10/12/2012

1
THE LESSON PLAN
Prof. Arnold B. Peralta
October 12, 2012
Objectives:
Analyze the factors that needs to be considered
in designing an instructional design
Formulate objectives for a selected unit of
instruction
Specify the content, learning activities, and
resources which will best achieve each
particular objective
Select the appropriate method and tool to
measure students achievement of specified
objective
1. Situational Analysis
Institutional/curricular goals
Learner characteristics
Instructional resources
Constraints
2. Learning Objectives
KSA
Student competencies
Terminal (end)
Intermediate (unit/lesson)
Where are we now?
What is our direction?
Elements and Steps of Instructional Design
3. Learning Activities
Selection and organization of
Content
Learning activities
Resources and
instructional media
4. Student Evaluation
Purposes and types of
evaluation
Methods/tools of evaluation
Qualities of a good tool
The test blue print
Details of test administration
Which approach
is suitable?
How are we
doing?
Elements and Steps of Instructional Design
Elements of instructional design
1. SITUATIONAL ANALYSIS
Learners characteristics
Institutional and curricular objectives
Instructional resources
Elements of instructional design
1. Learning Objectives
- are specifications of the desired
learning outcomes or competencies
expected of the learners as a result of a
learning experience at specific intervals
and/or at the end of a subject.
- curricular objectives vs learning
objectives
10/12/2012
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Elements of instructional design
1. Learning Objectives
- key element of instructional design
- selection of content and learning activities
- selection of assessment methods and tools
- emphasizes importance of congruence
among these elements: objectives, content,
learning activities, and assessment methods
Learning Objectives
Qualities of learning objectives
Domains of learning
Guidelines in formulating objectives
Learning Objectives
Qualities of learning objectives
C (clear)
R (relevant)
A (attainable)
A (adequate)
M(measurable)
Learning Objectives
Qualities of learning objectives
Domains of learning
Cognitive
Psychomotor
Affective
Outcomes of learning
Cognitive
outcomes
Knowledge
Declarative
Procedural
Conceptual
Critical thinking
Creative thinking
Decision making
Problem solving
Skills
Interpersonal
Communication
Clinical
Attitudes and
values
Sana, Erlyn. 2011
Taxonomy of the Cognitive
Domain of Learning (Anderson, 2001)
Remember
Understand
Apply
Analyze
Create
Evaluate
Sana, Erlyn. 2011
10/12/2012
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Taxonomy of the Cognitive
Domain of Learning (Anderson, 2001)
Remember
Understand
Apply
Analyze
Create
Evaluate
HOTS
Sana, Erlyn. 2011
Learning Objectives
Qualities of learning objectives
Domains of learning
Guidelines in formulating objectives
Guidelines:
Derive your learning objectives from the
knowledge, skills, and attitudes defined in
the professional responsibilities that are
within the purpose and scope of your
subject or unit.
Guidelines:
Start with an action verb.
Observable
Approximate as closely as possible the
intellectual abilities, practical skills, or
attitudes expected of the students
Avoid vague terms
Guidelines:
Use only one learning outcome at a time.
Guidelines:
Specify the condition under which the
students performance will be tested.
10/12/2012
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Guidelines:
Specify the standard or minimum
acceptable level or degree of performance
unless they are clearly implied as in a
written test when the passing grade has
been established or the standards are
already incorporated in the evaluation.
Exercise::::
How does one determine terminal student
competencies?
If it is not feasible to use the conditions and
performance of the professional competency as the
final level of simulation for students during the course,
then back down from the conditions and performance
of the professional level in small steps, considering
the feasibility of each alternative before backing down
another step
Exercise::::
How does one determine terminal student
competencies?
Select as high a level of simulation as is feasible for
evaluating terminal student competence. Be realistic
about the:
(a.) time required to observe student performance
(b.) need for a representative and equivalent set of
test stimuli for comparing the performance of all
students fairly
Exercise::::
How does one determine terminal student
competencies?
Remember that the highest level of simulation is
selected for purposes of evaluating terminal student
competencies. You can always use a still higher level
of simulation for student practice during the course
itself (e.g., have students practice with real patients,
but evaluate them on the basis of a representative set
of case studies)
3. Learning Activities
Selection and organization of
Content
Learning activities
Resources and
instructional media
4. Student Evaluation
Purposes and types of
evaluation
Methods/tools of evaluation
Qualities of a good tool
The test blue print
Details of test administration
Which approach
is suitable?
