Chapter-8 Reviewer of the Curriculum Planning and Conducting Classes PDF

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CHAPTER 8: CURRICULUMPLANNING AND CONDUCTINGCLASSESCurriculum Planning and Development  Curriculum refers to a planned set of learning experiences that the educational institution intends to provide its learners. Choices and decisions in the development of a curriculum is based on the sociocultural...

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CHAPTER 8: CURRICULUM PLANNING AND CONDUCTING CLASSES Curriculum Planning and Development  Curriculum refers to a planned set of learning experiences that the educational institution intends to provide its learners. Choices and decisions in the development of a curriculum is based on the sociocultural, technological and economic changes in society as well as though understanding of the educational philosophy and ideologies on which it is based (O’Connor: 2006). Three educational philosophies underpin the development of a curriculum: conservative, progressive and radical views. 1. Conservative View (essentialism)  The conservative view stresses that there are certain truths that should be taught and learned. Accordingly, the purpose of education is to transmit the worthwhile bodies of information to generations of learners in order that, what is worthwhile is conserved. The conservative view also stresses that:  Social change should be slow:  There is need to converse and therefore oppose reform:  Methodology should be teacher directed: and  Emphasis should be places on ensuring content- centered curriculum (Hearne and Cowles: 2001) 2. Progressive View  Progressive is associated with the rise of dissatisfaction with traditional education practices which places emphasis on content and totally disregards learners’ needs and interest in education. The progressive view is more concerned with the current needs of learners in response to recent social and technological changes and climate in the teaching and learning environment. 3. Radical View  The radical view states that education should do more than preparing learners for participatory democratic

PUPOSES OF THE CURRICULUM  The curriculum is an intellectual development process conceived to promote mastery of the subject matter with the primary purpose of building a storehouse of information, skills and values (Keating: 2006). Intellectual development is conceived as the following: 1. Being directed toward development of the change process; 2. Mastery of subject matter in and of itself is secondary; 3. Serves as a resources for activities such as problem-solving and creative thinking, among others; 4. Depends on the development of all aspects of personality; and 5. Necessary for effective functioning in all areas of living.  The curriculum meets the needs of the community where teaching and learning takes place and the needs of the discipline from which learners are to be trained and developed. FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT 1. Philosophy of Nursing Education  The philosophy of nursing education constitutes the basis for the final selection of the aims and objectives of the nursing curriculum. It provides knowledge and guiding principles which unify the criteria for the evaluation of the aims and purposes of the curriculum (Clark: 2008) 2. Educational Psychology  Educational psychology refers to the science which develops learning through experimentation. It provides data from which the principles of learning are developed. 3. Society  Society serves as an important guide in the selection of educational objectives and the development of the curriculum in nursing. Since people are the end-user of the product of the curriculum, it makes sense that they respond to educational goals and objectives which also serve as the source of efforts to revise, refine, or

citizenship. Education should also prepare then from deliberative citizenship where the autonomous and self-styled learning process takes place. Students are encouraged to assume self-initiating activities and harness leadership potentials.

change the curriculum. 4. Students  The curriculum recognizes the importance of the individual needs of students as persons. This includes the needs of the community from where the teaching-learning process takes

place and the needs of the discipline through which the learners are to be trained and developed. 5. Life Activities  Life activities refer to personal activities in which students engage information as a nurse and as an individual. These activities include the following:  Professional - activities specific to one’s chosen career.  Family - her role as a member of the family  Civic - her duty as a citizen  Leisure - her personal activities without responsibilities  Spiritual - her activities which relate to her creator or religious beliefs. 6. Knowledge  Ways of acquiring knowledge through the curriculum are identified relation to two roles: that of the “onlooker” and that of the “participant”  The onlooker is the individual who needs background knowledge to understand the principles from a particular field of study or inquiry. The participant is a scholar of a particular discipline who needs more mastery of the field where the curriculum is developed (Clark: 2008) Descriptive and normative TYPES OF CURRICULUM PREPARATION 1. Foundational  Foundational preparation includes the liberal arts program which leads to the personal development of the student. It provides princes in the basic disciplines upon which nursing courses formulated or built. (math, English, writing, etc.)  Liberal arts 2. Professional  These are major courses in nursing and related fields including theoretical and related learning experiences. These courses are specific to the nursing discipline which helps guide and direct students in the acquisition of knowledge, skills and values to carry out their roles and responsibilities as professional nurses. (professional subjects or theories,

