Developing a Lesson

Plan
NURS 2011
Presented by: Calyne Bellot RN/RM
 Objectives
By the end of this teaching session students will be able to:

• Define a lesson plan

• Describe a lesson plan

 Objectives
• Outline the components of a lesson plan
❑ Pre- Evaluation

❑ Goals and Objectives

❑ Learning Content and Timing

❑ Activities

❑ Resources

❑ Evaluation

• Formulate a structured lesson plan

Pre-Evaluation

What is a lesson plan?

 Describe a lesson plan
A lesson plan is a teacher's detailed description of the course of
instruction or "learning trajectory" for a lesson (1).

A daily lesson plan is developed by a teacher to guide class learning.

It includes the goal, how the goal will be reached and a way of
measuring how well the goal was reached.
Components of a Lesson Plan

PRE-
EVALUATION

GOALS &
OBJECTIVES
ASSESSMENT

LEARNING LEARNING
RESOURCES CONTENT &
& ACTIVITIES TIMING
 Pre- Evaluation

• Pre-evaluation/pre-assessment is an action or strategy at the start of instruction that

displays student’s incoming knowledge and skills and in turn informs teaching and
learning.

• It can occur at the start of a lesson, the beginning of a unit, or the introduction of a
new idea, concept or skill.

• Pre-evaluation/pre-assessment is used to identify incoming knowledge, recognize

misconceptions about a topic, raise student’s curiosity, and immediately engage them in
new learning.
 Pre-Evaluation

Strategies Without Technology

• Corners: Select a position and provide an annotated defense based on prior
learning.
• Entrance Slip: Students map what they know about a topic, respond to
questions, or record their ideas.
• Predictions: Students predict the content and purpose of upcoming
learning.
 Pre-Evaluation
Strategies With Technology
• Padlet: can be used for brainstorming or displaying incoming
knowledge.
• Google Forms: can create quick quizzes that provide data on each
student’s knowledge.
• Plickers: lets you poll your class as each student holds up a card
displaying their answer. Cards can be scanned with your phone
producing a class graph or individual student report.
 Aims/Goals
• The aims are broad statements of what you hope to achieve in the
teaching session
• The aim must be at the beginning of your lesson plan
• It must be SMART ( Specific, Measurable, Achievable, Realistic and
Time-Bound)
• Use SMART words like "design," "formulate," "practice" and "analyze”
when writing your aim
• Avoid vague or difficult to assess words such as understand and
appreciate
SMART AIMS/GOALS
 Aims/Goals
Example # 1: Topic-Teaching on Performing a Random Blood Glucose
Aim: By the end of the 1 hour teaching session students will be able to
demonstrate how to perform a random blood glucose on a patient

Example # 2: Topic- Professional Development

Aim: I will attend two nursing workshops or webinars per year to help my
professional development.
 Learning Objectives
• Your goals/aims should guide your learning objectives
• The learning objectives determine what you want students to learn
and be able to do at the end of class. To help you specify your
objectives for student learning, answer the following questions:
 Learning Objectives
Bloom’s Taxonomy is a classification of the different objectives and skills that educators set
for their students (learning objectives).

Bloom’s taxonomy is a powerful tool to help develop learning objectives because it explains
the process of learning:

• Before you can understand a concept, you must remember it.

• To apply a concept you must first understand it.
• In order to evaluate a process, you must have analyzed it.
• To create an accurate conclusion, you must have completed a thorough evaluation.
• However, we don’t always start with lower order skills and step all the way through the
entire taxonomy for each concept you present in your course.
Bloom’s Taxonomy
Bloom’s Taxonomy
 Learning Content and Timing
This is the main body of the lesson plan. The contents of your topic will be discussed
in this part. Your content should be aligned with your objectives

You must prepare different ways to catch the attention of your students
Appealing to different learning styles is important e.g. Visual, Auditory, Kinesthetic and
Written
As you plan your content and activities, estimate how much time you will spend on
each. Build in time for extended explanation or discussion, but also be prepared to
move on quickly to different applications or problems, and to identify strategies that
check for understanding.
 Timing Tips

Anticipate where the discussion could get hijacked or go on for too long. Remember the
purpose for each lesson component and move on when you know you have achieved it. If
your group has profuse energy around a topic, suggest continuing the discussion at lunch or
after class.
Add timing notes to the lesson: Pencil the times in at the margin. Stay on track at each
stage of the lesson.
Make use of your smart phone: Set the alarm to vibrate at a specific milestone to remind
you to move forward. This technique is especially useful as a 10 minute warning before the
end of the session.
Appoint a timekeeper: Ask a student to keep time and give you a sign at specific moments.
This is also a great way to get more quiet students involved.
 Learning Activities

• Learning activities are activities which are designed to bring out or create the conditions of learning.

