom
(1984) and divided into 3 domains:
Cognitive (Knowing)
Psychomotor (Doing)
Affective (Feeling, valuing)
Knowing and doing objectives easy to be
measured but in the effective domain are not so
easy to write and measure.

Department of Nursing
Subcategories in Cognitive Domain:
Remember
Understand
Apply
Analyze R
U
Evaluate A
A
Create C
Types of Knowledge: E
Factual
Conceptual
Procedural
Metacognition
3. Wording of objectives

Goal:" Recognize the parameters of

effective hemodailysis"
Objectives: The nurse will list and explain,
with 95% accuracy, the parameters by
which effective hemodailysis is measured"
Wording of Objectives, cont..

The objectives characteristics

S SPECIFIC
M Measurable
A Achievable
R Realistic
T Timelines
 Wording of Objectives cont..

Behavioral Verbs
Useful for Writing
Objectives
Cognitive Domain
Knowledge Define, delineates, describe, identify, list, name, state
Comprehension Classify, discuss, eliminate, explain, rephrase, summarize
Application Adjust, apply, compute, demonstrate, generate, prove
Analysis Analyze, compare, contrast, critique, defend, differentiate
Synthesis Create, develop, propose, suggest, write
Evaluation Assess, choose, conclude, defend, evaluate, judge

Psychomotor Arrange, assemble, calibrate, combine, copy, correct, create,

demonstrate, execute, handle, manipulate, operate, organize,
position, produce, remove, revise, show, solve

Affective Domain Accept, agree, choose, comply, commit, defend, explain, influence,
integrate, recommend, resolve, volunteer
 III. Content

1. Selecting Content
Usually prescribed by the curriculum or
institution
2. Organizing Content
Generalization to specific or vice versa
Time sequence
 IV. Selecting Teaching Methods

1. Factors Affecting Choice of Method

Depends on the objectives and type of learning
you are trying to achieve.
Course content.
Abilities and interest of the teacher.
Compatibility between teachers and teaching
methods; Compatibility between learners and
teaching methods.
Number of people in class.
Resources of the institution.
 2. Effectiveness of Teaching Methods

The Effectiveness of teaching methods depend

on the out come criterion. If the criterion is the
acquisition of knowledge may be lecture is
useful. While acquisition of doing objectives it is
useful to use training sessions.

Department of Nursing
 V. Choosing Textbook
Quality of writing
How the book organized and the graphics that
were included.
Include introductions to chapters.(give an
overview to content)
Keywords in bold face is favorite.

Department of Nursing
Choosing Textbook cont..

Using a Textbook
Several approach towards reading assignments:
Assign pages for homework
Rehashing assigned pages all in class to
reinforce the non-reading behavior.
Use the information from assigned reading as a
basis for classroom discussion.
Instructors do assigned readings themselves,
making notes of what the learners need to
focus. (Guided Reading by Gallo and Gallo)
Use of discovery questions (Pestel)
VI. Conducting the Class

First Class
Introduce yourself.
Communicate your expectations for
the course.
Review the course syllabus or outline
State general classroom rules.
Try to whet the learner’s appetite for
what is to come.
 Subsequent Classes
Begin by gaining and controlling attention.
You can walk around the periphery of the
room instead of standing behind the desk
or lectern.
Assess the learners to determine their
backgrounds and how much they already
know about the content of the course.
Follow the planning sequences.