PLANNING AND CONDUCTING CLASSES

Lesson 1 Planning a Class

Lesson 11 Conducting a Class

March 13-17, 2023

OBJECTIVES
At the end of the module, the students will be able to:
1. Master how to develop a good course outline and syllabus
2. Identify the different textbooks to be used.
3. Know how to conduct a class actively and effectively

Planning a Class
A. Developing a Course Outline or Syllabus

SYLLABUS
is a plan of the entire course, a course outline, and program of study that an educator prepares before
the actual health education course begins
It is more extensive and detailed than a teaching plan which is also used interchangeably with a lesson
plan or health education plan,

It is more extensive and detailed than a teaching plan which is also used interchangeably with a lesson
plan or health education plan,

It contains the following:

Course Code:
Course title
Credits
Course description
Course requirements
Methodologies
Course objectives
Considered a contract between teacher and the learner

B. Selecting content
In formulating the course content there are some factors to consider:
The course objectives serve as the compass which will guide the teacher with the topics, subtopics,
approaches and strategies as well as the requirements of the course and the materials to be used..
Most important is the time to be allotted for each topic and this is where the course outline will be of
great help.
Avoid cramming too information and details but give students the opportunity to recite or discuss
parts of the lesson
 Give them for questions or interactive discussions
C. Selecting teaching methods
Factors affecting choice of methods:
1. Selection of method will depend on the objectives and type of learning
2. The methodology is also influenced by the course content. The choice of teaching strategy will also
depend on the abilities and interests of the teacher
3. The choice of teaching strategy will also depend on the abilities and interests of the teacher
4. The choice of teaching methods and strategies should take into considerations the learning needs
and learning styles of the students.
5. The selection of teaching methods also depends on the number of students in class

Developing the teaching Plan

TEACHING PLAN
Is the educator’s compass in the voyage towards a successful teaching-learning venture. What will determine
the direction of the compass are the predetermined goals and objectives which have been set by the learner
and the teacher.

Preparing a Teaching Plan

 A health education plan may emphasize a phase of the behavior change process that is related to the
client’s health needs/problems.
 The plan may also follow the sequence of that process, from pre-training to the continued
performance of a behavior that helps resolve a health need/problem
 The written teaching plan represents a “package” of educational services provided to a participant or
consumer of student. The plan therefore should be written from the participant’s viewpoint.

 The process of generating a teaching plan helps the Health educator:

 Recognize and use methods of learning that involve the client as an active participant
 Include a list of specific actions or abilities that the client may perform at intervals during the
educational intervention and at the end
 Clarify what he expects the students to do when the educational intervention is over

 When preparing a teaching plan in a primary care setting, the health educator should
 Get background information about the client from the person’s record and any agency
reports that include description of the client’s population group.
 Conduct needs assessment of the participants, the scope and content of the health
education class, possible actions to be undertaken to address the needs and the possible
approaches, strategies or methodologies to be used.

 Steps in writing a health education plan

1. Assess the learning needs
a. What are the characteristics and learning capabilities of the learner or client?
b. What needs have been identified and prioritized in terms of health promotion, risk
reduction and health problems?
c. What knowledge does he or she already have in relation to the subject matter?
d. Is the client motivated to change unhealthy behaviors?
 2. . Formulating behavioral objectives
 Act as the guide or compass of the educator in planning, implementation and evaluation
of teaching and learning outcomes.
a. Educational or Instructional objectives
 Are used to identify the intended outcomes of the education process
b. Behavioral or learning objectives
 Make use of modifier behavioral or learning to indicate that they are action oriented
rather than content oriented and learner centered rather than teacher centered.
 Intended result of instruction
 Describe what the learner is expected to d at the end of a learning situation
c. Goal
 Is the final outcome of what is achieved at the end of the teaching-learning process
 Desired outcome of learning
 Long term target
 Broad and global and multidimensional
A. Objectives
Three steps that link behavioral objectives together:
1. Identify the testing situation
2. State the learner and the learner’s behavior
3. State the performance

Three part method of writing behavioral objectives

 Taxonomy
Is a classification, categorization or arrangement of things based n their relationship
with one another.
 Taxonomy of Educational Objective by Bloom
Is a tool for systematic classification of behavioral objectives which are divided into tree broad
categories or domains
1. Cognitive
2. Affective
3. Psychomotor
 The three domains are interdependent and ca be experienced simultaneously
 The objectives in each domain are arranged in a hierarchy where simple behavior are
placed at the lowest level and the more complex behaviors are listed at the top of the
hierarchy.