• When planning learning activities you should consider the types of activities students will need to
engage in, in order to develop the skills and knowledge required to demonstrate effective learning in
the course.

• Learning activities should be directly related to the learning objectives of the course, and provide
experiences that will enable students to engage in, practice, and gain feedback on specific progress
towards those objectives.

• As you plan your learning activities, estimate how much time you will spend on each.
 Learning Activities
Many activities can be used to engage learners. Some of these activities include:
❖ Drill and Practice
❖ Quiz
❖ Lecture
❖ Student presentation
❖ Debate
❖ Guest Speaker
❖ Case Study
❖ Reflection Journal
 Learning Resources

Learning resources are those devices and procedures which teachers can
utilize to make teaching and learning more interesting, more stimulating,
more reinforcing and more effective.
• Learning and teaching resources are helpful in achieving objectives.
• Learning resources should suit the age, maturity, intellect level, motives
and social environment of the learners.
• Learning resources must be interesting, attention catching and motivating
for learners to be engaged.
 Learning Resources

Some learning resources which can be used in lesson planning include:

❖ Textbooks
❖ Relevant reading materials
❖ Videos
❖ Recordings
❖ Chalkboard
❖ Chart
❖ Power point
 Evaluation/Assessment

Assessment helps instructors and students monitor progress towards

achieving learning objectives.

• Formative assessment is used throughout an instructional period to treat

misconceptions, struggles, and learning gaps.

• Summative assessments evaluate learning, knowledge, proficiency, or

success at the conclusion of an instructional period.
 Evaluation/Assessment
FORMATIVE SUMMATIVE
Formative: Learn and practice Summative: Assess performance
In-class discussions Instructor-created exams

• Clicker questions (e.g., Top Hat) • Standardized tests

• Quiz • Final projects

• 1-minute reflection writing • Final essays

assignments
• Final presentations
• Peer review
• Final reports
• Homework assignments
• Final grades
• Surveys
 Formulate the Lesson Plan

Topic: Preforming a Urinalysis

Aims/goals: To engage students in clinical practice of performing a urinalysis by the end
of the 1 hour teaching session
Specific Objectives: Outline the systematic steps to performing a urinalysis
Duration of Session: 1 hour
Target group: Pre-Registered BSN
Venue: Online
Date: 8th March 2022
Resources Needed: Microsoft Internet, BB Collaborative, Power point, YouTube Video
 Lesson Plan
Specific Objectives Content with Time Teacher Activity Student Activity Evaluation
Frame

At the end of this 1 Content (20 minutes) Lecture utilizing Engage in discussion Multiple choice
hour teaching session power point and answer questions questions
students will be able to: answered during
session
 Lesson Plan

Formative Assessment
• Multiple Choice Questions

Summative Assessment
• Project
Video
 What did you learn?

Multiple Choice Question #1

Which one of the verbs is not a SMART verb
to use in formulating goals and objectives
(a)Understand
(b)Analyze
(c) Outline
(d) Design
 What did you learn?

Multiple Choice Question # 2

Which assessment is a formative assessment
(a) Final Exams
(b) Case Study
(c) Homework
(d) Final Presentation
 What did you learn?

Multiple Choice Question # 3

Which is not a component of a lesson plan
(a) Objectives
(b) Resources
(c) Evaluation
(d) Interventions
 What did you learn?
Short Answer Question # 1
List the components of a lesson plan?

Short Answer Question # 2

Define learning activities and list three learning
activities
 LEARNING
GOALS/OBJECTIVES
RESOURCES

CONTENT
&
TIMING

EVALUATION LEARNING
ACTIVITIES

Remember the major components of a lesson plan

 Conclusion

Lesson planning requires time and attention to develop properly. A lesson

plan is fundamental for each classroom or teaching session as it organizes
ideas, topics and goals of the teachers. Lesson planning allows the teacher
to plan activities, set realistic time lines and assess knowledge of students.
The overall result of a good lesson plan is good student learning outcomes,
which every teacher should aim for.
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