NCM 102 Health Education

Semifinal Activity 2: Teaching Demonstration

A. Teaching Plan
General Instruction: Work as a team and create a teaching plan base on the assigned topic per group. Utilizing
the following format below. Groups and assigned topic are also listed below.

Table 1: Resource Unit Format

Concept:
General Objectives:
Specific Content Methodology Time Resources Evaluation
Objectives Allotment

1
 Table 2: List of groups, assigned topic and date of presentation

GROUPS TOPICS Date of Presentation

Computer Teaching Strategies Final
1 1) Computer assisted instruction
2) Internet
3) Virtual Reality
Distance Learning Final
2 1) Interactive TV Classes
2) Via Internet
Teaching Psychomotor Skills Final
3 1) Approaches to Teaching Skills
2) Assessment of Psychomotor Skill Learning
Clinical Teaching Final
1) Purpose of Clinical Laboratory
4 2) Models of Clinical Teaching
3) Preparation for Clinical Instruction
Assessment and Evaluation Final
a. Learning Assessment of clients
5 b. Methods of Evaluation
c. Qualities of Good Measurement
d. Interaction Process Analysis/Process Recording

DEADLINE OF SUBMISSION for RU/Teaching Plan and PowerPoint

April 30, 2022 - Group 1 and 2

May 7, 2022 - Group 3 & 4
May 14, 2022 - Group 5

2
 Rubrics for Grading: Resource Unit (Teaching Plan)
Advanced
Criteria 5 4
Learning Objectives -The objectives are
specific and distinct from
one another, it provides a
sense of how knowledge
and meaningful learning
will build in the course.
There is a logical order to
the objectives.
- The objectives present a
very clear picture of
course/unit purpose and
outline a set of actions
that students would
understand and could
readily complete.
- The objectives utilize
only active verbs that can
be measured and that are
not redundant. All
objectives can be linked to
the various levels of skill
on Bloom’s Taxonomy of
Learning.
Organization -The teaching plan is very
well organized and has
complete content.
Proficient
-Objectives provide a
sense of how knowledge
and meaningful learning
will build in the course.
Although one or two
objectives don’t quite fit
into the larger picture,
there is a logical order to
the objectives.
- Most objectives are
distinct, but one or two
may have some overlap
that can be eliminated
with some additional
rewriting.
- Most of the objectives
utilize active verbs that
are measurable and not
redundant, and most
could be easily linked to
levels on Bloom’s
Taxonomy.
- Presentation was fairly
organized and pretty
follow.
3
Working Towards Needs Improvement
3 2
- Students will need to - Objectives seem to be
exert some effort or unclear, unrelated and in
guesswork to discern a random order. Students
logic to the arrangement would have no sense of
of the objectives, how knowledge and
although the relation learning will build in the
between some of them is course.
explicit. - Course objectives are so
- Taken together, the broad and vague that one
objectives present a has no idea what this
somewhat vague or course is really about. The
confusing picture of the objective could apply to
course purpose. almost any learning
- The objectives utilize a situation.
mix of measurable and - The objectives use few if
non-measurable verbs, any measurable verbs
many of which could not that could be linked to
easily be linked to levels levels on an educational
on an educational taxonomy.
taxonomy. Significant
rewriting is needed.
Presentation was not Presentation lacked
clearly organized. organization. Poor
Transitions between transitions between group
 -Has an easy follow of
transition
Content -Content addresses the
objectives.
- Group members had a
stronghold on the
content.
Anticipatory Set -Lesson is creatively
opened
by tapping interest &
prior
knowledge, and
procedures
are described
Methodology/ and -Specific strategies
Strategy designed
to promote success for all
students based on Time
Circumstances, Tasks,
Communication,
Response
Modes; Differentiated
Instruction clearly evident
-Transitions might have members were jumpy or members’ individual
been slightly awkward. parts.
discontinuous but did not Presentation lacked order
take away greatly from and very difficult to
the overall. follow.
- Most of the group - Group members had - Group members had
members has a solid only a superficial little to no understanding
understanding of the understanding of content. of the content addressed
content. in the presentation.
-Content missing minor
elements or contained
minor errors. able.
-Some attempt to open -Limited attempt to tap -Does not tap interest &
lesson by tapping interest interest & prior prior knowledge, and
& knowledge, and describe describe procedures
prior knowledge, and procedures
describe procedures
-Strategies designed to Some strategies not Strategies not specific
allow specific enough to enough to support
success for most students support student learning based
based on Time student learning based on on Time Circumstances,
Circumstances, Tasks, Time-Circumstances, Tasks,
Communication, Tasks, Communication, Communication,
Response Response Modes; Limited Response Modes; No
Modes; Some evidence of Differentiated evidence of
Differentiated Instruction Instruction Differentiated
evident Instruction
4
Learning Assessment -Assessment provided are - Assessment provided are - Assessment provided are -Assessment provided are
all appropriate and appropriate and connected to objectives Not connected to
connected connected to some to a limited degree. objectives or not
to all objectives. objectives. appropriate
Resources and Materials -Creative, connect to -Variety of resources were -Resources included -Resources limited or
“real world” & variety of included, integrates -Sources were improperly not included
materials were used, technology cited. -no citation of sources
effectively integrates
technology -Propper citation of
-Propper citation was sources was stated.
indicated.
TOTAL
AVERAGE