The Three Domains of Learning

1. Cognitive
 Known as the “thinking domain”
 Includes strategies related to:
a. The student learning or encoding of material
b. Facilitation of retrieval of information

Six Levels of Cognitive Behavior

A. Knowledge
Ability to memorize, recall, define, recognize or identify specific information like facts, rules,
principles, conditions and terms
 B. Comprehension
Ability of the learner to understand or appreciate what is being communicated by defining or
summarizing it in his own words.
C. Application
Learner’s ability to use or relate ideas, concepts, abstractions and principles in particular and
concrete situations like figuring, writing, reading or handling equipment
D. Analysis
Ability of the learner to recognize, examine, scrutinize and structure information by breaking it
down into its constituent parts and specifying the relationship between parts.
E. Synthesis
Learner’s ability to put together or merge parts and elements into a unified whole by creating a
unique product or output that is written, oral, pictorial
F. Evaluation
Learner’s ability to judge, assess or appraise the value, significance, importance of something like
an essay, design or action using appropriate standards or criteria

Teaching Methods most commonly used in the Cognitive Domain

1. Lecture/discussion, one-to-one instruction, programmed instruction
2. Simulations and games, computer-assisted programs
3. Modules, projects and role playing
Note: These teaching methods are designed to transmit or give information resulting to a change in behavior
because of the lessons, principles, theories or concepts learned.

2. Affective

 The feeling domain

 Involves increased internalization or commitment of feelings expressed as emotions, interests, attitudes, values,
appreciations and how these are incorporated into one’s personality or value system.
 Involve moral reasoning and ethical decision-making

Levels of affective behavior:

1. Receiving
 Ability of the learner to show awareness of an idea or fact or consciousness of a situation or
event in the environment and motivation to selectively focus on a a data or stimulus.
 Example: during a group discussion, the pre-operative patient will admit that is anxious
regarding his forthcoming operation
2. Responding
 Learner’s ability to react to an experience than voluntarily accept and enjoy this new
experience
 Receiving is a prerequisite behavior
 Example: following one-to-one instruction, he will verbalize his fears related to his operation.
3. Valuing
 Learner’s ability to react to an experience than voluntarily accept and enjoy this new
experience
 Receiving is a prerequisite behavior
 Example: following one-to-one instruction, he will verbalize his fears related to his operation.
4. Organization
 Ability of the learner to sort out, categorize, classify and prioritize values and integrating or
adopting a new value into one’s present value system, identify how these values are
interrelated and classify what values are dominant or pervasive in his life.
 Receiving, responding, and valuing are prerequisite behaviors
 Example: following a seminar on training the trainers, the clinical instructors will integrate the
principles of teaching and learning in the conduct of their health education classes with their
student nurses.
5. Charaterization
 Learner’s ability to integrate values into a total philosophy or word view and showing firm
commitment and consistency in applying these values into value system or a cluster of values.
 Receiving, responding, valuing and organization are prerequisite behaviors.

Teaching Methods most commonly used in the Affective Domain

1. Affective questioning
2. Case study
3. Role playing
4. Simulation
5. Group discussion

4. Psychomotor
 Skills domain
 Easier to identify and measure because it includes primarily overt movement-oriented activities
that are easily observed.

Five levels of Psychomotor Objectives

1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization

Phases in Teaching Psychomotor Skills

1. Demonstration state
2. Guided practice
3. Master

Elements of Effective Skills Demonstration

1. Make sure all equipment is in working order
2. Do a “dry run” of the procedure and time the demonstration
3. Assemble all equipment ahead of time
4. Arrange the environment to be a realistic as possible
5. Perform the procedure step-by-step, explaining as you go along
6. When appropriate, give the rationale as you go along
7. Refer to the handouts or textbooks to show fine points that may not be visible to the audience
8. Be sure to adhere to all principles of good nursing care like observance of aseptic technique, body
mechanics and patient’s privacy
 9. Consider performing the demonstration for the second time or have a student make a return
demonstration, without explanation to show the flow of the skill or activity

Assessment of Psychomotor Skill Learning

Skill performance checklist

are commonly used which describe the step-by-step execution of the procedure to achieve the
goals f learning.
 It contains a number of items or steps in the procedure which are checked off when completed.
 May contain:
 A rating scale with descriptors like adequate, good, and excellent or poor, fair and good
 Or a number scale which is added to give a total score.

