LESSON PLANNING
By: Madiha Saleem
RM, BSN, MSN(Scholar)
Acknowledgement Nadeem Uddin
Dow Institute of Nursing and Midwifery
Dow University of Health Sciences
Objective
At the completion of this unit students will
be able to:
• Define lesson plan
• Appreciate the importance of lesson Plan
• Discuss the components of lesson Plan
• List important consideration while preparing a
lesson plan
• Develop the lesson Plan for target group
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Lesson Plan
• A lesson Plan is a document that
provides the blueprint for the
teaching session.
• It provides the necessary
information for the nurse or other
teacher to conduct the teaching
session.
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Lesson Plan
• The lesson Plan incorporates information
such as:
– Learner analysis
– Context analysis
– Behavioral objectives
– Sequence of content
– Format
– Strategies
– Media
– Evaluation
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Implementation
• During the implementation phase, the nurse
actually conducts the teaching, using the lesson
Plan as a guide.
• During teaching, the nurse must be aware of and
adaptable to conditions that may affect
teaching.
• These include:
– Learning environment
– Patient’s condition
– Nurse’s teaching skills
– Nurse’s and patient’s communication skills
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Evaluation
• Evaluation is the process of determining the
effectiveness of teaching.
• There are two major concerns of evaluation:
Learner evaluation: did the patient learn what he
or she was supposed to learn?
Teaching evaluation: was the teaching presented
in an effective manner?
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Lesson Planning Guide
• We provide a short summary While planning a lesson, a
teacher should think about each of the following categories.
Goals:
• (1) Broad objectives of the course
• (2) Goals of the particular lesson
• (3) what students should be able to achieve after the
lesson
Objectives within the lesson:
Define what your students will do to acquire further
knowledge and skills and how they will be able to demonstrate
that they have learned.
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Prerequisites
Materials: What will be needed, e.g. what is available (make a
list/bibliography) and what will have to be prepared.
Lesson Description: Describe the general focus of the lesson
and include thoughts to share with other teachers..
Lesson Procedure
– Introduction: Describe how you introduce ideas and
objectives, get student's attention and motivation, etc.
– Main activity: Define the sequence of activities, in
particular like presentation, demonstration, explanation,
discussion.
– Closure/conclusion: Describe how you plan to draw ideas
together and to provide feedback to students.
– Follow up Lessons / Activities:
Assessment / Evaluation: Define how you will assess student's
learning. Also evaluate if students engaged in suggested
practice.
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Objectives Content Method of Time Resources Method of
outline instruction allotted evaluation
(in min)
Following a
20 min
teaching
session the
patient will
be able to:
Identify the Location of 1:1 20min Anatomical Post-testing
five sites for five instruction chart
insulin anatomical
injection with sites
100% rotation of
accuracy sites
(cognitive)
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Demonstrate Accepted Demonstration 5min Alcohol sponges Observation of
proper technique And and re
techniques according to re Insulin syringes demonstration
according to procedure demonstration Multi dose vial
procedure for
drawing up Reading
insulin from a syringe unit
multi dose dose markings
vial
psychomotor
Give insulin to Procedure for Demonstration 10min
Human model Observation
self in thigh injecting and re- SQ needle and of re
area insulin SQ at demonstration syringe Multi demonstration
with100% 90 degree dose vial
accuracy angle using Alcohol sponges
aseptic
psychomotor technique
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Express any Summarize Discussion 3 Video Question
concerns common concerns written and answer
about self- exploration of handouts
administratio feelings
n of insulin
affective
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Purpose
It keeps the teacher on the tracks
• Ensures stable progress and a definite outcome of
teaching and learning procedure.
• It creates confidence in teacher in conducting a
class.
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Purpose
• It encourages organization of subject matter and
activities.
Prevents haphazard teaching
• It serves as a check on unplanned curriculum-
continuity and inter connectedness.
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Avoid repetition
Minimizes the chances of omitting some
vital point of the information.
It provides basis for evaluation.
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Pre Requisites for Good Lesson Planning
Ensure active learner participation during
a class.
Maintain interest and motivation of
student.
There should be variety and innovation
in type of presentation.
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Objectives
The topics and sub topics of the teaching plan
are converted into learning objectives,
general and specific objective.
Objectives should be stated in behavioral
objectives which are measurable .
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Objectives
Time limit should be set for attaining each objective
and it should be include in the lesson Plan.
Teacher should relate lesson plan with the Previous
class and prepare few questions so as to identify
gaps and stimulate learning in students
Objective
s
While selecting content teacher has to see that it is
suitable to the student ‘s level of learning and
related to the objectives to be attained
Teaching and Learning Activities
Types of Teaching Materials
Assignments
Evaluation
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Preparation or introduction
Presentation
Comparison or association
Generalization Application
Summary
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Elements of a Lesson Plan
• Type Selection of Teaching Learning Activities of
Descriptive Material Assignments
Evaluation
Reference
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Essential for presentation
Subject matter should be well-
planned,prepared ,written and Preserved to gain more
confidence
Be inabout
very clear teaching.
the objectives of teaching the
particular lesson.
Specifically relate various learning activities to
relevant objectives in the lesson plan .
Incorporate the specific objectives in the
evaluation of the lesson.
Essential for presentation
Prepare a neat black –board
summary with the help of the pupils. Figures,
Charts, Sketch etc, on the black or white board
should be expressive and proper.
If your lesson is divided in to sections, do not
fail to have the sectional revision after you
finish each sections.
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Essential for presentation
Questions Put to the class, should be definite and clear,
stimulating and thought provoking, fairly well –
distributed over the whole of the class.
Give time to the pupils to get their doubts cleared and mistakes
corrected.
Learning activities should inspire self – learning among the
pupils.
They should give the pupils time to think, to reason ,to analyze,
to synthesize.
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The lesson should be related to actual life situations.
Have the appreciation of the continual co-relation between the subject matter
and the problems of life .
Have the insight in to the relationship between the subject matter and needs
of life.
Pay individual attention to the pupils wherever needed.
Be careful about the back benchers.
Be natural.
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Have adequate command over spoken language or effective, smooth and
flawless expression.
Be clear and concise in the use of language.
Avoid verbalism.
Be economical in the use of language.
Maintain the /Discipline of the class.
Weld different sections of the class in to a homogeneous advancing group.
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References
Erb, G., & Kozier, B.(2000). Fundamentals in Nursing:
Concepts, Process and practice. (5TH ed). Addison: Wesley.
Susan B. Bastable (2008). Nurse as Educator: Principles of
Teaching and Learning for Nursing Practice. (3RD ed) USA
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