B. Group Presentation (Teaching Demonstration)

Mechanics of the Teaching Demonstration:

1. Each group is given 30 minutes for the presentation. The presenter will have to observe an average of 5-7
minutes.
2. Each presenter should follow strictly the criteria for the presentation or points will be deducted from the group
grade. We will be very particular about timing and will stop you when your time is up even if you have not
finished.
3. It is highly recommended that the next presenters should get ready in advance. Immediately share the
presentation material on the screen and start the report after the group that preceded you has ended.
4. ALL groups will only utilize LECTURE – DISCUSSION as teaching method.
5. Each group must utilize and share power point presentation.
6. All members of the group should participate and keep your camera on during the presentation.
7. Each presenter must wear an ID tag visible enough for easy identification by the clinical instructor.
8. Presenters and members will wear plain white collared shirt/polo during the presentation
9. Absent student in the group will be marked a grade of 5.0.

5
 10. Criteria for both Resource Unit and Presentation should be written on the cover page
11. ALL of the other groups EXCEPT the presenters should prepare at least 2 questions related to the topic discussed
for the open forum.

Rubrics for Grading: Group Presentation (Teaching Demonstration)

Advanced Proficient Working Towards Needs Improvement

Criteria 5 4 3 2
-Group members had a - Most of the group - Group members had -Group members had
Content stronghold on the content members has a solid only a superficial little to no understanding
and content was understanding of the understanding of content. of the content addressed
thoroughly addressed. No content. Content missing Several mistakes were in the presentation.
mistakes were made with minor elements or made during the
regard to content contained minor errors. presentation.
knowledge.
Method of Presentation - Includes a -Some teaching strategies -Teaching - Teaching
and Effective use of variety of teaching included with use of MI strategy not clear or MI strategy not clear or
materials / technology strategies theory; Some methods of theory not evident; MI theory not evident;
using Multiple; student inquiry listed; Limited methods of Methods of student
Intelligences some open-ended student inquiry used; inquiry not evident;
theory; used multiple questions included; lower level questioning; lower level
methods or inquiry for appropriate use of average ability in utilizing questioning; limited/poor
student learning technology. technology. ability in
incorporating Bloom’s utilizing technology.
taxonomy; effective use
of technology.

6
 -Vocal quality and eye
Mastery and Delivery contact
appropriate.
--Summary provided to
reinforce learning and link
to future learning.
-Obvious
knowledge of subject and
enthusiasm for topic.
Audience -Introduces technical or
engagement/participation performance elements
And Time Management that captures audience’s
attention and
participation
- Objectives are
accomplished
by all students in time
frame. No wasted time.
Teamwork/ members’ The group worked very
Participation well with each other and
the presentation was
shared equally among the
group members.
-Few problems with vocal - Some problems with - Volume of voice
quality and eye contact. volume and eye contact. inappropriate. No eye
-Held audience attention. -Little enthusiasm for contact.
--Some summary subject. -No enthusiasm
provided to reinforce -Limited use of summary for subject.
learning. to reinforce learning. -Summary not evident
- Adequate knowledge of -Some problems or does not reinforce
content. with knowledge of learning.
content - Major
problems with content
knowledge.
-Well executed -Lack attention to some -Ignores performance
performance. details in the presentation context due to lack of
-Captures and engages or awareness of audience preparation.
audience participation. - Objectives are not
-Creative use of audience - Objectives only partially accomplishable for most
interaction. accomplished. Lesson did students in allotted time.
- Objectives accomplished not fit time frame. Did not use time wisely.
by almost all students in Lesson too long or too
time short.
frame. Good use of time.
The group worked well Group communicated Group did not work well
with each other and relatively well with a few together. There were
communicated well. lapses in the obvious
Some members presentation; some miscommunications and
participated slightly more students dominated the lapses in the
than others. presentation.
7
 presentation and others
did not participate much.
Visual Presentation Visual aids used were Visual aids used were Visual aids used did not Visual aids were not used
used effectively somewhat effective, but support verbal at all.
throughout presentation. weren't used consistently presentation. They lacked
Group members used throughout the information, or groups
visual aids as a presentation. members read from
supplement, not as a them.
crutch.
TOTAL
AVERAGE