How are we
doing?
Elements and Steps of Instructional Design
Selection and Organization of
content and learning
Use the dimensions of scope, sequence, and
integration
Aspects of
content
BSN Curriculum Nursing course
Scope Core subjects
Organizing
strands
All essential knowledge or content needed to
achieve student competencies in a subject, unit,
or lesson
Sequence Sequencing
designs
Ways of sequencing content
Integration Vertical
Horizontal
Vertical relationships among parts of a subject
in a particular sequence (simple vs complex)
Horizontal relationships among parts in a
subject within one sequence (among the simple
ones vs among the complex ones)
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CONCEPT MAPS
Graphic means of depicting relationships
among ideas or concepts
Requires consideration of the objectives
and the level of the learners, analysis of
the content as to hierarchy of concepts
and areas of integration.
CONCEPT MAPS
Steps:
Write down the major concepts about a topic or
content.
Identify the general, intermediate, and specific
concepts
Illustrate these concepts through a concept map
Represent with a circle, square, or rectangle general
concepts on top and specific ones at the bottom
Draw lines between related concepts
Label lines with linking words to indicate how concepts are
related
Review and revise as needed
Examples:
Chain map
Spider map
Hierarchy map
Eclectic maps showing relationships
among concepts
Examples:
HIERARCHY MAP
SPIDER MAP
CHAIN MAP
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Understanding the learning process
Learning is a result of the interaction between
the learner and his environment
The job of the teacher is to create the external
events to maximize learning
Selection and Organization of
content and learning
The phases of learning
(Gagne, 1974)
Time
Motivation
Apprehending
Acquisition
Retention
Recall
Generalization
Performance
Feedback
Sana, Erlyn. 2011
The phases & processes of learning
(Gagne, 1974)
Time
Motivation
Apprehending
Acquisition
Retention
Recall
Generalization
Performance
Feedback
Expectancy
Attention
Coding
Storage
Retrieval
Transfer
Responding
Reinforcement
Sana, Erlyn. 2011
EXPECTANCY ATTENTION:
SELECTIVE
PERCEPTION
CODING:
STORAGE
ENTRY
MEMORY
STORAGE
RETRIEVAL TRANSFER
RESPONDING
REINFORCEMENT
E
N
V
I
R
O
N
E
M
T
Establish motivation Direct attention
Promote acquisition of
knowledge
Enhance
retention
Stimulate recall of
information
Promote transfer
of learning
Elicit
performance
Provide feedback
PROCESS OF LEARNING AND INSTRUCTIONAL PURPOSES
(Adapted from Gagne 1974 and 1977), SANA 2010
Selection and Organization of
content and learning
Adult learning principles
Assumptions:
As individuals mature:
Learning Principle:
Learning is facilitated when:
1. They find themselves more active
and self-directed.
1. The learner is actively involved.
2. They accumulate experiences
through the years that give them
something to contribute and share.
2. What is to be learned is related to
the learners previous experiences.
3. They want to learn things that will
help them to cope with real-life
concerns and problems.
3. The learner sees purpose or
meaning in what is to be learned.
4. They give attention to the kind of
learning that has direct and immediate
application to real-life situations.
4. The learner is able to apply what
has been learned to actual-life
situations.
Sana, Erlyn. 2011
Selection and organization of learning
activities
What the learning objective requires?
What the learning process and principles call
for?