learning specific to what should be learned and expected or desired output. Basis for this method of teaching are teaching goals and objective (Emerson: 2007). The evaluation cycle: The connection ( to create curriculum) 1. Planning 2. implementation 3. Assessing CHARACTERISTICS OF UNIT PLANNING AND TEACHING Unit planning and teaching recognizes that:  Learning takes place most effectively as “wholes” rather than of fractions;  Learning is developmental, in regard to students’ age and capabilities;  Learning takes place most effectively when there is understanding and acceptance of goals to be achieved and there is full and free participation in planning the course for the attainment of these goals and objectives;  There is need to provide for individual differences  Effective learning takes place when the learner increasingly develops the skills for self-direction; and  Unit planning provides a sound basis for the evaluation of learning. TYPES OF UNIT PLANS  Subject matter units in which the primary emphasis is the assimilation of knowledge regarding the subject matter discusses and the secondary emphasis is on the learner; and  Process units in which the primary emphasis is on the learner’s ability to grasp the subject matter and its secondary consideration relates to materials to be used for learning. PURPOSES OF THE DAILY PLAN OR TEACHING PLAN  The daily plan helps organize each class session and relates this to the development of the total work unit. Its indicates what has been done, in which direction the students should be guided next, and the work which is to be immediately taken up. It is a small part of the unit plan and directs daily work toward the overall goals of the course (Clark: 2008).

ncm 101 or 103) UNITARY TEACHING  Unitary teaching is a method of teaching planned to facilitate and to attain a common framework or unitary

The daily plan is an important document for teachers. It guides and helps the teacher in the following:

 Her teaching activities for the day;  Specific learning activities to be accomplished for the day; and  A daily framework of the lesson so that there will be on topics missed or duplicated or taken for granted.

 The plan should arouse enthusiasm and motivation for the teacher and learner. Both should share the same process and outcome objectives for the continuing improvement of individualized learning. SAMPLE CLASS PLAN

ELEMENTS OF GOOD DAILY PLANNING 1. Course objective. The plan should state clearly the desired outcomes to be achieved. Objectives must be student centered and focused on terminal behavior desired to be achieved.

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2. Related to previous work. The plan should relate each class session to the previous work of the course. This serves as basis for coherence, consistency and continuity in the presentation of the course or subject matter.  3. Selection and organization of the subject matter. The plan should provide for selection and organization of the subject matter or its content, the knowledge component, and materials to be used, such as textbooks, references and online resources. GUIDEPOST FRO THE DEVELOPMENT OF THE DAILY CLASS PLAN 1. A Guide, Not a Crutch  The daily plan should serve as a guide for activities to be taken up for the day that will make the student work together to achieve specific behavior change.

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2. Continuous Growth  The daily plan should be the basis fro continuous improvement and development of teacher and student activities. It should not be used over and over again with the same content but rather revised or modified according to the current trends or issues in the discipline. 3. Special Work  It should provide for students who need special projects considering individual differences. 4. Daily Class Plans  These are specific activities consistent with the day’s teaching objectives that

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Objectives of the Class: A. Central Objective:The student will acquire knowledge pertaining to vital signs by taking the body temperature by axilla and to interpret and record results accurately. B. Teacher Objectives: At the end of the course, the student Explains the principles on which the clinical thermometer is based Demonstrates how to read the clinical thermometer and to record temperature Analyzes the importance of accuracy in reading and recording the temperature Explains the principles underlying the procedure for taking body temperature by mouth Demonstrates the technique for taking and recording oral temperatures. C. Student Objectives: Explains the principles on which the clinical thermometer is used Analyzes the use of clinical thermometer and to record body temperature Recognizes the importance of accuracy in reading and recording body temperature Explains the principles underlying the procedure for taking body temperature orally Demonstrates the technique for taking oral temperatures.

PLANNING AND CONDUCTING A CLASS The following are guidelines for teachers to consider in conducting her class. 1. The teacher is a spotlight working with her clients of care and students. The teacher’s specialization becomes an art as she becomes skillful in helping students learn in the way she conducts her class. Hence, the

should be covered, so no topics are missed. There is a corresponding time allotted with specific reference and evaluation materials. 5. Enthusiasm

teacher is engaged in a continuing, systematic and self-reflective analysis regarding her teaching procedures. Her enthusiasm in teaching exudes a great deal in motivating and inspiring her students to participate actively during

class discussions and other activities ( Bradshaw and Lowenstein: 2007) The Planning Sequence a. Develop a course outline or syllabus. The course outline or syllabus is considered a contract between teacher and learners. The course outline helps learners determine what is to be learned and what is expected of them. The course outline includes:        