Choosing a Textbook/ References

Things to consider in the choice of textbook/references:
1. Consult publishers of their representatives for review copies of the likely texts for you to
examine in detail
2. Students prefer texts which are clearly written and organized
3. Bold written with a lot of examples and easy to understand style of writing is most
appreciated by the students
4. The content, scope and quality, credibility of authorship; format; quality of print and paper
and he cost are very serious considerations
5. The accuracy and currency, and breadth and depth of content should also be scrutinize
before making a decision.

CONDUCTING A CLASS

THE FIRST CLASS

1. Begin introducing yourself.

2. Welcoming the class can establish a pleasant atmosphere.
3. Reading names and getting correct pronunciation.
4. Ensuring that every one gets the handouts.
5. A little humor is useful
6. Communicate your expectations for the course.
7. Review the course syllabus.
8. Try to whet the learners appetite for what is to come.

SUBSEQUENT CLASSES:
1. Gaining and controlling the attention of the learners.
2. To keep communication skills rule effectively going.

Approaches in Teaching
Approach

 Approach is a general plan or scheme to achieve an objective

 it provides the teacher with an enlightened and objective view point, a sound philosophy and
orientation to the total process of teaching and the selection of an instructional method.
 Specifies and describes the following components of instruction which are:
 1. Major goal of teaching
2. Nature of the subject matter
3. Teaching-learning process
4. Roles and responsibilities of the teacher
5. Expectations from students
6. Kinds of evaluation techniques
7. Suitable teaching methods and strategies to be employed

Two Traditional Approaches to Teaching

1. Inductive Approach
 Begins with particular statements to general statements
 Also known as discovery method because as the learner is presented with related details, specific or
particular data, incidents or characteristics, he is able to discover or arrive at a truth, fact. Conclusion
or generalization
 Trains the student to think logically
 Example: Enzo has red blood cells. Human beings have red blood cells. Therefore, Enzo is a human
being
 Inductive Reasoning- is a way of thinking from specific observations to more general rules.
2. Deductive Approach
 Begins with general statements to specific statements.
 Solving a problem or difficulty is done by applying to it a generalization that has already been
formed.
 Trains him to postpone judgment until further verification is done
 Example: Human beings are composed of red blood cells. Enzo is a human being. Therefore, Enzo
has red blood cells.

Teaching and Learning Strategies and Methods

 Strategy
 is a specific plan of action, a tactic or a scheme which the teacher devises to achieve goals ad
learning objectives.
 It is the manner by which such a plan or scheme is developed and implemented.

Instructional or teaching strategy

 Is the overall plan for a learning experience which makes use of one or more methods of
teaching and includes content and process to achieve the desired outcomes

Instructional methods
 Are the techniques and approaches used by the teacher to make the learner understand the
content to be learned.

METHODS
 Are a way, an approach or a process to communicate information
 Examples:
 Lecture, group discussion, one-yo-one instruction
 Demonstration and return demonstration
 Gaming and simulation
 Role-playing and role modeling
 Self-instruction modules
  Computer-assisted instruction
 Distance learning techniques
Technique
 Refers to the art or skill of a teacher’s performance in teaching, the manner in which a teacher
applies a method to achieve an immediate objective.

The Components of Teaching or Instruction

1. Employment of reinforcers
 Positive reinforcers
 How to use positive reinforcements effectively:
a. Knowledge of results
b. Information regarding results of written examination
c. Grades
d. Rewarding students for cooperative behavior
2. Explaining or making things clear by using the right terminologies, examples and models.
 use of examples
 How to use examples effectively:
a. Select examples that are relevant or applicable to the student’s experiences and
knowledge
b. Discuss the principles behind the action then give an example to illustrate the
principles
c. Check if the lesson objectives have been attained by asking student

A. Begin with simple examples

1. Use of simulation and games
2. Developing psychomotor skills