Introduction
Development
Consolidation
Selection and Organization of
content and learning
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Instructional purposes
(a.) activating motivation
Principles involved:
Learning is facilitated when the students are
motivated
Attention will be captured
Learn faster and more thoroughly
Meaningful to them
They can relate to their experiences, futures, values,
and interests
Student motivations are of various kinds and
come from different sources: incentives, task
mastery, and achievement
(a.) activating motivation
Design implications:
Relate the present lesson to the students
experiences or to previous and future
learning
Inform of the students of the learning
objectives and their performance
Allow student participation
(b.) directing attention
Principles involved:
Principles in motivation also applicable
Students are more likely to learn if their attention
is attracted by relatively novel situations (Davis
et al. 1974)
2 ways: general alerting function (enhance the
learners readiness to receive stimulation through changes in
sounds, light, and other stimuli) and selective perception
(makes use of what is known about the learners interests or prior
knowledge)
(b.) directing attention
Design implications:
Introductions that will catch the learners
attention
Current event
Anecdote or case study
Presenting short drama
Or asking a provoking question
(c.) promoting acquisition
Principles involved:
Students are more likely to learn
something new if they have all the
prerequisites
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(c.) promoting acquisition
Principles involved:
They are more likely to learn when:
Presentation is clear and structures
Instructors messages are open to the
students inspection
Theoretical information is made sufficiently
concrete and presented in both verbal and
visual forms
They are presented a model performance to
watch and imitate
(c.) promoting acquisition
Principles involved:
They are more likely to learn when:
They take an active part in appropriate
learning activities geared toward the
achievement of the lessons objectives
They are given adequate opportunities for
practice
They actively process information, solve
problems, or practice skills
Students learn at various rates
(c.) promoting acquisition
Design implications:
Determine if the learners have the prerequisite
knowledge, skills, or attitudes for the present
lesson or stimulate recall
Materials should presented in an organized form
Provide students participatory, experiential, and
self-directed activities
Provide adequate exercises or practice sessions
for behaviors to be learned
Provide opportunities for collaborative or group
learning
(d.) enhancing transfer of
learning
Principle involved:
Facilitated when opportunities to use
learners newly acquired knowledge and
skills in numerous situations are provided
(d.) enhancing transfer of
learning
Design implications:
Provide a variety of learning tasks and
contexts which learning should occur
Provide opportunities for the learners to
apply the learning in as many new
situations as possible
(e.) eliciting performance and
providing feedback
Principles involved:
Learning is facilitated when the student
knows how ell he is doing during the
course of a lesson
Feedback increases the speed of learning
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(e.) eliciting performance and
providing feedback
Design implications:
Provide opportunities for the learners to
show evidence of what was learned
through some kind of performance and
inform him concerning the degree by
which his performance has met the
standards
The phases, processes and
instructional events of learning
Phases Processes Instructional Events
(Briggs ,1981)
Motivation Expectancy Gaining attention
Apprehension Attention Informing the learning of the objective
Acquisition Coding Stimulating recall of prerequisites
Retention Storage Presenting the stimulus material
Recall Retrieval Providing learning guidance
Generalization Transfer Eliciting performance
Performance Responding Providing feedback
Feedback Reinforcement Assessing performance
Enhancing retention and transfer
Selection and organization of learning
activities
What the learning objective requires?
What the learning process and principles call
for?
What the instructional situation will permit?
Learning context or resources such as time,
audiovisual aids and materials that influence the
degree of learner autonomy possible or
instructional support needed in the instructional
events or activities that facilitate learning
Selection and Organization of
content and learning
Generative
(student
generates)
Supplantive
(Instructor
supplies)
High
Wide range
High
Ample
Low
Few
Low
Limited
Learners prior knowledge
Learners cognitive strategies
Learners motivation
Instructional time
Factors affecting the degree of instructional support
(Adapted from Smith and Ragan 1999)
Selection and organization of learning
activities
What the learning objective requires?
What the learning process and principles call
for?
What the instructional situation will permit?
Instructional function
Selection and Organization of
content and learning
Instructional functions and
their corresponding activities
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1. Situational Analysis
Institutional/curricular goals
Learner characteristics
Instructional resources
Constraints
2. Learning Objectives
KSA
Student competencies
Terminal (end)
Intermediate (unit/lesson)
Where are we now?
What is our direction?
Elements and Steps of Instructional Design
3. Learning Activities
Selection and organization
of
Content
Learning activities
Resources and
instructional media
4. Student Evaluation
Purposes and types of
evaluation
Methods/tools of evaluation
Qualities of a good tool
The test blue print
Details of test administration
Which approach is
suitable?
How are we doing?
Elements and Steps of Instructional Design
How are we doing? Evaluation of
student learning
Determining whether the students are
achieving or have achieved the objectives
of the lesson, unit, or subject
Identifying
Collecting
And analyzing the necessary data
How are we doing? Evaluation of
student learning
What decisions need to be made?
Determining common mistakes or
gaps in knowledge and skills of the
students during the period of
instruction
DIAGNOSTIC EVALUATION OR
FORMATIVE EVALUATION
At the end of instruction, the
teacher needs to know the extent
of the students achievement of the
objectives as a basis for the
certification of the students
performance in the form of grades
SUMMATIVE EVALUATION
IDENTIFYING COLLECTING ANALYZING
Areas of evaluation
Domains of
learning
Methods or tools of
evaluation
Qualities
Preparation
Administration
Methods or tools of
evaluation
Qualities
Preparation
Administration
Assessment of student learning
How are we doing? Evaluation of
student learning
What types of data need to be collected?