The title of the course The name of the instructor The course description Course goals and objectives Outline of topics Methods to be used Textbook and reference materials Methods of evaluation

b. Formulate the Objectives. Identify what knowledge, skills, and values are expected of students. These should be designed according to the SMARTER principle. Why do we need course objectives? SMARTER objectives are: S - SIMPLE M -MEASURABLE A -ARCHIEVABLE R -REALISTIC T -TIME BOUND E -EXCELLENT VALUE R -REWARDING  To guide in the selection and choice of course content and materials  To determine students extent of learning derived from teaching Taxonomy of Objectives Bloon (1984) identified three (3) learning domains of educational objectives, namely:  The cognitive domain which measures knowledge, comprehension, application, analysis, synthesis and evaluation using oral tests Example: the learner decides how much insulin to take depending on the amount of carbohydrate consumed.  Psychomotor domain, measures the actual performance (skill) in doing a nursing procedure where the learner can demonstrate what he or she has learned. Example: the learner mixes two types of

Example: A student accepts responsibility of identifying his learning needs.

the own

c. Selecting Content. Course content is usually prescribed in the curriculum. The teacher provides the course description to guide her what to teach. The teacher has the discretion of determining exactly what to include or exclude on a particular matter. d. Organizing Content. The course content must be designed and structures in a logical sequence. A teacher can move from generalizations to specifics or vice versa. Lecture discussion of topics must be prepared and organized in order to proceed smoothly and facilitate clear understanding of the subject matter. Example: Start a pre-op class for putients by talking about the effects of general anesthesia and then, mention examples of anesthesia agents. 2. Select teaching methods. Deciding which teaching method to use is not easy. Weston and Crenton (1986( believe that the selection of teaching methods is one of the most complex part of teaching. The teacher is faced with the dilemma of which strategies are the most appropriate way to teach a particular topic. There are several factors to consider in the choice of the best teaching method to use (De Young: 2003). a. Objectives and the type of learning the teacher is trying to achieve. Example: if the teacher wants to develop attitude, case study or role-playing may be used b. Course Content. The sub-feature and informative content of the subject matter to be taught specific to what the students must learn.

c. Abilities and interest of the teacher. The teacher’s comfort in teaching the topic that will capitalize her strength and personality. d. Compatibility between teachers and teaching methods, between learners and learning methods. Awareness of capabilities and backgrounds knowledge regarding the subject matter.

insulin in one syringe correctly.

 Affective domain, measures beliefs, attitudes, and values regarding the course given.

e. Number of students in the class. Having ten (10) learners versus thirty (30) learners will obviously affect the way teachers teach. With small groups, cooperative learning can be affective.

Larger groups can have Audiovisual or case studies. f.

lectures.

Educational resources available in an institution. Adequacy of classroom size, furniture, lighting, ventilation,availability of technology, availability of instructional and multimedia equipment and materials. Lack of these resources may limit the teachers’ creativity and resourcefulness in the choice of strategies of teaching.

EFFECTIVENESS OF TEACHING METHODS  Teaching methods are considered effective if students are able to develop knowledge, improve performance of skills, enhance problem-solving skills, saves then time for learning, and allows speed of the transfer of learning abilities to them. PLANNING ASSIGNMENTS Assignments must encourage students to think critically. These include term papers and research, or position papers. All assignments must be geared toward meeting the learning outcome of the course. The following points are used in planning assignments.  Assigning short essay. To analyze a particular patients’ problems or issues related to the course encourage students to think critically.  Disease assessment focus or patient teaching tools or materials. This can facilitate creative and resourceful way of using strategies to accomplish this assignment  Nursing care plans. An indispensable aspect of nursing assignments done in most clinical courses. This requires critical thinking using the nursing process to solve patient needs and problems. 3. Fit the topic to the audience. Assess your students’ level of competency as basis in the choice of course objectives and content. 4. Focus on your topic. Do not attempt to cover everything in one lecture. 5. Prepare an outline that includes 5-9 major points you want to cover in one

7. Select appropriate examples or illustrations that will fit the subject matter discussed. 8. Present more than one side of an issue and be sensitive to other perspectives for better view of the various factors that affect or influence a certain issue or event. 9. Repeat points when necessary for clarity and understanding 10. Be aware of your audience and observe their response and feedback 11. Be enthusiastic or excited about your topic so the audience will exude the same enthusiasm. 12. Use visual aids for a meaningful presentation to enhance memory and understanding 13. Provide “hand-on” experience to strengthen knowledge and skills of the topics taught. 14. Record important information in writing. Prioritize presentation of topics from the most to the least important 15. Use movies and videos with options to enliven the discussion 16. Repeat a question and respond clearly 17. Arrange for the students to sit comfortably to allow active listening, some may have sensory or perceptual difficulty of classroom atmosphere is not relaxed. 18. Provide new vocabulary or an agenda ahead of time 19. Stay in one place or move once in a while rather than moving too fast around the room. Be aware of your words, behavior, or mannerisms. 20. Do not expect a student to look in more than one place at a time. Students perceptual ability is till limited only to what was learned. Allow students to grasp situations one step at a time for gradual understanding and retention of knowledge, imparted while staying focused on the relevant matters that must be learned....