Lesson Planning

Office of Medical Education

Why do it?

• The purpose of a lesson plan is to communicate• Each part of a lesson plan should fulfill some

purpose in communicating the specific content:– the objectives, – the learning prerequisites, – what will happen,– the sequence of learner and faculty activities, – the materials required, – and the actual assessment procedures.

Lesson Plans

• Lesson plans are the "maps" of what we want to accomplish during a class period.

• Faculty develop and prioritize learning goals and objectives based on the College of Medicine Goals and Objectives and academic medicine subspecialty goals and objectives (e.g. COMSEP, APOG, AAIM)

• All planning begins with faculty considering what they want their students to accomplish during the lesson.

• Each lesson plan is designed to move the learners through a complete course of study on a particular topic.

Input ---->  Process ---->   Output

• Input refers to information about: – the learners for whom the lesson is intended, – AV or physical materials, – other required resources

• This information also includes:– understanding prerequisites learners have grasped– the objectives of the lesson. – the estimated amount of time it will take to implement

the lesson.

Input ---->  Process ---->   Output

• Output refers to the description of what students are supposed to learn

• Output is the use of performance assessments, which allow learners to demonstrate knowledge and skills in the content area.

• Did the student learn what they were suppose to learn?

• How will the learning be measured?

Input ---->  Process ---->   Output

• The process is the actual plan

• What do the faculty and learners do during the lesson.

Step 1 Establish objective(s) for the lesson.• An objective is a description of what learners will

know or be able to do after instruction. • Objectives should be observable and

measurable. • Assess how the objective fits with the College of

Medicine Goals and Objectives• Assess how the objectives fit with the

subspecialty organization academic component

Measurable Objectives

• Measurable objectives contain three parts:– The conditions under which the desired result is to

be performed – An action verb that identifies an observable behavior – The criteria (standards) for determining how well and

when the behavior is to be performed – Given a stethoscope and normal clinical environment,

the medical student will be able to diagnose a heart arrhythmia in 90% of effected patients.

• An observable, measurable Goal. State this goal as an action verb, such as install, type, describe, and state. Words like "know," "understand," "appreciate," & "inform" are not appropriate terms for tasks because they cannot be measured. More specific verbs are e.g. "At the conclusion of this lesson you will be able to:”

list , identify, state, describe, define, solve, compare and contrast , or operate …

Conditions under which the task should be performed. This describes any situations that should be considered when measuring the goal, such as the availability of information when users perform a task.

Level of acceptable performance. This describes the extent to which the objective must be achieved to be considered complete, such as without errors.

Step 2Collect materials-make special arrangements.

• What materials are to be used during the lesson by both the faculty and the learners

• Are there any special arrangements needed, e.g. contacting a guest speaker, a patient, setting up a T1 link, determining small group activities.

• Does the syllabus include up-to-date preparatory (e.g. reading) materials.

Step 3Develop anticipatory set.

• The faculty starts class with a short activity or prompt that focuses the learners’ attention before the actual lesson begins and is used when learners enter the room.

• A handout posted on the web (New Innovations) or given to students at the door, a review question written on the board, a case study, and/ or a pretest covering reading assignment are examples of anticipatory set.

Step 4Establish the objectives.

• Explain to the learners why they need to learn the material,

• What they will be able to "do“ with the material,

• How they will demonstrate their learning

Step 5Decide on input.

• Decide on the concepts and skills the faculty will impart to the learners, i.e. the "stuff'' the learners need to know in order to be successful.

• May be delivered through lecture, self directed learning activities, or small group activities.

Step 6Model

• Show enthusiasm for learning

• Show in graphic form or demonstrate what the learners should be able to do after the lesson (e.g. how to diagnose and treat a particular disease entity)

Step 7Follow me.

• Include guided practice where the faculty leads learners through the steps necessary to perform the skill

• Use the trimodal approach – – heard the presentation– seen the presentation– apply the presentation to a patient care

scenario.

Step 8Check for understanding.

• Use a variety of strategies to determine level of learners’ understanding– Post test– Case studies –paper/virtual– Student/ group presentations

Step 9Provide opportunities for application.• Provide opportunities for independent

practice

• Encourage learners to apply the new concepts and skills to patient care situations.

Step 10Provide closure.

• Provide a review or wrap-up of the lesson

• Ask the learners to demonstrate what they have learned

Step 11Assess learners.

• Monitoring student learning, both formally and informally: e.g. examinations, observations, discussions.

• Use assessment results to diagnosis whether or not teaching methods are effective.

Bibliography

• http://www.effectiveteaching.com/

• http://www.e-learningguru.com/articles/art3_4.htm

The end

• Please proceed to the post test

• Download the post test

• Complete the post test

• Send the post test to

Dr. Sandra Oliver

407i TAMUII

Post Test Question 1

Which of the following is an example of a poorly written objective?

A. In this course you will learn how to operate the defibrillator and properly defibrillate a patient.

B. Given a stethoscope and normal clinical environment, the medical student will be able to diagnose a heart arrhythmia in 90% of effected patients.

Post Test Question 2

An anticipatory set serves :

A. To determine the learners’ level of understanding

B. To focus the learners’ attention before the class begins

C. As the stuff learners need to know

D. To monitor student learning