Areas for evaluation
Cognitive domain (in which knowledge of
content or subject matter and problem-solving
abilities are to be rated
Psychomotor domain (in which actual
performance of technical, interpersonal, and
communication skills are to be rated)
Affective domain (in which the students
attitudes and values are to be rated)
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How are we doing? Evaluation of
student learning
How will the data be collected? Methods
and tools of evaluation
Requires understanding of at least two of the
most important qualities of a good tool
VALIDITY
RELIABILITY
How are we doing? Evaluation of
student learning
VALIDITY accurately measures what it is
measuring
There are appropriate methods and tools for
measuring attainment of the objectives in each of the
three domains of learning
VALIDITY
RELIABILITY
How are we doing? Evaluation of
student learning
RELIABILITY those being measured yield consistent or
similar results when:
A test is given twice at different times
Equivalent or parallel forms of a test administered at about the
same time
Odd- and even- numbered items of a test administered at one
time are scored as separate tests
VALIDITY
RELIABILITY
VALID?
RELIABLE?
VALID?
RELIABLE?
VALID?
RELIABLE?
10/12/2012
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Test blueprint
Table of specifications or test plans
Ensures that the test will measure a
representative sample of the learning
outcomes or subject matter to be
measured
Ensure content validity
How are we doing? Evaluation of
student learning
How will the test be administered?
Provide a physical and psychological
environment that is conducive to the optimum
performance of students taking the test
Reducing to the minimum effects of irrelevant
factors on the test scores
1. Situational Analysis
Institutional/curricular goals
Learner characteristics
Instructional resources
Constraints
2. Learning Objectives
KSA
Student competencies
Terminal (end)
Intermediate (unit/lesson)
Where are we now?
What is our direction?
Elements and Steps of Instructional Design
3. Learning Activities
Selection and organization
of
Content
Learning activities
Resources and
instructional media
4. Student Evaluation
Purposes and types of
evaluation
Methods/tools of evaluation
Qualities of a good tool
The test blue print
Details of test administration
Which approach is
suitable?
How are we doing?
Elements and Steps of Instructional Design
10 commandments on effective teaching
on the 21
st
century
by: Leonardo Leonidas MD
1. Thou shalt not stress out your students by
being strict, not smiling, or not looking at their
eyes during your interactive talk.
2. Thou shalt break a 60 minute talk into five 10
minutes active interaction with one idea. Tell a
joke or a personal story relevant to the topic on
the break time after each 10 minute module.
3. Thou shalt avoid giving a talk between one to
two in the afternoon. A sleepy brain cant learn
effectively.
4. Thou shalt use more caricatures or cartoons in
your talk or power point. Reduce text to less
than 30 words in a powerpoint. Cartoons are
remembered better than texts. Better still do it
without a powerpoint.
5. Thou shalt engage the students to ask
questions, even stupid ones.
6. Thou shalt remind students to recall the main
points of your talk within the hour, then another
recall within 24 hours, and again in three days.
10 commandments on effective teaching
on the 21
st
century
by: Leonardo Leonidas MD
10/12/2012
13
7. Thou shalt make mental hooks or association
of your main ideas to another related idea or
something that most of the students might
have personal experience.
8. Thou shalt remind students to sleep eight
hours before any examination. Avoid
cramming or all night-stand review.
9. Thou shalt encourage collaboration with each
student, teacher, researchers, or business
people.
10 commandments on effective teaching
on the 21
st
century
by: Leonardo Leonidas MD
10. Thou shalt get the e-mails of all students for
follow-up, comments, updates, and outcome
studies of your effectiveness. Learn how to use
Facebook, Twitter, Blogs, make an Apple or
Android application, or a website.
10 commandments on effective teaching
on the 21
st
century
by: Leonardo Leonidas MD
THANK YOU!!!
References:
Sana, E. 2010. Teaching and Learning in
the Health Sciences. University of the
Philippines Press
Segall, A. 1975. Systematic Course
Design for the Health Fields. John Wiley
and Sons, Inc.
Competency-Based BSN Curriculum SKA,
2006. UP College of Nursing